常州经开区实验小学善创学堂课堂教学设计

执教：卞映月

课题：黑布林英语阅读绘本《A Christmas Present for Barney Bunny》

研究主题：协同课程的实践样态：国家课程校本化实施之善创学堂

教材分析：

A Christmas present for Barney Bunny是《黑布林英语阅读b级2》中的一个故事，介绍了Bunny一家过圣诞节的故事，整本书语言以一般现在时和现在进行时为主，适合小学中、高年级孩子们阅读。本文为记叙文，通过讲述平安夜兔妈妈忙着在家做节日准备，淘气的小兔子从在屋里添乱到外面玩游戏，结果Barney落单等到天黑后妈妈和哥哥姐姐们来找他的过程，以及次日小兔子们收圣诞礼物的故事，传达出“母爱永恒”和“关爱家人”的主题意义。

（1）[What] 主题意义和主要内容

本文通过讲述Bunny一家过圣诞节的过程，传达出“母爱永恒”和“关爱家人”的主题意义。作为最小的孩子，Barney生活在一个大家庭之中，他有四个兔子兄弟姐妹。在圣诞节前夜，Mother Bunny非常忙碌，她在为过一个热闹的圣诞节做足了准备。孩子们不但没有帮助妈妈，还把家里弄得一团糟。为了不受到影响，兔妈妈让孩子们在外面玩耍。没想到一群手忙脚乱的小兔子出门前还是不省心。终于，小兔子们都穿着整齐地到了户外准备玩游戏。可是“不合群”的Barney似乎什么游戏都无法参与。为了照顾最小的Barney，大家一起玩Barney喜欢的游戏“捉迷藏”。Barney躲在哪呢？它躲在一个非常黑的棚子里，但他很不喜欢黑暗，他感觉很害怕。突然，黑暗处照来一束光，是兔子妈妈带着小兔子们来找他啦！兔妈妈呼唤着Barney让他回去吃晚餐，Barney急忙冲到妈妈怀里，害怕的心终于安定了下来。所有的小兔子都收到了来自妈妈用心准备的圣诞礼物。

（2）[Why] 写作意图

作者通过介绍Bunny一家过圣诞节的过程，引导读者认识不同的活动、服装、游戏、地点和礼物，学习用现在进行时描述正在发生的事情、找东西、表达喜爱及能力等基础知识，激发读者在实际生活中运用英语的兴趣。

（3）[How] 文体结构和语言修辞

全文共分为三个部分，第一部分呈现了平安夜兔妈妈和兔宝宝们在家的不同状态及兔妈妈让孩子们到外面玩，兔宝宝们穿戴整齐出门的过程；第二部分呈现了小兔子们玩各种游戏及家人寻找Barney的过程；第三部分呈现了圣诞日兔宝宝们收到妈妈送的礼物的情景。本文使用一般现在时和现在进行时，按照Christmas Eve和Christmas Day的时间线，介绍了Christmas Eve，兔妈妈和兔宝宝在家分别在做什么make the dinner, wrap the presents, tidy the house及shout, fight, make a mess，妈妈为了不受影响让他们到外面玩，出门前孩子们手忙脚乱地找衣服scarf, boots等。小兔子们根据自己的喜好玩不同的游戏chase, hopscotch, skipping, leapfrog，但最小的弟弟Barney无法融入，哥哥姐姐迁就他陪他玩hide and seek，他们躲在under the wheelbarrow, on the branch, in the shed等不同场所，结果Barney躲得很隐蔽，等到天黑感到惊慌失措才被家人找到。Christmas Day孩子们收到了妈妈送来得爱心礼物running shoes, coloured chalks, a new skipping rope, a soft green frog, a bright torch。通过现在进行时描述了妈妈和孩子们在家的状态，通过找衣服时的独白“Where's my...? You’ve got my ... . I can’t find my... .”呈现了找东西的英文表达。通过“Let's play... . I don’t like ... . ... can/can’t ... .”呈现了建议、喜好和能力的英文表达。运用陈述句“... is hiding ... .”和“Where’s Barney hiding?”再次呈现了现在进行时。运用... for ... 呈现了赠送礼物的英文表达。全文配以色彩鲜艳、生动形象的画面，创造出丰富的场景，足以让孩子沉浸绘本之中，激发孩子们的想象力和创造性思维。

