英語優(yōu)質課教案

英語優(yōu)質課教案I.TeachingMaterialATelephoneCallA:MayIspeaktoJim,please?B:Sorry.He'snotathome.A:Whereishenow?B:Hewenttothebookshop.A:Wouldyoupleasetakeamessage?B:Sure.A:TomorrowisTeachers'Day.We'llhaveapartyatschool.B:Whattimeistheparty?A:Atthreethirtyintheafternoon.B:OK,I'lltellhimwhenhe'sback.A:Thankyou.II.TeachingAims1)EnablethestudentstomaketelephonecallsinEnglishandgetthemtoknowhowtobehavethemselvesonthetelephone.2)Raisethestudents'interesttolearnEnglish.3)Encouragethestudentstohavegoodcooperationwithoneanother.III.Teachingcontents1)Patterns:MayIspeakto...?Wouldyoupleasetakeamessage?2)Vocabulary:message,party,takeamessageIV.teachingAidsFourtoytelephones,aCD-ROM,atoySantaClaus.V.TeachingproceduresStep1.Warming-upExerciseSingthesong"Greetings".Step2.PresentationandPractice1)Askthestudentstolookatthescreenandlistentothetalkbetweentheteacherandthepersoninthescreen.2)Afterthetalk,theteachertellsthestudentshowtomakeatelephonecallinEnglish.Writethepattern"MayIspeakto...?"ontheblackboardandteachthemhowtouseitonthephone.3)Usingthefourtoytelephones,askthestudentstomaketelephonecallsinpairswiththefollowingpatterns:----MayIspeakto...?----Speaking.Thosestudentswhodonothavetoytelephonescanusetheirpencil-boxesinstead,ortheycanputtheirfingerstotheirearsasasigntomakephonecalls.4)Askonestudenthis/hernameandhis/herhometelephonenumber,usingthefollowingsentences:Wouldyouplease'tellmeyourname?Wouldyoupleasetellmeyourhometelephonenumber?5)Makeatelephonecalltoastudentandgetthestudentstolearnthefollowingshortdialogue:T:Hello.Isthat8614761?S:Yes.T:MayIspeaktoXiaoLong?S:Sorry,heisnotintheoffice.T:Wouldyoupleasetakeamessageandaskhimtocometoschoolthisafternoon?S:Sure.T:Thankyou.6)Askthestudentstomakecallsingroups.Thenasksomepairstoactouttoseeiftheyknowhowtousethepatternsbelow:MayIspeakto..,?Wouldyoupleasetakeamessage?7)Askthestudentstolookatthescreenandlistentothedialogue"ATelephoneCall"withthefollowingquestionsinmind:Whatisthemessageabout?Whattimeistheparty?Thenaskthestudentssomequestionsiftheyhaveunderstoodthedialogue.8)Askthestudentstolookatthedialogueonthescreenandlistentoitagain.9)Theteachertellsthestudentsthemeaningoftheword"tomorrow"withthehelpofacalendarandthefollowingsentences:We'llhaveapartyatschool.I'lltellhimwhenhe'sback.10)Askthestudentstoreadthenewwordandthesentencesontheblackboard.11)Askthestudentstoretellthedialogueintheirownwordsinpairs.12)Playthegame"ThrowingSantaClaus"toseeifthestudentscansaythesentenceswell.TheteacherthrowsthetoySantaClaustoastudent.WhenthestudentcatchestheSantaClaus,heorshemustsayoneofthesentencesontheblackboard,andthenthrowstheSantaClaustoanotherstudent.13)Askthestudentstoactoutthedialogueinroles.Step3.Practice1)Showthestudentsthreepicturesonthescreen.Askthemtomaketelephonecallsingroupsbasedonthepicturetheyhavechosen.PictureOne:YouwanttoinviteTomtoplayfootbaUwithyou,butTomhasn'tgotatelephoneathome.YouaskRosetotakeamessagetoTom.PictureTwo:MissWuisill.YouwanttopayavisittoherwithJack.ButJackisnotathome.Hissisterpicksupthephone.PictureThree:YouwillholdabirthdaypartyonSunday.YouphonetoLilytoinvitehertoyourparty,butsheisn'tathome.Howdoyouspeaktohermother,whoisathomeatthattime?2)Asksomepairstoactouttheirtelephonecalls.3)Askthestudentstomakephonecallstotheteacherswhoaresittingaroundthedassroom.Theteachertellsthestudents:"TherewillbeapartyonNewYear'sDay.Wewillinvitesometeacherstocometoourparty.Writethenamesandthetelephonenumbersofsometeachersandmaketelephonecallstothem".Step4.SummaryTellthestudentsthewayofmakingaphonecallintheirdailylife.Step5.HomeworkAskthestudentstomakephonecallstotheirfriendsandtellthemtheirschoollifeafterclass.Step6:EndingSingthesong"HappyWeekend".教學反思ATelephoneCall是一節(jié)真實、自然、生動、有趣的小學英語課。該課教學目的明確，教學過程有序，教學活動設計合理，教學各環(huán)節(jié)過渡自然，學生思維活躍。這節(jié)課在組織和設計上主要有以下特點：1．注重學生的主體地位，實現了教師角色的轉變。從學生的興趣出發(fā)，通過創(chuàng)設情景，示范教學內容，啟發(fā)學生的思維，組織學生實踐，培養(yǎng)學生的語言交際能力。教師在整個教學活動中成功地扮演了多個角色。首先，是一個示范者，為學生展示語言結構、意義和語言運用的情景；同時又是一個啟發(fā)者，啟發(fā)學生思考，引導學生想象；其次，還是一個情景的設計者和學習的指導者，通過多媒體課件展現生動、逼真的交際情景，幫助和引導學生在語境中理解語言的結構和意義；此外，更是一名課堂活動的組織者、學生學習的激勵者和促進者，通過玩具小電話、身體語言設計情景，組織學生開展游戲和兩人小組活動，給學生提供模仿、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生，保護學生的自信心和學習的積極性，使學生學有所獲。2．注重把語言結構和語言功能有機結合，實現了從知識到能力的轉變。本課教學內容涉及關于打電話的表達方式，能夠注意處理好結構與功能的關系，將語言結構的學習融于模擬的交際情景之中。教師在教學的設計上采用分解難點、分步呈現、逐步擴展、層層深入的方式，注重示范質量，保證學生對語言意義的正確理解，通過各種模仿和操練活動，使學生掌握新的語言形式。例如，運用多媒體創(chuàng)設了不同的生活情景，讓學生兩人一組選擇其中的一種，并運用所學語言進行模擬交際，促進了知識向能力的轉化。3．注重教學內容與學生的生活經驗相結合，實現了學以致用的教學目標。通過創(chuàng)設情景，將學習內容與學生的實際生