丽声三叶草分级读物第五级The Best Cake教学设计

1、书名：The Best Cake 最棒的蛋糕 话题：食物food词数：161 教材单元：新标准（三起）五上M3 PEP 五上Unit 3高频词汇：its, making, opened, please, top, fair, cherries核心句型：Here are/is.设计者： 学校：文本分析The Best Cake是丽声三叶草分级读物第五级A中的一个故事，讲述了一位名叫Ben的小男孩通过自制蛋糕，参加了学校义卖活动，之后在活动中买回了自己的蛋糕并送给了妈妈。本文为记叙文，通过“食物蛋糕”这一主题，一方面鼓励学生自制美食，享受分享美食的乐趣，另一方面鼓励学生自己动手参加公益活动，奉献爱

2、心。（1）What 主题意义和主要内容小男孩Ben喜欢蛋糕。为了参加学校的义卖活动，妈妈帮助Ben制作了一个精美的蛋糕。它不仅大，而且上面还点缀着很多红色的樱桃。制作完成后，妈妈带着Ben 开车来到了学校义卖活动现场。在Ben亲手把蛋糕交给了负责人时，他注意到桌子上有各种小蛋糕，但唯有妈妈做的蛋糕最漂亮。妈妈一边把钱递给Ben，一边嘱咐Ben在义卖会上买一块喝下午茶时要吃的蛋糕。之后，妈妈就在义卖会上开始挑选图书。Ben会买哪一块蛋糕呢？哪一块才是他心目中最好的蛋糕呢？在回家的路上，Ben小心地照看着装在盒子里的蛋糕。到家后，Ben打开盒子，把蛋糕送给了妈妈，并对妈妈说这是他在义卖会上买到的最

3、棒的蛋糕那块点缀着樱桃的大蛋糕。本文的主题意义围绕义卖活动展开。义卖活动的核心含义是奉献爱心。在这次义卖活动中，Ben通过自制蛋糕，向他人奉献了爱心。同时他买了最好的蛋糕送给妈妈，表达了对妈妈的爱。这种爱的味道在母子两人品尝蛋糕的过程中继续流淌着。（2）Why 写作意图作者通过记述主人公在学校义卖会上为妈妈买蛋糕的经历，引导读者抓住故事要素即它的起因发展高潮结局，并能够在此基础上借助图片，揣测人物心情，深化对义卖活动这一主题的认识，即鼓励大家自己动手做公益事业，为周围的人奉献爱心。（3）How 文体结构和语言修辞全文共分为三个部分。第一部分是Ben帮助妈妈制作蛋糕。第二部分讲述了蛋糕被送到学校

4、义卖活动后，Ben看到不同蛋糕的过程。第三部分是Ben回家后把最棒的蛋糕送给了妈妈。文中使用直接引语，交代人物的内心活动。运用恰当的动词和动词短语（help sb.do, thank you for doing, make a cake, look after the cake, get the best cake），并借助一般过去时，展现了故事的主要情节。运用加黑加重文本中个别单词（big, best）和感叹号（Look! I got the best cake for you.）凸显了主人公当时的心情和感受。使用省略号（Ben looked at all the cakes again）留

5、给读者空间来猜测人物心思和预测故事发展，激发阅读兴趣。全文配以鲜艳的手绘图片,呈现了故事梗概，展示了人物的心情，为学生总结故事线索和情感线索提供了有效的帮助。学情分析根据不同版本教材的话题，本故事建议学习新标准（三起）五下M3的学生使用。本节课的授课对象是五年级学生。五年级学生能够谈论蛋糕制作时需要的材料和制作过程，但是对于文本中出现的学校义卖“school fair” 的概念不熟悉，不具备相关文化背景知识，需要在阅读过程中进一步感知理解具体含义。五年级学生观察能力强，善于提取图片信息；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

6、言框架描述文本内容或表达自己的观点。教学目标在本节课学习结束时，学生能够：1.借助图片中的细节信息，理解文章大意；2.通过上下文，合理分析体会人物心情；3.在理解故事的基础上，有感情得流利朗读故事。4.根据story map，运用如下动词help /make /donate/buy/get过去式复述故事；5.分享个人对最棒的蛋糕理解，并简单说明原因。教学重难点教学重点：1.借助图片中的细节信息，理解文章大意；2. 通过上下文，合理分析体会人物心情；3. 在理解故事的基础上，有感情得流利朗读故事。 4. 根据story map，运用如下动词help /make /donate/buy/get过去

7、式复述故事；教学难点：1.“school fair” 形式、目的和意义2.分享个人对最棒的蛋糕的理解，并简单说明原因。教学用具课内阅读材料：丽声三叶草分级读物第五级 The Best CakePPT课件、单词卡片教学过程教学活动设计意图Pre-reading故事导入：讨论封面，预测情节Step 1 学生结合已有经验，思考什么才是最好的蛋糕。提问建议：²Do you like cakes? What is the best cake that you have ever had?可参考语言框架：²The best cake could be the most beautifu