学情分析：

本节课的授课对象是五年级学生。五年级学生都有过节的经历，也初步具备现在进行时和一般现在时等相关的英语知识，能够正确表达简单的活动、服装、地点等英文单词以及相关句型。对于文本中出现的动词及动词短语wrap, tidy, make a mess,hop,skip,hide,count，游戏类单词和部分礼物词汇不熟悉，不了解一些游戏需要的工具类词汇，需要在阅读过程中进一步感知理解词汇的具体含义。五年级学生观察能力强，善于提取图片信息，并能通过老师的语言、动作进行联想猜意；活泼好动，热爱表演，有表现力，喜欢角色扮演；积极思考，具有一定的思维能力和语言基础，能够在教师的引导下运用语言框架描述文本内容或表达自己的观点。

教学目标：

1. 通过略读、看读从故事中查找特定细节，通过读图、上下文猜测生词词义并能够流畅表达故事主题；

2. 通过文本要素和故事情节的梳理，让学生在what、why、how等方面理解故事的逻辑关系。

3. 通过有感情、带表演性的朗读，体会故事角色的心情和感受，让学生感受母爱、体会关爱家人的主题意义。

教学重点：

1. 通过阅读和朗读方法的指导和运用，体会故事人物的心情。

2. 提取小兔子们喜欢的游戏与妈妈送的礼物建立练习，感受母爱以及送礼物要投其所好。

教学难点：

结合对文本的理解，说说妈妈选择礼物的理由及你会送妈妈什么礼物。

善创学堂设计理念：

一、挑战性的学习任务

激活已知，激发学习兴趣。在课前热身环节设置游戏——小组内30秒不间断说服装类单词，学生在游戏中通过比赛、合学、互学，复习、巩固服装类单词，为后面阅读文本小兔子们出门前找衣服来推测人物角色做铺垫；在导入新课的封面阅读中，学生通过观察封面中的图片和文字信息，提出问题并解决其中一部分问题，同时带着好奇心和问题进入绘本学习。

二、探究性学习时空

创设情境，厘清故事脉络。学生通过看、听、说、读等方式，在文本阅读中探索故事情节的推动及发展，如：平安夜，兔妈妈和兔宝宝们分别在做什么？根据兔宝宝们出门前找衣服的动作、语言，推测出五个兔宝宝的名字？兔宝宝们玩了哪些游戏以及他们最喜欢的游戏分别是什么？玩捉迷藏游戏的时候，他们分别藏身何处？小兔子们收到了兔妈妈送的什么圣诞礼物以及妈妈为什么会选择这些礼物等。

三、互动性深度会谈

体验想象，提升思维水平。在提炼主题意义的故事关键情节处理上，通过互动性深度会谈，帮助学生挖掘、体会、感悟主题。如：通过对比三句简单句和一句长句表达妈妈做的事情哪种更好时，学生很快提炼出长句更能体现妈妈的忙碌；妈妈忙于节日准备，而小兔子淘气地在家添乱，妈妈会说什么？以及在有感情地读、演中体会母爱永恒；沉浸式体验Barney捉迷藏躲在小棚子里的所感、所思及应对办法，帮助学生建立要勇于面对困难的决心和勇气等。

四、创新性迁移运用

模仿创新，实现学以致用。比如在Barney捉迷藏落单时，妈妈和其他兔宝宝们寻找他时，通过文本中妈妈的呼唤，激发学生想象妈妈还会说什么？其他哥哥姐姐会说什么？学生联系生活实际、迁移运用，创编他们之间的对话；在探究兔妈妈如何选择送给兔宝宝们的圣诞礼物后，学生得出结论：投其所好。并以此为依据说说如果自己是兔宝宝，会选择送给兔妈妈什么礼物？又或者会为妈妈做些什么？以此来加深对主题意义的理解并升华主题。

教学过程：

Warming up：

Game: 30-second non-stop talking           

1. Talk about the clothing words in groups of four without stopping.     

Who’s the winner in your group?

