英语人教新起点（一起）五年级下册-海尼曼分级阅读G2《The Hug》教学设计

海尼曼分级阅读G2
(Level
E)
The
hug
一、整体设计思路
[教材分析]
本课为故事教学课，教学内容选自海尼曼分级阅G2?(Level?E)?(相当于义务教育英语课程标准2011版2级，五年级水平)，这一系列旨在通过引人入胜的阅读内容激发学生的阅读兴趣，促使他们养成自主阅读的习惯，为以后展开深入系统的英语阅读奠定良好的基础。故事The?Hug主要讲述了小豪猪Pins想要得到-一个拥抱，但是朋友Mouse,?Hoot,?Skunk?都怕Pins身上的刺儿扎伤自己，不敢给她拥抱。之后他们没有转身离开，而是想方设法逗Pins开心，跟她握手、让她打鼓玩。但是Pins并没轻言放弃，最终在Moosling的帮助下得到了拥抱。故事情节曲折生动，引发思考，故事语言结构重复，有利于学生熟悉并掌握目标语言，学会得体地向他人提出请求以及委婉地拒绝别人。通过阅读本故事可以提高学生的思维品质，培养独立思考、解决生活实际问题的能力:通过分析人物对话，评价人物行为，挖掘人物性格，学会得体的表达和交流，提高学生品格修养。
二、教学目标
(一)知识与技能目标
1.学生能够在图片的帮助下读(听)懂故事，理清故事要素，如人物、背景、情节、问题、解决方法等。
2.学生能够表演和讲述故事。
学生能够得体地提出请求以及委婉地拒绝别人，如:?Will?you…?Yes,?1?will…/1?wish?I?could.?/I?can’t.
4.生能够基于故事展开合理的预测和推理，针对问题的解决展开发散思。
(二)态度目标
一方面能够理解和体会Pins孤独和希望得到爱的心情，并坚持不懈的努力的精神；另一方面体会朋友们的善良体贴以及Moosling的热情、机智、乐于助人的优良品格。相信爱，一切可以变得不一样，就算你满身是刺，也总会有人爱着你。
(三)策略目标
学生通过听故事、读故事、理解故事，获取基本信息。通过评故事、演故事、讲故事、进一步理解和体会故事。
三、难点重难点
学生能够读懂人物之间的对话并理解故事大意。
学生能够运用思维导图复述故事。
四、教学流程
TEACHING
STEPS
CONTENTS
TEACHER’S
ACTIVITIES
STUDENT’S
ACTIVITIES
PURPOSE
Pre-reading
Greetings
Free?talk.
Look?and?say.
Say?the?animals
what
the
children
see.
激活旧知，?引出故事主要人物。
Cover
page
1.show?the?cover
page.
2.Introduce
the
main
characters.
?
(1)?Who?wanted?a
hug??Pins?or
Moosling?
(2)?If
Pins?and
Moosling?hug
together;?what?might
be?happening?
(3)?Where?are?they?Who?else?might?be?in
the?story?
Read?the?title.
Say?the?main
characters.
Ss?predict?the
story?according
to?their?own
background.
观察封面，从标题图片等处进行信息提取。了解故事人物。以
预测故事情节，展示预测故事情节，展开合理的想象，?激发阅读兴趣。
While-
reading
Part?1?:
(P2-P7)
Pins?asks
Mouse,
Hoot,?and
Skunk?for
a?hug.
1.Elicit?Ss?to?read?P2
and?answer.
?Who?wanted?a?hug?
Why?
?2.Elicit?Ss?to?read
P3-P7?and?find?out.
Who?did?Pins?ask?for
a?hug?
Did?they?want?to?give
Little?Pins?a?hug?
How?do?you?know?
Did?they?give?little
Pins?a?hug??Why?
How?did?Pins?ask?
3.Check?the
answers.
4.Elicit?Ss?to?feel?the
changing?of?Pins’words?
she?asked.
5.Lead?students?to
read?with
expression.
Read?and
say.
Read?and
answer?the
questions.
“I?wish.."
makes?your
words?more
polite?and?not
so?directly.
