一、教材：人教版英语课外拓展绘本-海尼曼系列 level E 二、教学目标： 1）language ability ： 1. Students know the words Pins, Hoot, Skunk, Moosling and so on. 2. Students can communicate with the sentence structure :Will you...?..I wish I could. But... 2) Learning ability: Students are able to develop abilities of observation, thinking and imagination.3) Thinking quality: Students can cultivate critical consciousness and divergent thinking. 4) Culture character: 1. Students are able to know the importance of hug and love. 2. Students are able to know how to solve the questions, and the sprite of Pins. Key points: 1.Be familiar with the target language and master how to use, learn to ask for requests and turn sb down properly. 2.Difficulties : Know the basic reading strategies and develop the pupils’ abilities of solving problem independently. 三、教学过程 Step1 Pre-reading： 1. Greetings: 2. Lead in: Watch a video and think a question: What’s the theme of it? 2. Free talk: The hug is good.In your life, when and who will give you a hug? When I am_____. ______ will give me a hug. 4. Cover talk： What can you see from the cover? Predict the story. Step2 While-reading: 1.Listen and judge: Pins wanted a hug. Pins only asked Moosling to give her a hug. Pins didn't get a hug at last. 2. Picture around: Who did Pins ask to give her a hug? （图片环游，回答问题，按顺序板书动物图片及单词。） 3. Detailed reading： 1）师生共读 P2-7： How did Pins ask? How did Pins’ friends say? Let’s read page 2to 7 together. Firstly, how did Pins asked? 学习句子 Will you...?及答语 板书句子 Did they give her a hug? 处理人物语言：I wish I could. But it will...They didn’t give Pins a hug. How did Pins feel now?2）Self-reading P8-10: Did Pins” friends want to help her? How do you know. (引导学生关注细节，注意单词 wish 以及 人物的表情。)What did Pins’ friends do next? How did they say? Read by yourself and underline the answers.核对答案， 处理 8-10 重点内容，利用简单的思维导图，做出人物及其语言，梳理过程。How do you think of her friends? (评价 角色，表达个人观点，引导学生多角度分析评价角色，关注思维品质。) 3）Group reading 小组合作读 P11-17: Discuss and share :Did Moosling give Pins a hug? If you are Moosling, what will you do? 4. Enjoy the ending : listen and look the ending of the story. How do you think of Moosling?（师生共同欣赏故事结局，总 结故事,评价角色）Step3 Post-reading： 1. Listen and enjoy the whole story. 2. Read and act out the story. 3. Think and say: Who is your favourite character? Why? What did you learn from Pins and her friends? Hug can make people feel warm and happy. Think and try to find the ways to solve the questions. Love and friendship areimportance. 4. Enjoy another video about hug and love, let students know even if you are covered with pins, there will always be a person to hug you! 5. Make a mind map of the story and retell the story. Step4：Homework: 1) Listen and read the story again. 2) Make a mind map and retell it. 3) Read more picture books of Moosling series. 教学反思： 这是一篇关于友爱主题的绘本课，《The hug》讲述的是小豪猪 Pins 想要得到一个拥抱，但是因为她浑身的刺， 朋友们都不敢拥抱她！即使这样，朋友们也没有离开小豪猪，而是想办法逗 pins 开心，最终在 Moosling 的帮助下 得到了拥抱！故事情节曲折生动，语言结构复杂！讲课之初，通过和学生进行简单的 free talk 拉进彼此之间的距 离，紧接着进行了热身律动，极大的调动了学生上英语课的积极性！随后通过复习旧知来引出了本文的主要人物，非常自然的导入文本！ 对于文本的处理上，通过提出问题，让学生通过读图、读文本、小组讨论等方式获取信息，较好的提高了学生 的思维品质，培养了学生独立思考，解决问题的能力！通过对于绘本的学习，让学生形成了初步的综合语言运用能 力，促进了学生心智的发展，提高了综合人文素养！ 在教学设计时教师关注学生绘本阅读中的批判性思维的培养，有助于将语言训练和思维训练结合起来，让学生 能够主动参与到阅读中，有效提升阅读能力和思维品质。 这节绘本课通过设计不同的问题激发学生的批判性思维，在提供给学生思考问题的切入角度框架之后，又将学 生分成若干学习小组，安排他们在小组内提出自己的问题，共同寻求问题的解答。本节课的教学设计不囿于传统教 学逻辑的束缚，在英语教学过程中大胆创新，面向学生的思维素养发育开展教学，给予学生更多地课堂参与权与自 主思考权，只有这样才能最大限度的激活孩子身上的潜力，发展孩子们的思维能力，培养学生们的批判性思维能力。