丽声北极星分级绘本第四级下 The Weekend Bear教学设计

1、书名：小熊过周末The Weekend Bear 话题：周末活动Weekend Activities词汇量：356 教材单元：PEP教材（三起）六年级下Unit 2核心词汇：last, stay at home, have a cold, cleaned my room, watched TV, see a film, read a book核心句型：How was your weekend?What did you do?Where did you go?教材分析The Weekend Bear是丽声北极星分级绘本第四级下中的一册故事类绘本，全文共356词，对应的课标话题是周末活动。该故事叙

2、述了Cara将Class Bear带回家后发生的事情。1. What 主题意义和主要内容故事讲述Cara和哥哥在周末发生的事情。Cara想要和Class Bear做一些有趣的周末活动，但是妈妈生病了，哥哥也有自己的事情，于是Cara和Class Bear在哥哥的建议下尝试了很多不同的活动，但是都不喜欢。最后在哥哥的陪伴下，Cara和小熊一起做烘焙。周一早上，Cara带着做好的饼干和同学们分享，大家都很高兴。故事围绕“周末活动”这一话题，在Class Bear和孩子们的不同活动中展开，突出“人与自我周末生活”的主题，传达出“家庭成员互相关爱”和“合理安排自己的周末”的主题意义。2. Why 写作

3、意图作者通过“妈妈和哥哥都不能陪Cara玩Cara在哥哥的陪伴下和小熊做烘焙Cara带着做好的饼干和同学们分享”这样的故事发展过程，引导学生积极思考发现，学会关心他人，并且安排好自己的周末活动。3. How 文本结构和语言结构本文为记叙文，以“起因经过结果” 的叙述方式讲述了Cara在周末将Class Bear带回家后发生的故事。从内容结构上看，故事可分为三部分。第一部分讲述了事情的起因：Cara想要和Class Bear做一些有趣的周末活动，但是妈妈生病了，哥哥也有自己的事情。第二部分讲述了事情的经过：Cara和Class Bear尝试了很多不同的活动，但是都不喜欢，随后在哥哥的陪伴下和小熊

4、做烘焙。第三部分讲述了故事的结果：周一早上，Cara带着做好的饼干和同学们分享，大家都很高兴。从语言功能角度看，全文主要采用一般过去时，按照事情发展顺序讲述“起因经过结果”。从词汇角度看，文中有很多关于周末活动的词汇，如stay at home，clean my room，watch TV，see a film，read a book等。在描述烘焙过程时也出现了一些相关词汇，如baking，apron，cookery，mix，butter，add，flour等，可能会对学生造成一定的阅读障碍，但相关配图和文本语境有利于学生猜测词义。学情分析根据不同版本教材的话题，本绘本建议学习PEP教材（三起

5、）六年级下册的学生使用。本节课的授课对象是六年级学生。在PEP教材（三起）六年级下册第二单元Last Weekend中，学生已学习掌握了如何运用以下句型提问并回答有关周末活动的安排：How was your weekend? It was good. What did you do last weekend? Did you see a film? Did you do anything else? 能够理解一般过去时的用法，并谈论过去的活动。周末活动这一主题与学生的生活息息相关，学生熟悉相关话题并且有一定的语言基础。六年级学生观察力强，善于提取图片信息，具有一定的语言基础，其认知水平和思维能

6、力不断提升。因此，教师应引导学生关注文本的内在逻辑结构和语篇背后的价值取向，鼓励学生在教师的引导下归纳总结，并运用语言框架描述文本内容或表达自己的观点，从而加深对于主题意义的理解。教学目标在本节课学习结束时，学生能够：1. 感知和理解故事大意，提取故事的主要人物Cara，Brother，Class Bear，Mum，以及Cara在哥哥的帮助下从unhappy到excited的故事主线，了解Cara在完成Bear Book过程中遇到的困难。2. 通过自主阅读和小组合作阅读，梳理和概括故事主要人物的周末活动和情绪变化，并能够简单地复述故事。3. 分析和评价故事中哥哥给Cara提供了哪些可行的建议，

7、并且陪伴Cara一起过周末的情感态度和行为。4. 感知故事中传递的情感，体会哥哥对家庭成员的关心与爱，并能够为自己合理安排周末活动。教学重难点教学重点：1. 引导学生梳理故事大意，提取故事主线，了解Cara在完成Bear Book过程中遇到的困难。2. 帮助学生理解故事主要情节，并简单地复述故事。教学难点：1. 引导学生根据故事的发展和结果，分析和评价故事中哥哥给Cara提供了哪些可行的建议，并且陪伴Cara一起过周末的情感态度和行为。2. 引导学生感知故事中传递的情感，合理规划安排好自己的周末活动。教学用具课内阅读材料：丽声北极星分级绘本第四级下The Weekend Bear绘本、PPT

