“A Telephone Call”課例點評

授課：廣州珠海香洲區(qū)吉蓮小學(xué)/鮑當洪

I. Teaching Material

A Telephone Call

A: May I speak to Jim, please?

B: Sorry. He's not at home.

A: Where is he now?

B: He went to the bookshop.

A: Would you please take a message?

B: Sure.

A: Tomorrow is Teachers' Day. We'll have a party at school.

B: What time is the party?

A: At three thirty in the afternoon.

B: OK, I'll tell him When he's back.

A: Thank you.  

II. Teaching Aims

1) Enable the students to make telephone calls in English and get them to know how to behave themselves on the telephone.

2) Raise the students' interest to learn English.

3) Encourage the students to have good cooperation with one another.

III. Teaching contents

1) Patterns:

May I speak to……?

Would you please take a message?

2) Vocabulary: message, party, take a message

IV. teaching Aids

Four toy telephones, a CD-ROM, a toy Santa Claus.

V. Teaching procedures

Step 1. Warming-up Exercise

Sing the song Greetings.

Step 2. Presentation and Practice

1) Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen.

2) After the talk, the teacher tells the students how to make a telephone call in English. Write the pattern May I speak to...?on the blackboard and teach them how to use it on the phone.

3) Using the four toy telephones, ask the students to make telephone calls in pairs with the following patterns:

---- May I speak to……?

---- Speaking.

Those students who do not have toy telephones can use their pencil-boxes instead, or they can put their fingers to their ears as a sign to make phone calls.

4) Ask one student his/her name and his/her home telephone number, using the following sentences:

Would you please tell me your name?

Would you please tell me your home telephone number?

5) Make a telephone call to a student and get the students to learn the following short dialogue:

T: Hello. Is that 8614761?

S: Yes.

T: May I speak to Xiao Long?

S: Sorry, he is not in the office.

T: Would you please take a message and ask him to come to school this afternoon?

S: Sure.

T: Thank you.

6) Ask the students to make calls in groups.

Then ask some pairs to act out to see if they know how to use the patterns below:

May I speak to……?

Would you please take a message?

7) Ask the students to look at the screen and listen to the dialogue A Telephone Call with the following questions in mind:

What is the message about?

What time is the party?

Then ask the students some questions if they have understood the dialogue.

8) Ask the students to look at the dialogue on the screen and listen to it again.

9) The teacher tells the students the meaning of the word tomorrow with the help of a calendar and the following sentences:

We'll have a party at school.

I'll tell him when he's back.

10) Ask the students to read the new word and the sentences on the blackboard.

11) Ask the students to retell the dialogue in their own words in pairs.

12) Play the game Throwing Santa Claus to see if the students can say the sentences well.

The teacher throws the toy Santa Claus to a student. When the student catches the Santa Claus, he or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.

13) Ask the students to act out the dialogue in roles.

Step 3.

1) Show the students three pictures on the screen. Ask them to make telephone calls in groups based on the picture they have chosen.

Picture One: You want to invite Tom to play football with you, but Tom hasn't got a telephone at home. You ask Rose to take a message to Tom.

Picture Two: Miss Wu is ill. You want to pay a visit to her with Jack. But Jack is not at me. His sister picks up the phone.

Picture Three: You will hold a birthday party on Sunday. You phone to Lily to invite her to your party, but she isn't at home. How do you speak to her mother, who is at home at that time?

2) Ask some pairs to act out their telephone calls.

3) Ask the students to make phone calls to the teachers who are sitting around the classroom.

The teacher tells the students: There will be a party on New Year's Day. We will invite some teachers to come to our party. Write the names and the telephone numbers of some teachers and make telephone calls to them.

Step 4. Summary

Tell the students the way of making a phone call in their daily life.

Step 5. Homework

Ask the students to make phone calls to their friends and tell them their school life after

class.

Step 6: Ending

Sing the song Happy Weekend.