2. What can you see?  (some clothes)

    Ss learn two new words: scarf  boots           

The clothes are all from the little bunnies. Bunnies are rabbits.

Ss learn bunnies

【设计意图】借助课前小游戏，学生通过小组合学，激活对服装类单词的已知，在游戏中互相学习，导入新课，也为后面通过看、读文本推理人物关系做铺垫。

Step1 Pre-reading

Cover reading

1. T: Today, we’ll learn a story about them. Here’s the cover. When you read a new story, what questions come to your mind?

S: When? Who? Where? What? How? Why?  

2. T: Now, let’s focus on the questions.

Who are they? The big one is …  And the others are …  

How many little bunnies are there? Let’s count. And there’s a ...   

When is it?  Where are they?  What’s the story about?  How?                       

Why? Later, we’ll get the answer.

【设计意图】通过故事要素问题设置，促使学生猜测和预测文本内容，激发学生带着问题继续阅读的兴趣。

Step2 While- reading

1. Read and say

①T: Now, let’s come to the story. It’s Christmas Eve. (录音同步)   

When is it? Where are they?

What is Mother Bunny doing? 大声朗读P6，找找兔妈妈正在做的事情。

S: She’s making the dinner.

T: Look, she’s making some soup with carrots. Why? So we can read from pictures.

S: She’s wrapping the presents.   She’s tidying the house.

T&S: So Mother Bunny is making the dinner and wrapping the presents and tidying the house.  

T: Think: There are two expressions, which one is better? Why?

T 总结：The “and” shows us Mother Bunny is doing so many things. She is really very busy. Listen! (录音)  We can read with feelings. Can you?  

S: Practice by themselves, then show.                

②T: Mother Bunny is very busy, but is she sad?

S:No.

T: Does your mother do these things for you?

S: Yes.

T: So mothers are happy when they do things for their babies. What about the little bunnies? Are they helping? What are they doing? Please read P7 loudly and try to find out.                      

S:Read and answer

T: Look, the two bunnies are fighting, the two bunnies are shouting, and he is making a mess. The bunnies are very naughty. Do you know“naughty”? 

S: Yes. 淘气                 

T: We can read from pictures and we can also read with feelings. 你能读出小兔子们的淘气吗？

S: Practice by themselves, then show.

③T: The little bunnies are very naughty, but Mother Bunny is very busy. Guess, what will Mother Bunny say?

S: First guess then read P8 to check the answer.

T: We can read with feelings. Who can try?根据学生的语气You’re an angry /a gentle mum. We can also read with acting. You can choose one to read.

S: Practice by themselves, then show.                 

T: Look at Mother Bunny, what’s in her hand?

S: Some clothes.

T: Why does she take the clothes?

S: It’s very cold outside, because it’s Christmas, it’s winter now.

T: So no matter angry or gentle, Mother Bunny cares about her babies.

【设计意图】学生通过阅读文本、观察图片，进一步理解词汇含义，挖掘文本更多未表达的内容。通过朗读策略指导，有感情、带表演地朗读，沉浸式体验和体会人物性格及母爱的永恒和伟大。

2. Read and match                

T: Look, Becky, Betsey, Billy, Benjy, Barney are coming. Who are they?

First, read. Then, match. Finally, show.

Remember:We can read from pictures. We can read with feelings/acting.                

S:Read and match.

T: No.1/2/3/4/5 is … What does he/she say?

S: ... He/She says …. 学生有感情、带表演校对人物及所说的话。             

3. Scan and find                  

①T: OK, now, look! The little bunnies are outside the house to play. Where are they now?                   T show the pictures of games    

T: They play many games. See? What games do they play? Please first scan, then find.              S: Scan and find, then show the names of the games

 (chase, hopscotch, skipping, leapfrog, hide and seek)

②T: Here’s a chant about the five games, read and fill: Let’s play       .

S: Review the names of the five games.

