牛津上海版三起六年级上册英语 Module 1 Unit1Growing upLittle Justin精品教学设计Word格式.docx
《牛津上海版三起六年级上册英语 Module 1 Unit1Growing upLittle Justin精品教学设计Word格式.docx》由会员分享，可在线阅读，更多相关《牛津上海版三起六年级上册英语 Module 1 Unit1Growing upLittle Justin精品教学设计Word格式.docx（22页珍藏版）》请在冰豆网上搜索。
DifficultPoints
TocomprehendthechangingandgrowingofLittleJustin.
TeachingMethods
Situationalapproach
Thecommunicativeapproach
Task-basedteachingmethod
Cooperativeteachingmethod
Mindmap
TeachingAids
PPT,boardstickingcards,headgear,etc.
ACTIVITIES
Procedure
PRE-TASKPREPARATION
Teacherandstudents’activities
Purpose
1.Freetalk.
TmakesSsbereadyforenjoyingthepicturebookLittleJustin.
（1）T：
Hi,everyone!
Lookoutofthewindow.How’stheweathertoday?
S1:
It’swarm.
S2:
It’ssunny.
S3:
…
（2）T:
Whatseasonisit?
It’sspring.
T:
Doyoulikespring?
Yes,Ido.
Ilikespringtoo.Let’senjoyavideofirst.Inthatvideo,somethinghappenedinspring.
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LittleJustin（小蝌蚪）的生长起始点是春天这一科学事实埋下伏笔。
2.Enjoyavideo.
TmakesSswatchavideowhichisrelatedtothetopicoftheclass.
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.Makechoices.
TmakesSschoosewhatheorshesawinthevideo.
Boysandgirls,whatcanyouseeinthevideo?
Pleasechoose.Maybethere’sonlyonechoice,maybetherearemorechoices.
Whatcanyouseeinthevideo?
A.caterpillar.（毛毛虫）
B.tadpole.（蝌蚪）
C.froglet.（幼蛙）
D.frog.（青蛙）
B.
B,C.
B,C,D.
S4:
Everyonehashisorheropinion.Whatisthecreatureexactly?
Let’senjoyapicturebookabouthim.
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-TASKPROCEDURE
1.TmakesSsenjoyapicturebookLittleJustin.
Afterlisteningtothestory,canyoutellmewhoheis?
Whatishisname?
Ss:
LittleJustin.
让学生欣赏绘本故事视频，并初步认识角色LittleJustin。
2.Lookandsay.
（1）TleadsSstofocusonPicture1&
2andtalkaboutthequestion“HowisLittleJustin?
”
LookatPicture1andPicture2.HowisLittleJustin?
Heissmallandblack.
Hehasalongtail.
Hehasaroundheadandalongtail.
…
InPicture1,aretheremanyroundeggsundertheleaves?
Yes.
IsLittleJustinoneofthem?
SohowisLittleJustininPicture1?
He’ssmallandblack.
Yes,heisasmallandblackegg.
TleadsSstorecognizeLittleJustininPicture1byreadingtheword“egg”whichiswrittenontheboardstickingcardandputsthecardonthewhiteboard.Thenwritedownthekeywordsaboutfeatures:
small,black,round.
（3）T:
Look,isLittleJustinstillanegginPicture2?
No.
HowisheinPicture2?
Heisnotanegganymore.HeisatadpolenowinPicture2.
TleadsSstorecognizeLittleJustininPicture2bylearningtheword“tadpole”ontheboardstickingcardandputsitonthewhiteboard.Thenwritedownthekeywordsaboutfeatures:
aroundhead,alongtail.
绘本故事“一读”：
贾斯汀（LittleJustin）长什么样？
。
教师引导学生观察图一图二，并提出问题“HowisLittleJustin?
”,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（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.Lookandsay.
（1）TshowsaslidewhichcontainsthesummaryabouttheappearanceofLittleJustininPicture1&
2,thenmakesSslookandsayasLittleJustin.
Hi,I’mLittleJustin!
First,Iamanegg.I’msmallandblack.
Ilookaround.
SoonIhavearoundheadandalongtail.
Iamatadpolenow.Icanswimintheriver.
（2）TmakesSsthinkaboutaquestion“WhydoesLittleJustinlookaround?
”.
Becausehewantstofindhismum.
（3）ThelpsSsunderstandthemainthingthatLittleJustinwantstodointhewholestoryandletsthemdosomeemotionalexperienceabouthim.
CanLittleJustinfindhismuminPicture1?
IthinkLittleJustinislonelynow.Nobodyaccompanieshimnow.
Twritesdown“lonely”onthewhiteboard.
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lookaround（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.TletsSsreadthepicturebookbythemselvesfrom
2-4andthinkaboutaquestion“WhodoesLittleJustinmeet?
”.
WhodoesLittleJustinmeet?
Hemeetsafish.
Hemeetsacrab.
Hemeetsaturtle.
（2）TleadsSstorecognizethethreeanimalswhoLittleJustinmeets.
