Making telephone calls123.docx

Making telephone calls 郑永君 宁波市第十九中学 No.3教学简案Teaching aims: Students learn how to make telephone calls.Teaching focus: Students learn to use the target language in an integrated way. Through this lesson, they can make telephone calls in their daily life.Key sentence structures: Is sb. there? Just a minute. Its for you. Ill check. Ill call later. Sorry, I have the wrong number. No problem.Teaching procedures: 1. Warming-upa. Lets chant. (Students practice the pronunciations of the English names that appear in the text.)b. Self-introduction (The teacher and the students interact) c. Group competition (Group work in the text on P.28) 2. Vocabulary in context. (P.28)Teach the three conversations on the phone in the textbook one by one through listening and acting .3. Listening practice. (P.29) Let students complete the sentences in the book and put them in the correct order.4. Listening in context (P.29)Students listen and circle the names of the caller. Then listen again and write the callers names on the line below the correct picture.5. Interact Group work: take turns to do the role-play according to the given materials. (e.g. make a telephone call when you want to go to KFC with your friend.)6. Book tickets for Beijing 2008 Olympic GamesStudents make telephone calls to book tickets in the groups.7. Homework: a. Try to collect useful numbers in your daily life. b. If your neighbor is ill, make a telephone call to help him/her.课堂实录Before we start our lesson, I will first set a piece of music with lovely rhythm. Ask students to dance with the music. To my surprise, one of them did a good job. It made our lesson a warm atmosphere at the beginning. Step 1. Pre-taskLets chant.T: Im very happy to meet you here. Are you happy today?Ss: Yes. T: OK. Im happy too. Because I can have a lesson for you and Im sure we can be good friends after class. In fact, I have many friends here. Do you want to know them?Ss: Yes.T: Good! Now let me tell you their names. Would you please chant their names with me together?Then chant the names that appear in the text for three times, from slow rhythm to fast rhythm. Make sure they can read them correctly.Self introductionT: Now, you know some of my friends. This time I will show you a photo. Can you guess who the person is? If you are right, I will give you a prize.Ss: Cathy? / Brad? / Jason? /Susan? T: Maybe not. / Not exactly. /Im sorry.Then show them my photo and give them some information about me. T: I know you want to ask me many questions, right? Now, if I give you this word Claire, what will you ask me?S1: How old are you?T: Can I answer Im Claire?S2: Whats your name? T: Quite good. My name is Claire. Claire!Then I give them my age, hobby, telephone number, mobile phone number and etc. They can foster their questions in a right way. Guessing competition: T: I know you are good at guessing. Now lets have a guessing game. Write two questions and answers on a piece of paper. One group reads the answer; the other groups guess the questions. I divide them into six groups. Ss prepare for 1 minute and then choose some groups to give us their answers. Let the other five groups guess the question. If they are right, I will give a star on the paper. At last we will see which group can get the most stars, and then they will be the winner today.S: Tall and strong. At first, no one sets the question, so I make an action on me, means that Im tall and strong. So students get the meaning and give the question quickly, “What do you look like?”I choose three of them and give each group who can foster the right question a red star on the paper. Then I will say: “Oh, group gets the most stars now, but you have one more chance. I have an answer for you. Listen carefully. T: They are making telephone calls. Who can give the right question? S: What are they doing? / What do they like doing?T: Good! You are right. They are making telephone calls. So lets listen what they are talking about.Step 2 While-task1. Make