《The Class Trip》绘本教学课

【教学内容】丽声北极星分级绘本三年级下（江苏版）

            三下第二单元绘本融合课

【教学目标】

知识目标：

1. 学生能读懂绘本，理解文本。

2. 学生能够运用相关的阅读策略去阅读文本。掌握核心词汇：don’t, run, eat, talk, shout, here, in和核心句型：Don’t run.  Don’t shout.

能力目标：

1. 运用祈使句在不同的场合中谈论相关规则。

2. 结合文字、图片信息以及教师的适时点拨，正确理解故事大意和关键信息，发散学生思维，提高学习能力。

情感目标：

引导学生要遵守公共规则，在旅行的途中、公交车、博物馆等要遵守规则。

【教学重难点】

1. 学生能通过小组合作的方式自主完成任务并进行汇报。

2. 学生能够通过每个人物的语言去感悟说话者的情绪变化。

3. 借助板书复述班级旅行故事，综合运用所学知识，提高语用能力。

【教学准备】PPT课件、单词卡片

【教学过程】

Step 1: Pre-Reading

1. Enjoy a video

T: What can you see from the video?  （课前观看有关美景和名胜古迹的图片。)

S1: I can see a zoo.   S2: I can see many fish…

T: So many beautiful places. Where are you going for your summer trip?

S: I’m going to…( 发散思维，请几个学生表达)

T: Today we’re going to read a book about Ella’s trip.

2. Skim the pictures

图片环游，提取信息

T: Today we’re going to read a book about Ella’s trip. She’s Ella. She’s going to have a class trip. Where is she going? Let’s skim the pictures. 图片环游，提取信息。

S: She’s going to the museum.

3. Read the cover

What can you see from the cover?  学生讨论并揭题。           

《The class trip》

【设计意图】本节课是有关旅行的话题，孩子们非常感兴趣。be going to 是课文中的句型，由美景激发学生表达的欲望，在情境中练习句型，为后续故事阅读做好铺垫。

Step 2 While-reading

Before the trip

1.出示下图，引导学生谈论class rules 。

T: Shall we go with

Ella? The children are getting on the bus.

课件播放音频：Don’t run, please.

T: Someone is running. The driver says?

S: Don’t run, please.

T: Before the trip we should  talk about the rules，right?

What can’t we do for the trip?                                                                     

Talk about the rules on the bus. 请学生来一起讨论我们要遵守哪些规则。

S: Don’t run.  Don’t shout.  Don’t jump.  Don’t eat or drink.

Don’t put your hands or head out of the window…

2.  观察P3猜测take photos含义。

T: They are on the bus. The teacher is going to take photos for a class book. What does it mean?

出示词组 take photos

When we meet new words, we can guess the meaning

from the pictures, the text or we can look it up in the dictionary.

【设计意图】旅行之前，师生讨论绘本P2-3。通过司机的手势、语言、表情表演Don’t run.，并思考在旅行中我们要遵守哪些规则。此环节设计能让学生积极参与到课堂学习活动中，同时提出启发学生思考的问题更能激发学生的思维，让他们更好地理解和掌握所学的语言知识。

During the trip

In the museum

1.呈现场景，引入museum。

T: The bus is going now.

The wheels on the bus go round and round, oh, we are in front of the museum, look at the map.

【设计意图】第一站博物馆展厅，通过自制视频，让学生感受埃及博物馆的神秘与壮观。将书本在博物馆的两幅图巧妙地融到视频中，调动了学生接下来学习的欲望。

2. 欣赏动画，将书本在博物馆的两幅图融到视频中。Let’s go into the museum.由Ella says “Sorry”，带有悬疑引出：what happened？

3. 继续图片环游，自读P4-5，看看发生了什么。

She drops the camera.  drop  shop draw语音迁移The camera drops, no camera, no photos.

【设计意图】继续图片环游，让学生观察图片P4-5，观察主人公的表情和语言，猜测出drop的含义。通过与主人公共情，感受主人公的心情，并引导学生积极想办法解决问题，发散学生思维。通过开放性的话题，给学生表达真实想法的机会，也给了学生发挥想象的空间。

4. 发散思维，与主人公共情。

T: Ella is very sad. If you were Ella, what would you do?

What would you say?

S1: I can buy a new camera.

S2: Sorry, teacher.

S3: I can draw pictures …

5. 表演P4-5。

【设计意图】表演是孩子们最感兴趣的事。本环节主导了接下来故事导向。通过演一演了解文本、感受文本。在表演故事的过程中，学生将所学知识内化为自己的语言，与他人进行交流。故事表演环节给学生提供了展示自我的机会，学生们对文本也可以进行二次再构。

In the snack bar

1. 自读P6，观察图片。

T: After visiting the museum, they are in the snack bar.

They are shouting.

T: But look at Ella. Is she happy?

S: No, she is still sad.

She doesn’t want to eat or talk.

 (读句型：Don’t shout, please. She doesn’t want to eat or talk.)

2.发散思维，深入思考。

T: What do you want to say to Ella?

S1: Don’t be sad. I can help you.

S2: Have the sandwich.

S3: We can draw the pictures.

In the gift shop

自读P7，观察图片并猜测。

T: Wow, so many gifts.  What are you going to buy in the gift shop? Ella buys a gift too. She is happy now.

What does she buy? Maybe she buys …

【设计意图】通过问题：What are you going to buy in the gift shop? 引导学生与自己的生活实际相联系，让学生猜，再现be going to句型，达到学以致用的目的，调动起接下来学习的欲望。

The next day：make the book

图片环游：P8-11课件播放班级小书的视频。What does she buy? She buys …

引出并以动画演示呈现postcards、如何写明信片和邮寄明信片。

T: What are they doing with postcards? 自读P8-11

S: They are making a class book.

T: How’s the book？ S: It’s the best book in the world.

Why do you think it’s the best book in the world?

读读、演演，体会愉悦心情。

【设计意图】了解外国文化，国外小朋友班级旅行之后一般要制作班级小书。通过设计Ella回家写日记的方式，巧妙地复现了本课所学的知识。可以借助板书的语言支架，让学生对文本呈现日记，根据板书复述已学过的内容。再次强调我们要遵守规则，做个文明懂礼貌的好孩子。

Step 3 Post-Reading

1. 复述故事

（引导学生想一想如何写日记，通过这一贴近生活的形式复述课文。）

T：They make the class book. What do we often do after the class trip? We often write a composition. Sometimes we write a diary. Ella goes back home, she writes a diary. If you were Ella, what would you write?

2. 朗读故事

Read the story together. 跟着音频读故事。

3. 深度思考What’s Ella like？

T: We all make mistakes. When we are in trouble, please don’t be sad.

Find the methods. There are more ways than difficulties.

【设计意图】通过问题What’s Ella like？让学生学会归纳、总结。教师提供单词银行，供学生选择，在脚手架的帮助下，孩子们会更大胆地表达。绘本学习回归生活实际，本主题除了强调要遵守公共规则外，还给学生树立了对待生活的积极态度。

Homework:

1. Read and choose the scenes you like to act .

2. Surf the Internet, finish the class book with the postcards. Write the rules on the right place.