Whocanreadthethreewordstogether?
Let’schallengethebestpronunciation.
Fish,crab,turtle.
绘本故事“二读”：
贾斯汀（LittleJustin）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“WhodoesLittleJustinmeet?
”，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：
Boysandgirls,let’slookatthefish,thecrab
andtheturtle.Guess!
IsthereanypossiblethatoneofthethreeanimalswhoisLittleJustin’smum?
OneofthethreeanimalswholookslikeLittleJustin’smum?
（1）TmakesSsreadthepicturebookbythemselvesagain
fromP2-4andunderlinethekeysentenceswhichcananswerthequestions“Whatdotheylooklike?
”and
“WhatdoesLittleJustin’smumlooklike?
”.
（2）TshowsaslidewhichcontainstheimageoftheFISHandmakesSssaysomethingasthefishaccordingtothestructurepatternforexpression.
Iama____.
Iam____.（colour）
Ihave______and______.
Iam____.
（beautiful/lovely/cute/…）
Iamafish.Iamred.Ihavearoundheadandalongtail.Iambeautiful.
（3）TshowsPicture2ofthepicturebookandletsSscomparethefeaturesbetweenLittleJustinandthefish.
Thefishhasaroundheadandalongtail.Look!
LittleJustinhasaroundheadandalongtailtoo.Theylooksimilar.IsthefishLittleJustin’smum?
WhatdoesLittleJustin’smumlooklikeinPicture2?
Shehasawhitebellyandshehasnotail.
Doyouknowwhereyourbellyis?
（Somestudenttoucheshis/herbelly.）
Yes,hereitis.Let’sreadit.B-E-L-L-Y,belly.
B-E-L-L-Y,belly.
TmakesSsreadthesentence“Yourmumhasawhitebellyandshehasnotail.”bydifferentways,e.g.,personalreading,groupreading,boysorgirlsreading.
（4）T：
Atthebeginning,LittleJustinislonely.Hemeetsthefish.Butthefishisn’thismum.Ishehappyorunhappynow?
Unhappy.
TletsSsdosomeemotionalexperienceabouthimand
writesdown“unhappy”onthewhiteboard.
绘本故事“三读”：
贾斯汀（LittleJustin）遇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“Whatdotheylooklike?
”再次自读绘本故事图2-4及文字。
让学生以Iam…,Ihave…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。
6.
（1）Tshowsaslidewhichcontainstheimageofthe
CRABandmakesSssaysomethingasthecrabaccordingtothestructurepatternforexpression.
Ihaveawhitebelly.
Ihave____legs.
Iam____.
（cool/…）
Iamacrab.Iamblackandwhite.Ihaveawhitebelly.Ihavefourlegs.Iamcool.
（2）TshowsPicture3ofthepicturebookandletsSscomparethefeaturesbetweenthecrabandLittleJustin’smum..
Thecrabhasawhitebelly.LittleJustin’smumhasawhitebellytoo.Theylooksimilar.IsthecrabLittleJustin’smum?
WhatdoesLittleJustin’smumlooklikeinPicture3?
Sheisgreenandshehasfourlegs.
TmakesSsreadthesentence“Yourmumisgreenandshehasfourlegs.”bydifferentways,e.g.,personalreading,groupreading,boysorgirlsreading.
WhenLittleJustinmeetsthecrab,thecrabisstillnothismum.LittleJustinlooksforhismumandswimsforalongtime.Howishe?
Heistired.
Doeshestoplookingforhismum?
Hedoesn’tgiveup.Hedecidestolookforhismumcontinually.
TletsSsdosomeemotionalexperienceabouthimandwritesdown“tired”onthewhiteboard.
让学生以Iam…,Ihave…句式文字自我介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的线索。
并体验贾斯汀尝试了两次依然找不到妈妈的身心疲惫的状态。
7.
（1）T:
Lookattheturtle.He’sthethirdanimalLittle
Justinmeets.LittleJustin’smumhasfourlegs.Doestheturtlehavefourlegs?
LittleJustin’smumisgreen.Istheturtlegreen?
LittleJustin’smumhasawhitebelly.Doestheturtlehaveawhitebelly?
Theylooksosimilar.MaybetheturtleisLittleJustin’smum.Let’scheck.
Tprovidessomeinformationabouttheturtle’sfeaturesandletsSscheck.
CheckthesentencesbyusingTorF.
1.Theturtlehasaroundhead.（T）
2.Shehasfourlegsandsheisgreen.（T）
3.Shehasalongtail.（F）
4.Shehasagreenshell.（T）
5.Shecanwalkandswim.（T）
IstheturtleLittleJustin’smum?
Oh,whatapity.LittleJustinstillcannotfindhismum.Ithinkheisverypoor.Whatapoorboy!
TletsSsdosomeemotionalexperienceabouthimandwritesdown“poor”onthewhiteboard.
（4）TshowsPicture4ofthepicturebook
升级会员 