Story time教学实录及点评

课题

Unit 3

Holiday Fun

教材版本

教学课时

译林2011课标版

the 1st period

教学内容

执教者

六上Unit3 Holiday fun（Story time）

南京市小行小学

吕燕

分层

教学

目标

1 Students can listen , speak and read the new words : Bund, Great Wall, Palace Museum, Shanghai Museum, Summer Palace, Ti’anmen Square, caught, ate. 2 Students can read and understand the meaning of the story. 3 Different types of students can finish their tasks well. 4 Students can talk about their holiday life. 教学重点

1 Students can read and understand the meaning of the story. 2 Students can retell the story . 教学难点

1 Students can retell the story . 2 Students can talk about their holiday life .

教学准备

word cards，PPT , some photos

教学过程

教学环节

教师活动

学生活动

Talk with T

S:National Day holiday Learn:National Day, holiday

特别关注

根据学生的学习差异设置不同难度的追问。

借助日历辅助理解National Day和National Day holiday。

Step1.

Free 1.T: I like travelling. This summer holiday, I went to talk

Xiamen, Shanghai, Wuxi and

Beijing. I had a lot of fun. What about you? How was your summer holiday? Where did you go? 和学生互动，相机追问。

（基于经验分享）

2.Summer holiday has passed. What holiday is coming? Teach:National Day

教学环节

教师活动

学生活动

特别关注

课前了解学生的收集情况。

关注学生Sally的发音是否标准。

关注动觉类学生的阅读情况，尤其是Mike和Sally。

可引导学生在书中找到原句：I caught a big fish.

关注学困生的朗读情况。

关注每类认知风格学生的完成情况，尤其关注Sam（视觉）、Bobby（听觉）、Mike（动觉）、Sally（动觉）等的完成情况，相机个辅。

3.People usually go travelling 交流课前收集的著名景点

on holidays. What famous

places do you know?

4.Show some famous scenic Learn the new words spots and teach: Bund,

Shanghai Museum

Story 1.Watch and choose

T: Last National Day holiday,

Liu Tao and Mike had a lot of

fun. Where did they go for the Watch and choose:

holiday?（追问Where is the Shanghai, a farm

farm?）

2.Read and answer

T: What did they do in Read the story and try to

Shanghai/on the farm? answer

板书：

Liu Tao: went to the Bund, Check the answers

visit the Shanghai Museum,

visit his aunt

Mike: picked some oranges,

went fishing

追问：What did Liu Tao see in S: Liu Tao saw many inresting

Shanghai? Did Mike get any things./Mike caught a big fish.

fish?

learn Teach：catch-caught

3.Read the story：

Read Story time

1) Read and repeat

2) Read by themselves

Step3. Finish the task Consolidation 视觉型学生：

Finish P28 Think and write.

听觉型学生：

Retell the story according to S :…

the blackboard-design.

动觉型学生：

Choose one parter, ask and anwer the questions on P28.

Step2. time

Unit 3 Holiday Fun

went to the Bund

板书

设计

Shanghai visited his aunt

visited the Shanghai Museum

some interesting things picked some oranges

a farm went fishing

分层

作业

设计

1.

Read Story time fluently. 2.

Choose one task to finish: Task1: Write a story/Draw a mind map about your National Day holiday.（视觉）

Task2: Talk to your classmates about your National Day holiday.（听觉）

Task3: Give a short play about your National Day holiday.（动觉）（提前备好剧本）

课后反思

本节课，在阅读教学过程中借助学习单引导学生先自主学习，进行一定的知识储备和经验储备，便于在课堂上有充足的话题交流素材。教师在此基础结合了任务教学法，将认知风格的研究融入其中，引导学生利用自己的认知风格优势达到了最优化的学习效果，并在教学的过程中相机对学生进行失配辅导。具体反映在：

1.Read and answer环节中，需要学生默读Story time并完成表格的填写，而动觉型学生则相对难以安静下来完成该项任务，尤其是杨志豪和佘雅婧两位同学，因此在这个环节中，我将这两位学生作为重点个辅对象。

2.本节课的拓展提供了三个任务给学生，分别是视觉型、听觉型、动觉型任务，在这个环节中，我采用了“匹配策略”进行教学，即引导每类学生借助自己的认知风格优势完成相应的任务，学生参与积极，并收获了较好的效果。

3.本课的作业也是分为视觉型、听觉型、动觉型任务，但不同的是，我采用了“失配策略”进行教学，即学生在自己相对不擅长的其他两类任务中任选一个，通过课后作业的有效个辅来帮助他们客服障碍，从而慢慢完善和优化学生的认知风格。值得注意的是，“失配型作业”需要给学生充足的时间来完成。