T: Now, let’s chant together.

S: Chant with acting.

③T: What game do you like best? Who do you usually play with?

S: I like ... I usually play... with... .    

4. Read and underline             

T: What games do the little bunnies like best? First read, then underline.

S: Read and underline.

T: Who likes playing chase/...? How do you know?

S: ... likes ... , because he/she says“... ”  

在梳理小兔子们喜欢的游戏的过程中简单处理文本细节，如：To play hopscotch, they draw with a stone. They play skipping with an old rope. Barney doesn’t like the other four games, why? 

【设计意图】从故事情节和图片中提取要素，大胆猜测，大胆表达，激活学生思维，进而呈现绘本内容，验证自己的猜测。通过朗读策略的指导，帮助学生体会人物情感。               

5. Read and find

T: Look, they’re playing hide and seek. Where are they hiding? Please first read, then find.  

S: Read and find. Betsey/Billy/Becky/Barney is hiding … .          

在情境中学习新词：wheelbarrow, branch, shed         

6. Look and say

①T: Barney is in the shed. OK, let’s have a look.

录音It’s very dark. And the bunnies are not there. How does Barney feel?

S: He feels afraid/sad/ ...

T: Then what will he say? We can read with feelings. We can also read with acting.

S: ...             

T: This time, what can he do when he feels afraid?                     

S: He can ... .

T: No matter what problems you have, don’t be afraid, just face them bravely. OK?                        ②T: What happened then? 录音Suddenly there is … are beside her.

Look, Mother Bunny is looking for Barney. Is she sad/happy? What about the other bunnies?

S: worried

T: Listen, Mother bunny says: Barney, come! It’s time for dinner. What else will Mother Bunny say? What will the other bunnies say? Please make a dialogue with your partners. Remember: We can read with feelings and acting.

S: Make a dialogue and show. 

T: How does Barney feel now?        

S: He feels happy/warm/safe/ ...

T: So no matter what problems you have, believe that your father, your mother, your brothers and sisters are always with you. Right?   

【设计意图】学生在情境中深入思考并回答问题、预测对话、感知人物心情、由细节发现人物心理变化，通过对话表演，强化对文本的理解。              

7. Read and find                 

T: Today is Christmas Eve. And the next day is…  

S: Christmas Day

录音The next day there are…  

T: Where are they now? Here comes the presents. What are they?

S: Read the names of the five presents.

( a new skipping rope, a soft green frog, a bright torch, coloured chalks, running shoes)

T:Who are the presents for? First read, then find, finally show.  

S: Read, find and show.

【设计意图】帮助学生梳理文本脉络，让学生理解故事的逻辑关系，对故事中人物的关系，发生的事件，以及解决方法进行再次梳理。其中涉及文本精读、根据上下文猜测生词词义；同时运用了听和跟读的方法。整个步骤下来，学生能够更深层次理解故事，为下一步情感升华奠定基础。

Step3 Post-reading

1. Think and say                   

T: Why does Mother Bunny choose the presents for her babies?     

S: Because ... likes ... . He/She can ... with ... .      

T: Mother Bunny knows all her babies’ hobbies. She cares about them. So gifts are full of love. Choosing the right gift for others will make them happier. 

2. Think and discuss

T: The little bunnies get the presents from their mother. But where’s Mother Bunny’s present?

Mother Bunny does so many things for her babies. If you were little bunnies, what present would you like to give Mother Bunny? Or what could you do for her? And why?

S: I would like/want to give Mother Bunny ... because she ...

I can ... for her because she ...

T: Our mothers love us, yes? Today, when you get home, please give your mother a warm hug, and say: Mum. I love you! OK?      

S: OK!

T: Do you like this story? The story is full of love.

【设计意图】在理清文本脉络的基础上归纳总结妈妈送这些礼物的原因，并代入情景说说小兔子们会送妈妈什么礼物，进一步深入体会主题意义、升华情感。

作业设计：

Must do:

1.Share the story with your family.  

2.Make a mind map of the story in groups and try to retell the story according to it.

Choose to do:

Choose one scene to act out.