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“A Telephone Call”課例點(diǎn)評(píng)
授課：廣州珠海香洲區(qū)吉蓮小學(xué)/鮑當(dāng)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(diǎn)評(píng)
鮑當(dāng)洪老師執(zhí)教的 A Telephone Call是一節(jié)真實(shí)、自然、生動(dòng)、有趣的小學(xué)英語(yǔ)課。該課教學(xué)目的明確，教學(xué)過(guò)程有序，教學(xué)活動(dòng)設(shè)計(jì)合理，教學(xué)各環(huán)節(jié)過(guò)渡自然，學(xué)生思維活躍。這節(jié)課在組織和設(shè)計(jì)上主要有以下特點(diǎn)：
1.注重學(xué)生的主體地位，實(shí)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(guò)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(shí)踐，培養(yǎng)學(xué)生的語(yǔ)言交際能力。教師在整個(gè)教學(xué)活動(dòng)中成功地扮演了多個(gè)角色。首先，他是一個(gè)示范者，他為學(xué)生展示語(yǔ)言結(jié)構(gòu)、意義和語(yǔ)言運(yùn)用的情景；同時(shí)他又是一個(gè)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(gè)情景的設(shè)計(jì)者和學(xué)習(xí)的指導(dǎo)者，他通過(guò)多媒體課件展現(xiàn)生動(dòng)、逼真的交際情景，幫助和引導(dǎo)學(xué)生在語(yǔ)境中理解語(yǔ)言的結(jié)構(gòu)和意義；此外，他更是一名課堂活動(dòng)的組織者、學(xué)生學(xué)習(xí)的激勵(lì)者和促進(jìn)者，他通過(guò)玩具小電話、身體語(yǔ)言設(shè)計(jì)情景，組織學(xué)生開(kāi)展游戲和兩人小組活動(dòng)，給學(xué)生提供模仿、體驗(yàn)、實(shí)踐和創(chuàng)造性運(yùn)用語(yǔ)言的機(jī)會(huì)，并在活動(dòng)中適時(shí)地鼓勵(lì)和表?yè)P(yáng)學(xué)生，保護(hù)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(yǔ)言結(jié)構(gòu)和語(yǔ)言功能有機(jī)結(jié)合，實(shí)現(xiàn)了從知識(shí)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(dá)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(yǔ)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(jì)上采用分解難點(diǎn)、分步呈現(xiàn)、逐步擴(kuò)展、層層深入的方式，注重示范質(zhì)量，保證學(xué)生對(duì)語(yǔ)言意義的正確理解，通過(guò)各種模仿和操練活動(dòng)，使學(xué)生掌握新的語(yǔ)言形式。例如，教師運(yùn)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(yùn)用所學(xué)語(yǔ)言進(jìn)行模擬交際，促進(jìn)了知識(shí)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(yàn)相結(jié)合，實(shí)現(xiàn)了學(xué)以致用的教學(xué)目標(biāo)。
鮑老師通過(guò)創(chuàng)設(shè)情景，將學(xué)習(xí)內(nèi)容與學(xué)生的實(shí)際生活相結(jié)合，使學(xué)生身臨其境，從而達(dá)到了學(xué)以致用的目的。例如，他在給某個(gè)學(xué)生打電話之前，先用英語(yǔ)了解學(xué)生家的電話號(hào)碼,然后撥號(hào)給該學(xué)生打電話，讓學(xué)生感到真實(shí)和親切。同時(shí)，他設(shè)置的三個(gè)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(huì)，也都反映了學(xué)生的實(shí)際生活。追求語(yǔ)音、語(yǔ)調(diào)自然，教態(tài)親切、大方，風(fēng)格友善和幽默也是鮑老師教學(xué)成功的重要因素。當(dāng)然，本節(jié)課還有改進(jìn)的余地，例如，在學(xué)生兩人小組活動(dòng)中，教師對(duì)學(xué)生角色的描述不夠明確，使得學(xué)生對(duì)話中的一些語(yǔ)言顯得不夠得體。此外，讓學(xué)生向現(xiàn)場(chǎng)聽(tīng)課的老師詢問(wèn)電話號(hào)碼時(shí)，應(yīng)該適時(shí)教給學(xué)生使用得體的語(yǔ)言，以避免學(xué)生在特定的場(chǎng)合出現(xiàn)使用不得體的問(wèn)話方式。
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