telephone callsRead the conversations. Notice the useful expressSusan: Hello.Zack: Hello. This is Zack. Is Andy there?Susan: Just a minute, please. Andy, its for you. Its Zack. Andy: Hi, Zack. Hows everything?Zack: Fine. The underlined red sentences are the key points.I will add the ringing sound and the dialogue sound. When the phone rings, I say: “The phone is ringing. (This is a telephone vocabulary in the text.) Lets listen. After that, I explain the meaning of these key points and make sure students get the meaning. Next, ask the whole class read the dialogue loudly.Claire: Hello. Is Karen Sanders there?Mary: Just a minute, please. Ill check. Sorry. No, she isnt.Claire: Thanks. Ill call her later.First make a busy sound of the phone. I will say: “The phone is busy now. (This is a telephone vocabulary in the text.) Lets try again. Oh, the phone is ringing, its through. After listening, ask boys read as Claire and girls as Mary. Then explain the underlined sentences. Stacey: Hello. Tom: Is Debbie there, please? Stacey: Theres no Debbie here. Tom: Is this 570-1794? Stacey: No, it isnt. Tom: Oh, Im sorry. I have the wrong number. Stacey: No problem. Good-bye. Tom: Good-bye.The phone is ringing again. Give the students the listening dialogue, and pay attention to the key points. After that ask two students to role play the dialogue. If they act well, I will give both of them a star in their groups. 2. Self-check Look at the conversations on page 28 and complete the sentences below. T: OK, we know most of my friends made telephone calls just now. This time can you help Sam finish the talk on the phone? Finish the task: Look at the conversations on page 28 and complete the sentences below. Make sure students can do it quickly and correctly. Then, ask students to listen to the conversation twice and number the sentences above in the correct order. In this part students who answer right can get the star for his/her group.3. Listening partT: You have done a very good job. I think you are all clever boys and girls. We know people can make telephone calls in order to ask others for help. Now, lets listen who is calling others for help. There are four dialogues. Check the students answers after listening. Give the star to the group in which student answers right. By then, count the numbers of the stars and encourage other groups. T: Marvelous! From listening we know Brad, Andy, Stacey and Karen are the callers in the conversations. This time lets listen again, can you find out where they make telephone calls? OK, lets see who is good at listening.Play the tape first. Next, before they answer, I give them some tips about places: outside the school; hospital; classroom; office. Then, ask students to check the answers. Finally praise the student who is right and add the stars in his group. T: “Lets see. Oh group has the most stars right now. But never mind, you have more chances to get them. Step 3 Pre-task1. Make your own telephone calls with the telephone vocabulary.T: In everyday life, people use telephone calls to ask others for help. Today, if you need help, how do you make telephone calls for help? Now, look at the following pictures: You want to go to KFC with your friendYou are still at school. It rains heavily but you dont have an umbrella.Your father comes back and he wants your mother to pick him upYou want to buy books after school, but you dont have enough moneySo how can you solve the problems by making telephone calls? OK, discuss with your partners and make your original dialogues after three minutes. Are you clear?After students give their “Yes” response, start the talking and preparation. Choose some groups to act out the dialogues. Make sure they can use the telephone vocabulary correctly, using the gestures to make it more vivid. After each performance, give the group one star and praise the actors in the group. 