Teaching Procedure | PRE-TASK PREPARATION Teacher and students’ activities | Purpose | - 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。 | - 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。 | - 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 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. | 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-TASK PROCEDURE Teacher and students’ activities | Purpose | - 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。 | - 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? 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. | 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（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。 | - 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. 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. | 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。 | - 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。 | - T：Boys and girls, let’s look at the fish, the crab
and the turtle. Guess! Is there any possible that one 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. 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. | 绘本故事“三读”：贾斯汀（Little Justin）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“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。 | - （1）T shows a slide which contains the image of the
CRAB and makes Ss say something as the crab according to the structure pattern for expression. I am a ____. I am ____.（colour） I have a white belly. I have ____ legs. I am ____. （cool/… ） |
S1: I am a crab. I am black and white. I have a white 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. 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. | 让学生以I am…, I have…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。 | -
（1）T: Look at the turtle. He’s the third animal Little Justin meets. Little Justin’s mum has four legs. Does the turtle have four legs? Ss: Yes. T: Little Justin’s mum is green. Is the turtle green? Ss: Yes. T: Little Justin’s mum has a white belly. Does the turtle have a white belly? Ss: Yes. （2）T: They look so similar. Maybe the turtle is Little Justin’s mum. Let’s check. T provides some information about the turtle’s features and lets Ss check. Check the sentences by using T or F. - The turtle has a round head. （ T ）
- She has four legs and she is green. （ T ）
- She has a long tail. （ F ）
- She has a green shell. （ T ）
5. She can walk and swim. （ T ） |
（3）T: Is the turtle Little Justin’s mum? Ss: No. T: Oh, what a pity. Little Justin still cannot find his mum. I think he is very poor. What a poor boy! T lets Ss do some emotional experience about him and writes down “poor” on the whiteboard. （4）T shows Picture 4 of the picture book and lets Ss think about the question“What does Little Justin’s mum 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. 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. | 教师引导学生归纳整理之前层层递进、逐步积累和挖掘出的信息：贾斯汀妈妈和乌龟外貌特点的异同。并通过一组判断题带领孩子们更深入地积极探讨乌龟的外貌和能力。为契合之后的文本内容，为贾斯汀找到妈妈后揭示妈妈的外貌和能力埋下伏笔。 并体验贾斯汀尝试了三次依然找不到妈妈的屡遭挫折的状态。 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？） 通过幻灯片呈现图四，带领学生观察贾斯汀的样子是否变化？使学生体会到遇见乌龟时的贾斯汀不再是蝌蚪而已成长为幼蛙，板书幼蛙时期的贾斯汀外貌特点关键词。 | 8.（1）T lets Ss read the picture book again from P2-4 and play roles. T: Look at Picture 2, 3 & 4. Which is your favourite picture? Please choose the picture you love and act as the roles in it. You can act with your deskmate or partner. Ss communicate with his or her deskmate or partner by themselves according to choosing the picture he or she loves. （2）Do show-and-play. T chooses a student to act out picture 2 with her. Then divide the whole class into two team: boys team and girls team and let the two team make a competition by acting out Picture 3 & 4. Picture 2 A: Little Justin B: Fish A: 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. |
| 绘本故事“四读”：扮演角色体验读（鱼、螃蟹和乌龟为什么不是贾斯汀的妈妈？）。 教师设计任务型活动，让孩子们在绘本故事图2-4中选择他们最喜欢的一张图并扮演角色，以展示秀的形式，两人组合，小组合作，男女生合作等多种体验表演方式帮助学生内化故事内容。在此过程中，对贾斯汀妈妈的外貌与能力特点进行再次巩固和梳理。 | - （1）T: Can Little Justin find his mum finally? Please
read Picture 5 by yourselves. T makes Ss listen to a sound of Mother Frog when they observe Picture 5 and leads Ss focus on Mother Frog and try to recognize her. T: Whose sound is it? It’s her sound. Let’s recognize her. （2）T shows a mind map of Mother Frog which contains 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. T: She can jump on the leaf. Can she swim in the river? Ss: Yes. T: That’s right. She can both jump on the leaf and swim in the river. How is she? Ss: Green, a white belly, four legs, a big mouth and no tail. T: Who is she? Ss: Mother Frog. （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. | 绘本故事“五读”：思考问题自主读（贾斯汀最终找到妈妈了吗？）。 教师让学生自主读绘本故事图五，并通过“听声寻人”的方式引出Mother Frog(青蛙妈妈）角色。 在认识青蛙妈妈的环节中，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汀不再是幼蛙而已成长为小青蛙，板书青蛙时期的贾斯汀外貌特点关键词。 并体验坚忍不拔，不畏困难终于找到妈妈的贾斯汀的愉快的心情。 |
POST-TASK ACTIVITY Teacher and students’ activities | Purpose | - About Little Justin.
（1）T shows a slide which contains the order and the details of a frog’s metamorphosis. T: Little Justin finds his mum, he also completes the frog life cycle. That means, he could be a tadpole from an egg, then turns to be a froglet, at last he is a frog. （2）T helps Ss try to talk about the characteristics of the growth about Little Justin by looking at the board 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 becomes a tadpole（蝌蚪）. The tadpole has a round head and a long tail. He can swim. After about four or five weeks, the tadpole begins to grow back legs, then he 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. |
| 经过之前环节的铺垫，在此时，教师依托板书呈现的贾斯汀生长变化图和关键词，带领学生们谈一谈贾斯汀（About Little Justin）。使学生内化：小蝌蚪找妈妈的过程也是其经历生长演变的历程。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、思考和领悟，从而进一步培养学生的逻辑思维能力和科学探索精神。 | - T lets Ss read the whole story together.
| 整体朗读绘本故事，梳理故事脉络。 | - T lets Ss complete the task of acting out the text drama.
| 通过《小蝌蚪找妈妈》课本剧的表演，使学生进一步体验角色，加深认识，升华情感。 | - T inspires Ss with changing and growing by enjoying
some pictures which concern to the topic of the class. T: An egg can change and grow to be a frog, a caterpillar can change and grow to be a butterfly, a seed can change and grow to be a green tree, a baby can change and grow to be a tall girl. On the process of changing and growing, maybe we need to solve problems, overcome difficulties, even challenges. Let’s learn from this story, don’t give up and do your best, you will be better and better. | 在美妙音乐的背景下，教师带领学生欣赏四幅图：①蝌蚪变青蛙生长图②毛毛虫变蝴蝶生长图③种子变参天大树生长图④婴儿变成女孩生长图。 并引发学生思考：从植物、动物到人类，大自然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。 | - 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 1. Retell the story and share with your parents. 2. Act out the story with your partners. Level 2 - Draw a picture about frog life cycle and talk about
it. 2. Read more picture books and share with us. |
| 通过分级作业，培养学生热爱绘本，热爱阅读的良好习惯。 |
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