Think?and?say
Happy-sad-very
sad
(disappointed)
Ask?with
expression.
Will...
I?want?..Will
you..
I?wish?I
could..Will
You…
Students?read
the?1st?part?of
the?story?with
expression?in
groups.
阅读故事，在问题的引领下读懂故事，了解故事人物和情节。
通过分析人物对话，体会人物情感变化，挖掘人物性格。学生在阅读过程中使用归纳、比较等策略分
析并体会人物情感。通过仿读,进一步体会和表达人物情感。
通过分析故事语言,
体会故事人物的心理变化。
通过分析故事语言,体会故事人物委婉拒绝别人的情感。
发挥学生多元智能优势，小组内成员有感情的朗读文本，进一步体会人物情感变化，为后期表演和创编故事做准备。
Part2:
(P8-P10)
Mouse,
Hoot?and
Skunk
want?to
help?Pins
be?happy.
Lead
Ss
to
observe?the?pictures?
and
say.
What?did?Pins’friends?do?
2.?Lead?Ss?to?read
P8-P9and?say.
What?did?they?say?
3.?Check?the
answers.
Why?did?they?do
these?things?
4.?Evaluate?the
characters.
How?do?you?think?of
Pins’?friends?
5.Lead
Ss
to
look
at
the?picture?on?page
10?and?say?.
After?playing?the
drum,?did?Pins?feel
good??Why/Why?not?
6.Lead?Ss?to?think
and?say?according?to
their?background.
Have?you?ever?been
refused
?by
others?
How?did?you
feel?then??What
would?you?do?if?you
were?refused?
Observe?and
and?say.
Read,?think
and?say.
Think?and
evaluate?the
characters.
Look?and?say
Think?and?say.
引导学生仔细观察图片信息。引导学生读故事，通
过分析人物对话，评价人物行为，理解和体会朋友们的言行。
评价人物性格，体会朋友们善良体贴、乐于助人的优良品质，培养学生的共情心。
引导学生运用元认知策略调动自身背知识来理解故事。联系学生生活实际，链接生活，引发思考。
Part?3:
(P11-P16)
Pins?asks
Moosling
for?a?hug?
1.
Lead
Ss
to
listen
and?say.
What?did?Pins?do
next?
?Could?Moosling?give
for?a?hug.
?What?did
he?say?
2.?Lead?Ss?to?think,
discuss?and?share.
What?would
Moosling?do?
3.?Lead?Ss?to?read
P13-P16.
What?did?Moosling
do?
4.?Check?the
answers.
First...?Second..Third..
Listen
and
say.
Discuss?in
groups?and
say/share.
Read?the?part
of?the?story.
Think?and?say
通过听的方式理解故事。
设置开放性问题，培养学生的发散思维。在图片的帮助下预测故事情节，推理故事的发展。
发挥学生多元智能优势，总结并概括故事片段，进一一步体会人物情感变化。
After-
reading
Read?the
whole
story
silently.?
Each
group
choose?1
task
below
and
share.
Role
1.?Lead?Ss?to?enjoy
whole?story.
2.?Lead?Ss?to?discuss
in?groups?and
say/share.
Who?is?your?favorite
character??Why?
What?can?you?learn
from?this?story?
Lead?Ss?to?act?their
favorite?part?of?the
story.
Lead?Ss?to?tell
the
story
according
to
the
story
map.
Enjoy?the
the?whole?story.
Discuss?in
groups?and
say/share.
Students?in
each?group?try
to
?act?their
favorite?part?of?the
story.
Students?in
each?group?try
to
?tell
the
story
according
to
the
story
map.
尊重学生不同的最近发展区以及不同的智能优势,提供多种方案以供选择。
通过表演故事的活动感受故事学习的乐趣。
学生通过讲故事、展开想象并感受故事?学习的乐趣。
Homework
Read
books
let
Ss
to
read
books
about
Moosling.
Moosling
the
hero
Moosling
the
baby
sister
Moosling
in
winter
Try
to
read
other
stories
in
Moosling
series.
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