a telephone call(优质课竞赛一等奖教案)

1 / 8 A Telephone Call(优质课竞赛一等奖教案 ) ATelephonecall ATelephonecall A:mayIspeaktojim,please? B:snotathome. A:Whereishenow? B:Hewenttothebookshop. A:Wouldyoupleasetakeamessage? B:Sure. A:TomorrowisTeachersllhaveapartyatschool. B:Whattimeistheparty? A:Atthreethirtyintheafternoon. B:ok,IlltellhimWhenhesback. A:Thankyou. 1)EnablethestudentstomaketelephonecallsinEnglishand getthemtoknowhowtobehavethemselvesonthetelephone. 2)RaisethestudentsinteresttolearnEnglish. 2 / 8 3)Encouragethestudentstohavegoodcooperationwithoneanother. 1)Patterns: mayIspeakto.? Wouldyoupleasetakeamessage? 2)Vocabulary:message,party,takeamessage Fourtoytelephones,acD-Rom,atoySantaclaus. SingthesongGreetings. 1)Askthestudentstolookatthescreenandlistentothetalkbetweentheteacherandthepersoninthescreen. 2)Afterthetalk,mayIspeakto.?ontheblackboardandteachthemhowtouseitonthephone. 3)Usingthefourtoytelephones,askthestudentstomaketel3 / 8 ephonecallsinpairswiththefollowingpatterns: -mayIspeakto.? -Speaking. Thosestudentswhodonothavetoytelephonescanusetheirpencil-boxesinstead,ortheycanputtheirfingerstotheirearsasasigntomakephonecalls. 4)Askonestudenthis/hernameandhis/herhometelephonenumber,usingthefollowingsentences: Wouldyoupleasetellmeyourname? Wouldyoupleasetellmeyourhometelephonenumber? 5)makeatelephonecalltoastudentandgetthestudentstolearnthefollowingshortdialogue: T:? S:yes. T:mayIspeaktoXiaoLong? S:Sorry,heisnotintheoffice. T:Wouldyoupleasetakeamessageandaskhimtocometoschoolthisafternoon? S:Sure. T:Thankyou. 6)Askthestudentstomakecallsingroups. Thenasksomepairstoactouttoseeiftheyknowhowtousethep4 / 8 atternsbelow: mayIspeakto.,? Wouldyoupleasetakeamessage? 7)AskthestudentstolookatthescreenandlistentothedialogueATelephonecallwiththefollowingquestionsinmind: Whatisthemessageabout? Whattimeistheparty? Thenaskthestudentssomequestionsiftheyhaveunderstood thedialogue. 8)Askthestudentstolookatthedialogueonthescreenandlistentoitagain. 9)Theteachertellsthestudentsthemeaningofthewordtomorrowwiththehelpofacalendarandthefollowingsentences: Wellhaveapartyatschool. Illtellhimwhenhesback. 10)Askthestudentstoreadthenewwordandthesentencesontheblackboard. 11)Askthestudentstoretellthedialogueintheirownwordsinpairs. 12)PlaythegameThrowingSantaclaustoseeifthestudentscansaythesentenceswell. 5 / 8 ,heorshemustsayoneofthesentencesontheblackboard,andthenthrowstheSantaclaustoanotherstudent. 13)Askthestudentstoactoutthedialogueinroles. Step3. 1) maketelephonecallsingroupsbasedonthepicturetheyhavechosen. Pictureone:youwanttoinviteTomtoplayfootbaUwithyou,butTomhasn phone. PictureThree: phonetoLilytoinvitehertoyourparty,butsheisn,whoisathomeatthattime? 2)Asksomepairstoactouttheirtelephonecalls. 3)Askthestudentstomakephonecallstotheteacherswhoaresittingaroundthedassroom. Theteachertellsthestudents:TherewillbeapartyonNewyear Writethenamesandthetelephonenumbersofsometeachersandmaketelephonecallstothem. 6 / 8 Tellthestudentsthewayofmakingaphonecallintheirdailylife. Askthestudentstomakephonecallstotheirfriendsandtellthemtheirschoollifeafterclass. Step6:Ending SingthesongHappyWeekend. 专家点评 鲍当洪老师执教的 ATelephonecall 是一节真实、自然、生动、有趣的小学英语课。该课教学目的明确，教学过程有序，教学活动设计合理，教学各环节过渡自然，学生思维活跃。这节课在组织和设计上主要有以下特点： 1注重学生的主体地位，实现了教师角色的转变。 执教教师从学生的兴趣出发，通过创设情景，示范教学内容，启发学生的思维，组织学生实践，培养学生的语言交际能力。教师在整个教学活动中成功地扮演了多个角色。首先，他是一个示范者，他为学生展示语言结构、意义和语言运用的情景；同时他又是一个启发 者，启发学生思考，引导学生想象；其次，他还是一个情景的设计者和学习的指导者，他通过多媒体课件展现生动、逼真的交际情景，帮助和引导学生在语7 / 8 境中理解语言的结构和意义；此外，他更是一名课堂活动的组织者、学生学习的激励者和促进者，他通过玩具小电话、身体语言设计情景，组织学生开展游戏和两人小组活动，给学生提供模仿、体验、实践和创造性运用语言的机会，并在活动中适时地鼓励和表扬学生，保护学生的自信心和学习的积极性，使学生学有所获。 2注重把语言结构和语言功能有机结合，实现了从知识到能力的转变。 本课教学内容涉及关于打电话的表达方式，执教教师能够注意处理好结构与功能的关系，将语言结构的学习融于模拟的交际情景之中。教师在教学的设计上采用分解难点、分步呈现、逐步扩展、层层深入的方式，注重示范质量，保证学生对语言意义的正确理解，通过各种模仿和操练活动，使学生掌握新的语言形式。例如，教师运用多媒体创设了不同的生活情景，让学生两人一组选择其中的一种，并运用所学语言进行模拟交际，促进了知识向能力的转化。 3注重教学内容与学生的生活经验相结合，实现了学以致用的教学目标。 鲍老师通过创设情景，将学习内容与 学生的实际生活相结合，使学生身临其境，从而达到了学以致用的目的。例如，8 / 8 他在给某个学生打电话之前，先用英语了解学生家的电话号码 ,然后拨号给该学生打电话，让学生感到真实和亲切。同时，他设置的三个