專家點評

鮑當洪老師執(zhí)教的 A Telephone Call是一節(jié)真實、自然、生動、有趣的小學(xué)英語課。該課教學(xué)目的明確，教學(xué)過程 有序，教學(xué)活動設(shè)計合理，教學(xué)各環(huán)節(jié)過渡自然，學(xué)生思維活躍。這節(jié)課在組織和設(shè)計上主要有以下特點：

1.注重學(xué)生的主體地位，實現(xiàn)了教師角色的轉(zhuǎn)變。

執(zhí)教教師從學(xué)生的興趣出發(fā)，通過創(chuàng)設(shè)情景，示范教學(xué)內(nèi)容，啟發(fā)學(xué)生的思維，組織學(xué)生實踐，培養(yǎng)學(xué)生的語言交際能力。教師在整個教學(xué)活動中成功地扮演了多個角色。首先，他是一個示范者，他為學(xué)生展示語言結(jié)構(gòu)、意義和語言運用的情景；同時他又是一個啟發(fā)者，啟發(fā)學(xué)生思考，引導(dǎo)學(xué)生想象；其次，他還是一個情景的設(shè)計者和學(xué)習(xí)的指導(dǎo)者，他通過多媒體課件展現(xiàn)生動、逼真的交際情景，幫助和引導(dǎo)學(xué)生在語境中理解語言的結(jié)構(gòu)和意義；此外，他更是一名課堂活動的組織者、學(xué)生學(xué)習(xí)的激勵者和促進者，他通過玩具小電話、身體語言設(shè)計情景，組織學(xué)生開展游戲和兩人小組活動，給學(xué)生提供模仿、體驗、實踐和創(chuàng)造性運用語言的機會，并在活動中適時地鼓勵和表揚學(xué)生，保護學(xué)生的自信心和學(xué)習(xí)的積極性，使學(xué)生學(xué)有所獲。

2.注重把語言結(jié)構(gòu)和語言功能有機結(jié)合，實現(xiàn)了從知識到能力的轉(zhuǎn)變。

本課教學(xué)內(nèi)容涉及關(guān)于打電話的表達方式，執(zhí)教教師能夠注意處理好結(jié)構(gòu)與功能的關(guān)系，將語言結(jié)構(gòu)的學(xué)習(xí)融于模擬的交際情景之中。教師在教學(xué)的設(shè)計上采用分解難點、分步呈現(xiàn)、逐步擴展、層層深入的方式，注重示范質(zhì)量，保證學(xué)生對語言意義的正確理解，通過各種模仿和操練活動，使學(xué)生掌握新的語言形式。例如，教師運用多媒體創(chuàng)設(shè)了不同的生活情景，讓學(xué)生兩人一組選擇其中的一種，并運用所學(xué)語言進行模擬交際，促進了知識向能力的轉(zhuǎn)化。

3.注重教學(xué)內(nèi)容與學(xué)生的生活經(jīng)驗相結(jié)合，實現(xiàn)了學(xué)以致用的教學(xué)目標 。

鮑老師通過創(chuàng)設(shè)情景，將學(xué)習(xí)內(nèi)容與學(xué)生的實際生活相結(jié)合，使學(xué)生身臨其境，從而達到了學(xué)以致用的目的。例如，他在給某個學(xué)生打電話之前，先用英語了解學(xué)生家的電話號碼,然后撥號給該學(xué)生打電話，讓學(xué)生感到真實和親切。同時，他設(shè)置的三個情景：約同學(xué)踢足球，約同學(xué)看望老師，約同學(xué)參加生日晚會，也都反映了學(xué)生的實際生活。追求語音、語調(diào)自然，教態(tài)親切、大方，風格友善和幽默也是鮑老師教學(xué)成功的重要因素。當然，本節(jié)課還有改進的余地，例如，在學(xué)生兩人小組活動中，教師對學(xué)生角色的描述不夠明確，使得學(xué)生對話中的一些語言顯得不夠得體。此外，讓學(xué)生向現(xiàn)場聽課的老師詢問電話號碼時，應(yīng)該適時教給學(xué)生使用得體的語言，以避免學(xué)生在特定的場合出現(xiàn)使用不得體的問話方式。

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