8、课件、视频音频文件、小熊玩偶教学过程（可分读前、读中和读后活动）教教学活动设计意图Pre-reading活动 1：Warm up & Lead in 热身与导入1. Free Talk自由谈话T: Do you like weekends?How was your weekend? What did you do? Where did you go? 2. Watch a video about the Class Bear观看班级小熊视频T: Today we are going to read a story about a bear. Look, this is the bear

9、. What did he do? Where did he go? Let's enjoy a video about the bear.提问建议：(1) The Bear likes weekends. Why?(2) How was his weekend?(3) What did he do?(4) Where did he go?活动 2：Cover Reading 阅读封面，观察图片，预测故事观察封面，了解书名，预测故事。T: Today, we are going to read a story about one of his weekends. Look at the

10、 cover.(1) What do you know from the cover page? (2) What do you want to know? 铺垫小熊丰富多彩的周末活动，帮助学生理解班级小熊的背景知识，激发学生阅读绘本的兴趣。通过观察封面，让学生提出问题并预测故事情节，培养学生读前预测的阅读策略，激发和调动学生的阅读兴趣。While-reading 活动 3：First Reading 感知故事出示绘本，学生带着问题翻阅绘本。T: Look at the girl, how did she feel? How was the weekend? Let's read th

11、e book.活动 4：Second Reading: Read in Details关注细节（自主阅读+图片环游）1.师生共读第24页，了解故事发生的背景。Page 2提问建议：(1) Who are they?(2) What's in the girl's hands?(3) Why did Cara bring the Class Bear and Bear Book home?Page 3提问建议：(1) What's in the book?(2) Where did the bear go?(3) What did he do?(4) What do yo

12、u think of the book?Page 4T: I think the book is very exciting, too. But look at Cara.提问建议：(1) How did Cara feel?(2) Why?2. 学生自读第512页，体会Cara的心情变化。T: Mum had a bad cold. They should stay at home. what did Cara do with the bear then? How did she feel? Please read page 5 - 12.3. 师生共读第5-12页，引导学生关注家人的行为以

13、及Cara的情绪变化。T: Lets read Page 5 to 12 together.Page 5提问建议：(1) How did Cara feel? Why?(2) What did Brother do?Page 6提问建议：(1) What did Cara do? (2) How did she feel?Page 7提问建议：(1) What did Brother do to make Cara happy? (2) What did Cara say?Page 8T: Look at the Bear book. Bear had been everywhere. He

14、had done everything.提问建议：(1) Where did Bear go?(2) What did Bear do?Page 9T: Bear has to do something exciting at the weekend. 提问建议：(1) Is watching TV exciting? (2) What did Cara think of watching TV? How do you know that?Page 10T: Cara didnt like watching TV with the Bear. 提问建议：(1) Could Brother pl

15、ay with Cara? Why or why not?(2) Could Mum play with Cara? Why or why not?Page 11阅读读第11页，教师引导学生根据个人经验预测情节发展，引发学生思考。提问建议：(1) What exciting things could Cara do at home?(2) If you were Caras brother, what would you say?(3) What did Brother say? Whats Brothers advice?Page 12提问建议：(1) What did Cara do th

16、en? (2) How did she feel? Why?(3) Did Cara like these things? (4) If you were the brother, what would you do?(注意：引导学生读图，读图片中的文字，体会Cara不喜欢这些事情的心情。)Page 13提问建议：(1) What did brother do?(2) How did Cara feel?Page 14提问建议：(1) Cara was happy. Why?(2) Did Bear like baking?4. 联系生活实际，请学生分享对于烘焙的已有知识后，小组共读第15-1

17、7页，梳理Cara在哥哥的陪伴下做烘焙的经过。T：Do you like baking? How to bake? Do you know?师生共读第15-17页，共同梳理Cara、小熊和哥哥一起做烘培的经过。语言支架：First . Then . And . At last .5. 师生共读结尾。T: On Monday, everyone was glad to see Cara. They were going to ask her lots of questions.提问建议：(1)What questions were they going to ask?(2) If you wer

18、e the Class Bear, what would you say?(3) Did Caras class ask the questions?(4) Why?6.回答读前自主提问。T: We have many questions about the story, too. Can you answer these questions now?（注意：根据对故事的理解，学生尝试回答读前自主提问。如果有不确定的问题，请学生再次阅读故事中的某个部分。）让学生带着问题快速阅读故事，初步获取故事的主要人物和发展过程。通过学生自主阅读和师生图片环游，运用预测 、提问与讨论等阅读策略，帮助学生解决生词难词，了解故事的主要内容，理解故事的意义。以小熊的视角回答问题，培养复述故事、归纳总结的能力。Post-reading活动 5：Third Reading自读故事，认读词句1. 学生听录音跟读故事，感受整个故事。T: Open your book. Now please read by yourself.2. 学生理解故事后，评价故事中的人物。T: What do you think of them? Why?活动 6：Retell and Disc