2. Tickets for Beijing 2008T: Im sure you can make your own telephone calls when you meet with problems. I am very glad you can do it freely now. We know telephone calls are very important and useful in life. We can ask for help, we can communicate with others and we can book rooms through it. Whats more, we can also books tickets by making telephone calls. Boys and girls, do you know what will happen in 2008?Ss: The Olympic Games.T: Excellent! Its a big event in our country. So lots of people will come to Beijing and watch different kinds of games at that time. If you want to watch a basketball match with your friends or parents, how do you book the tickets through telephone? Now Ticket Booking Center is open. You can call the hotline to book tickets. Please call the hotline and book the tickets you want. I will give you some minutes and lets check which groups acting is the best.Students begin to prepare for the conversation. I set a piece of music about the Olympic Games at the same time, so students can have less pressure in such atmosphere.Time is up. Act and evaluate their performance and give stars to every group who plays the dialogue. Summary T: It seems that you are good at making calls now. Well done! You can see grouphas the most stars, so they are todays winner. Congratulations and you can get your prize after class. And who acts best today?Students point to the boy.T: Oh, you, the lovely boy, you dance well, so you act best today and this is your prize. And who is todays best spokesman? Maybe that boy because you talk much and also do a good job! So this is the prize for you. Thank you all!T: Im sorry, but time is limited. This is todays homework for you.” Try to collect(收集) useful numbers in your daily life. If your neighbor is ill, make a telephone call to help him/her. T: Are you happy today? Ss: Yes!T: Im so happy. Im sure we will be good friends after class. Thank you for participation. Goodbye, class. 教学反思 在本次浙江省初中英语优质课评比中,我以良好的业务素质、亲切活泼的教学风格和精彩的教学设计博得了专家和大众评审的一致好评，荣获一等奖。纵观整一堂课，我能紧扣教材“Making telephone calls”这一话题展开教学，层层递进，让学生从“学”教材逐步过渡到“用”教材，并能让学生在贴近生活的情境中运用所学的知识解决问题。课堂气氛比较活跃，教学亦算到位，也成功完成了本课的教学目标。下面是我对整堂课教学的反思和总结。一、 教学设计和教学任务因为教材的主要内容为“Making telephone calls”，我在教学的每个环节中都注意围绕这一主线，并使任务间的过渡自然流畅。比如在开场的self-introduction中，我有意识地提及了自己的家庭电话和手机号码，并把“打电话”作为兴趣爱好，为课文内容的导入做好铺垫。在自我介绍中，我先给学生关于我的个人信息，再由学生提问，这样的设计是因为紧接着的小组竞赛就是要求学生针对已给信息提出合适的问题,这样起到了较好的示范作用。经过此番warming-up之后，我便直奔主题，导入教材，通过听、读等技能练习呈现打电话时常用的句型和表达方式，这是学生“学”教材的过程。之后，我创设了四个生活情境，要求学生以小组为单位运用已学知识，讨论编对话并予以表演。最后，我结合奥运会这一时下颇为流行的话题让学生通过打电话定票，让学生充分发挥想象力进行对话创作，具有一定的开放性。这是整堂课的高潮部分，此时学生已脱离课本“用”教材了。教学中我对学生应用知识能力的要求不断提高，层层深入，最终达到高潮，实现教学目的。二、 教态，评价及师生互动比赛时老师上课，师生之间都比较陌生，再加上台下那么多老师，学生往往比较害怕，迅速拉近与学生之间的关系，使他们配合自己的教学，这是我上课前需要解决的一个问题。所以上课前我播放了一段旋律活泼轻快的英文歌曲，并邀请学生们全体起立，跟着我一起跳舞。刚开始学生还有些放不开，但由于我的鼓励和学生的配合，课堂气氛一下子活跃起来。然后我趁热打铁询问学生的姓名、年龄等，并与他们握手，甚至拥抱，还给学生们展示了自己的生活照，师生关系变得相对融洽。在接下来的教学过程中，学生举手也很踊跃，师生互动比较频繁。其实上课的肢体语言很重要。我们可以通过手势、眼神等方式来传达信息，与学生平等交流，耐心倾听。比如刚开始时，当坐在后排的男生因离我较远而不能握手时，我就伸出手做了个握手的姿势；当要对小组表现进行总结时，我摸摸一个男生的脸以示喜爱之情，并颁发奖品；在小组比赛中，每一次答对问题都可以给每一小组添加五角星，这样做一方面可以是学生积极性提高，另一方面能够使师生关系达到和谐融洽。 三、教学不足及反思在整堂课的教学过程中，从教学任务的完成到师生互动都取得了成功，但不足之处仍待改进。首先在一开始的导入部分，我担心学生会跟不上思路，所以在给出信息让学生提问环节放慢了速度，导致整堂课的时间在结束时显得很仓促。其次在引入打电话的时候，虽然设计了录音效果，但是如果能添加录像资料会更加直观，可以让学生加深对教学内容的理解。另外对教材的听力材料处理上，个人觉得可以再生活化一些，把听的内容跟生活场景联系起来效果可能会更好。最后，在需要学生自我发挥的场景对话中，我给出的时间还不够充足。作为教材内容的提升部分，我应该让学生有足够的时间来进行对话表演，把课文所学内容进行巩固和拓展。可是由于开始的时间进度比较慢， 所以在最后的表演展示部分，我只能要求一组同学完成了表演。事实上如果能邀请34组参与表演，那整个教学可以更加完美。在新目标的教学理念下，新课程标准已经对我们老师提出了新的要求。尽管我们这次上的内容并非来自新目标英语，但是教学任务和教学目标还是相互衔接和渗透的。上了多堂公开课和展示课，让我对新课程有了如下的认识：1、要上好一堂课，老师首先要对教材有深入的理解。在此基础上，再把教材内容细化和分类，并用学生容易并乐意接受的方式表达出来，以达到理想的教学目标和效果。老师在对细节的把握上要控制的恰到好。每一个细微之处都能反映学生当时的思想状态和思维活动。如果老师能抓住细节，就能更好的引导学生，让他们能够自信地表达出心里的想法，从而更好的判断学生对教材内容的理解和掌握，以完成课文内容的深化和递进。另外本人认为比较重要的一点就是上课应该突出自己的特色和风格。每个老师上课的方式多种多样，对教材的处理也有自己独到的见解。但是综观老师的上课，还是以传统型教学为主。我觉得既然教是为了学生更好的学和用，就应该采取一些学生乐意接受的方式去教。所以教学应该符合学生的年龄特征，让他们带着愉悦的心情去学，至少不是带着排斥的心情去学。我们可以多穿插一些游戏，猜谜，可爱有趣的表情和手势去激发学生的学习热情，让自己站在与学生相同的年龄起点上，让学生乐意接受你，喜欢你，把教学效果发挥到最佳状态。2、老师对学生的评价要准确，有效并多样化。我们说及时有效的评价对提高学生上课积极性和表现欲具有至关重要的作用。我们听公开课也会发现老师们两个不足的地方。一个就是评价不及时：学生回答完问题后，老师没有做出适时有效的评价，这会挫伤学生回答下面问题的积极性，有可能导致接下去课堂气氛的淡化甚至冷场。另一个就是评价单一化：老师们