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.docx
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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.docx
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牛津上海版三起六年级上册英语Module1Unit1GrowingupLittleJustin精品教学设计
Title:
LittleJustin
Contents
LittleJustin(AdaptedfromOxfordEnglish6AModule1Unit1Growingup)
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Readastory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(picturebook)”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LittleJustin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LittleJustin(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
AboutLanguage:
1.TorecognizethecharactersofLittleJustinandothersandcomprehendthewholestory.
2.TomakesurethatSscanrecognize,collectanduseusefulinformationtoexpress.
AboutSkills:
1.TodevelopSs’abilitiesoflistening,reading,thinkingandcommunicatingbyenjoyingthestory.
2.TotrainSs’abilitiesofworkingwitheachother.
AboutEmotions:
1.ToarouseSs’interestsinclassactivities.
2.ToenableSstoappreciatechangingandgrowing.
KeyPoints
KeywordsaboutappearanceandsentencepatternssuchasHe/Shehas…,He/Sheis…
DifficultPoints
TocomprehendthechangingandgrowingofLittleJustin.
TeachingMethods
Situationalapproach
Thecommunicativeapproach
Task-basedteachingmethod
Cooperativeteachingmethod
Mindmap
TeachingAids
PPT,boardstickingcards,headgear,etc.
ACTIVITIES
Teaching
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?
S1:
It’sspring.
T:
Doyoulikespring?
S2:
Yes,Ido.
T:
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.
T:
Boysandgirls,whatcanyouseeinthevideo?
Pleasechoose.Maybethere’sonlyonechoice,maybetherearemorechoices.
Whatcanyouseeinthevideo?
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:
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
Teacherandstudents’activities
Purpose
1.TmakesSsenjoyapicturebookLittleJustin.
T:
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?
”
T:
LookatPicture1andPicture2.HowisLittleJustin?
S1:
Heissmallandblack.
S2:
Hehasalongtail.
S3:
Hehasaroundheadandalongtail.
…
(2)T:
InPicture1,aretheremanyroundeggsundertheleaves?
Ss:
Yes.
T:
IsLittleJustinoneofthem?
Ss:
Yes.
T:
SohowisLittleJustininPicture1?
Ss:
He’ssmallandblack.
T:
Yes,heisasmallandblackegg.
TleadsSstorecognizeLittleJustininPicture1byreadingtheword“egg”whichiswrittenontheboardstickingcardandputsthecardonthewhiteboard.Thenwritedownthekeywordsaboutfeatures:
small,black,round.
(3)T:
Look,isLittleJustinstillanegginPicture2?
Ss:
No.
T:
HowisheinPicture2?
Ss:
Hehasaroundheadandalongtail.
T:
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?
”.
Ss:
Becausehewantstofindhismum.
(3)ThelpsSsunderstandthemainthingthatLittleJustinwantstodointhewholestoryandletsthemdosomeemotionalexperienceabouthim.
T:
CanLittleJustinfindhismuminPicture1?
Ss:
No.
T:
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?
”.
(1)T:
WhodoesLittleJustinmeet?
S1:
Hemeetsafish.
S2:
Hemeetsacrab.
S3:
Hemeetsaturtle.
(2)TleadsSstorecognizethethreeanimalswhoLittleJustinmeets.
T:
Whocanreadthethreewordstogether?
Let’schallengethebestpronunciation.
S1:
Fish,crab,turtle.
S2:
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/…)
S1:
Iamafish.Iamred.Ihavearoundheadandalongtail.Iambeautiful.
…
(3)TshowsPicture2ofthepicturebookandletsSscomparethefeaturesbetweenLittleJustinandthefish.
T:
Thefishhasaroundheadandalongtail.Look!
LittleJustinhasaroundheadandalongtailtoo.Theylooksimilar.IsthefishLittleJustin’smum?
Ss:
No.
T:
WhatdoesLittleJustin’smumlooklikeinPicture2?
S1:
Shehasawhitebellyandshehasnotail.
T:
Doyouknowwhereyourbellyis?
(Somestudenttoucheshis/herbelly.)
T:
Yes,hereitis.Let’sreadit.B-E-L-L-Y,belly.
Ss:
B-E-L-L-Y,belly.
TmakesSsreadthesentence“Yourmumhasawhitebellyandshehasnotail.”bydifferentways,e.g.,personalreading,groupreading,boysorgirlsreading.
(4)T:
Atthebeginning,LittleJustinislonely.Hemeetsthefish.Butthefishisn’thismum.Ishehappyorunhappynow?
Ss:
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?
”and
“WhatdoesLittleJustin’smumlooklike?
”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.
Iama____.
Iam____.(colour)
Ihaveawhitebelly.
Ihave____legs.
Iam____.
(cool/…)
S1:
Iamacrab.Iamblackandwhite.Ihaveawhitebelly.Ihavefourlegs.Iamcool.
…
(2)TshowsPicture3ofthepicturebookandletsSscomparethefeaturesbetweenthecrabandLittleJustin’smum..
T:
Thecrabhasawhitebelly.LittleJustin’smumhasawhitebellytoo.Theylooksimilar.IsthecrabLittleJustin’smum?
Ss:
No.
T:
WhatdoesLittleJustin’smumlooklikeinPicture3?
S1:
Sheisgreenandshehasfourlegs.
TmakesSsreadthesentence“Yourmumisgreenandshehasfourlegs.”bydifferentways,e.g.,personalreading,groupreading,boysorgirlsreading.
(3)T:
WhenLittleJustinmeetsthecrab,thecrabisstillnothismum.LittleJustinlooksforhismumandswimsforalongtime.Howishe?
S1:
Heistired.
T:
Doeshestoplookingforhismum?
S2:
No.
T:
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?
Ss:
Yes.
T:
LittleJustin’smumisgreen.Istheturtlegreen?
Ss:
Yes.
T:
LittleJustin’smumhasawhitebelly.Doestheturtlehaveawhitebelly?
Ss:
Yes.
(2)T:
Theylooksosimilar.MaybetheturtleisLittleJustin’smum.Let’scheck.
Tprovidessomeinformationabouttheturtle’sfeaturesandletsSscheck.
CheckthesentencesbyusingTorF.
1.Theturtlehasaroundhead.(T)
2.Shehasfourlegsandsheisgreen.(T)
3.Shehasalongtail.(F)
4.Shehasagreenshell.(T)
5.Shecanwalkandswim.(T)
(3)T:
IstheturtleLittleJustin’smum?
Ss:
No.
T:
Oh,whatapity.LittleJustinstillcannotfindhismum.Ithinkheisverypoor.Whatapoorboy!
TletsSsdosomeemotionalexperienceabouthimandwritesdown“poor”onthewhiteboard.
(4)TshowsPicture4ofthepicturebook
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