8、l/delicious one.The best cake could be the one made by yourself. The best cake could be the one that I had on my birthday.Step 2 提取封面信息，预测故事情节发展。提问建议：²What do you know from the cover?²What will happen in the story?可参考语言框架：²I know the title of the book is “the best cake”. I can see a b

9、oy and his mum making a cake.²The story could be about how to make a make. Or maybe Mum and the boy had a competition about making cakes.学生通过观察图片和题目，猜测和预测，激活已知经验和已有语言知识，提高阅读兴趣。While-reading故事呈现：图片环游，提取信息, 梳理故事发展脉络Step 3 1.观察第2页和第4页的图片，回答问题并进行合理猜测。提问建议：²What did the cake look like?²Why

10、 did they make the cake?可参考语言框架：²The cake was big with red cherries on top.²Maybe because they want to celebrate someones birthday.2. 观察第6页和第8页图片中环境布置特征，学生思考Ben和妈妈在哪里，猜测到他们做蛋糕的原因。提问建议：²Can you make a guess where they were?²Why did Ben and his mum make the cake?可参考语言框架：² I ca

11、n see many kinds of cakes on one table and some books on the other table. They were giving the cake to the girl on the wheelchair.²Maybe they were at school. Maybe they made a cake to share with other students.3.教师播放录音（P1-P7）, 学生找出Ben做蛋糕的原因²Why did Ben and his mum make the cake?可参考语言框架：

12、78;They made the cake for the school fair.4. 教师请学生观察各种fair/temple fair/school fair的照片，学生思考fair的含义。提问建议：²When do people have fair/temple fair/school fair?²What can you do in a fair/temple fair/school fair?²Why do they hold a fair/temple fair/school fair?可参考语言框架：² People hold fair

13、at special occasions like Christmas or Chinese Spring festival. ² You can have fun, enjoy yummy snacks and buy interesting toys.² They hold different kinds of fairs for fun or to celebrate special occasions.5. 教师出示第8页、第10页和第12页图片，学生猜测在school fair会发生什么事情，预测故事情节发展。提问建议：²What could happe

14、n in the school fair?可参考语言框架：² I think Ben would donate the cake. And he bought another cake from the fair. He would buy one of the cupcakes on the table.6. 教师发书，学生自主阅读整本书，检验自己的预测是否正确。提问建议：²What happened in the school fair?²What is the end of the story?可参考语言框架：²Ben gave the cake

15、away and then he bought back the cake. In the end, he shared the cake with his mum.7.教师帮助学生梳理整个故事发展脉络。提问建议：² What is the beginning of the story?² What happened in the middle part ?² What is the end ?可参考语言框架：²(at home): made a cake; ²(at the fair): donated it and bought it ba

16、ck²(at home): shared it学生在图片环游的过程中深入思考并回答问题、预测故事情节，在真实的语境中学习本书的重点词汇和句型结构，强化理解。结合生活实际，强化“school fair” 含义，渗透跨文化意识。预测和检验故事主要情节，激发学生阅读兴趣，从而达到充分理解故事大意的目的。观察图片细节信息，并结合文本内容，进一步解析挖掘故事大意，帮助学生更好理解文本内容回忆故事大意，捕捉故事关键情节，培养学生总结概括的能力故事回顾：原音输入，内化语言，词汇学习Step 4 听录音并进行指读。Step 5 分析特殊文本特征，体会人物在故事中不同阶段的心情。1.在故事开端部分，主

17、人公做蛋糕的心情是怎样的？你是如何知道的？请学生关注文中like doing的用法提问建议：²How did Ben feel when he made the cake at home?²How do you know that?可参考语言框架：²Ben felt excited, because on page 2 it says “Ben likes making cakes.”2.在故事中间部分，主人公捐蛋糕的心情是怎样的？你是如何知道的？请学生关注含有黑体字的句子。Here is a big cake.提问建议：²How did Ben fee

18、l when he donated the cake? How do you know that?可参考语言框架：²Ben was very proud. Because Ben said that it was a big cake. ²Ben was very sad too. Maybe he didnt want to give his cake away. Because his cake was big with cherries on top. But other cakes were small and brown. 3.当主人公买回蛋糕时，心情是怎样的？你

19、是如何知道的？请学生关注含有省略号的句子，思考主人公当时在想什么Ben looked at all the cakes again提问建议：²Why is there an ellipsis at the end of the sentence?²What was on Bens mind?²How did Ben feel at that moment?可参考语言框架：² An ellipsis is used to show parts of a word or sentence have been omitted.²He was thinking which he was going to buy. ²He was very excited because he could buy his cake back.4. 当主人公与妈妈分享蛋糕时，心情是怎样的？你是如何知道的？请学生关注黑体字部分I got the best cake for you.提问建议：