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1、全国首届小学英语优质课竞赛一等奖教案 (三)全国首届小学英语优质竞赛一等奖教案 (三) A Telephne all （广州珠海香洲区吉小学 鲍当洪） ITeahing aterial A Telephne all A: a I spea t i, please? B: Srr Hes nt at he A: here is he n? B: He ent t the bshp A: uld u please tae a essage? B: Sure A: Trr is Teahers Da ell have a part at shl B: hat tie is the part? A:
2、At three thirt in the afternn B: , Ill tell hi hen hes ba A: Than u II Teahing Ais 1) Enable the students t ae telephne alls in English and get the t n h t behave theselves n the telephne 2) Raise the students interest t learn English 3) Enurage the students t have gd peratin ith ne anther IIITeahin
3、g ntents 1 ) Patterns: a I spea t ? uld u please tae a essage? 2) Vabular: essage, part, tae a essage IVteahing Aids Fur t telephnes, a D-R, a t Santa laus V Teahing predures Step 1 aring-up Exerise Sing the sng “Greetings” Step 2 Presentatin and Pratie 1) As the students t l at the sreen and listen
4、 t the tal beteen the teaher and the persn in the sreen 2) After the tal, the teaher tells the students h t ae a telephne all in English rite the pattern “a I spea t?”n the blabard and teah the h t use it n the phne 3) Using the fur t telephnes, as the students t ae telephne alls in pairs ith the fl
5、ling patterns: - a I spea t? - Speaing Thse students h d nt have t telephnes an use their penil-bxes instead, r the an put their fingers t their ears as a sign t ae phne alls 4) As ne student his/her nae and his/her he telephne nuber, using the flling sentenes: uld u please tell e ur nae? uld u plea
6、se tell e ur he telephne nuber? ) ae a telephne all t a student and get the students t learn the flling shrt dialgue: T: Hell Is that 8614761? S: es T: a I spea t Xia Lng? S: Srr, he is nt in the ffie T: uld u please tae a essage and as hi t e t shl this afternn? S: Sure T: Than u 6) As the students
7、 t ae alls in grups Then as se pairs t at ut t see if the n h t use the patterns bel: a I spea t,? uld u please tae a essage? 7) As the students t l at the sreen and listen t the dialgue “A Telephne all” iththe flling questins in ind: hat is the essage abut? hat tie is the part? Then as the students
8、 se questins if the have understd the dialgue 8) As the students t l at the dialgue n the sreen and listen t it again 9) The teaher tells the students the eaning f the rd “trr” ith the help f a alendar and the flling sentenes: ell have a part at shl Ill tell hi hen hes ba 10) As the students t read
9、the ne rd and the sentenes n the blabard 11) As the students t retell the dialgue in their n rds in pairs 12) Pla the gae “Thring Santa laus” t see if the students an sa the sentenes ell The teaher thrs the t Santa laus t a student hen the student athes the Santa laus, he r she ust sa ne f the sente
10、nes n the blabard, and then thrs the Santa laus t anther student 13) As the students t at ut the dialgue in rles Step 3 1) Sh the students three pitures n the sreen As the t ae telephne alls in grups based n the piture the have hsenPiture ne: u ant t invite T t pla ftbaU ith u, butT hasnt gt a telep
11、hne at he u as Rse t tae a essage t T Piture T: iss u is ill u ant t pa a visit t her ith a But a is nt ate His sister pis up the phne Piture Three: u ill hld a birthda part n Sunda u phne t Lil t invite her t ur part, but she isnt at he H d u spea t her ther, h is at he at that tie? 2) As se pairs
12、t at ut their telephne alls 3) As the students t ae phne alls t the teahers h are sitting arund the dassr The teaher tells the students:”There ill be a part n Ne ears Da e ill invite se teahers t e t ur part rite the naes and the telephne nubers f se teahers and aetelephne alls t the” Step 4 Suar Te
13、ll the students the a f aing a phne all in their dail life Step Her As the students t ae phne alls t their friends and tell the their shl life after lass Step 6: Ending Sing the sng “Happ eeend” 专家点评 鲍当洪老师执教的 A Telephne all 是一节真实、自然、生动、有趣的小学英语。该教学目的明确，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。这节在组织和设计上主要有以下特
14、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，他通过多媒体展现生动、逼真的交际情景，帮助和引导学生在语境中理解语言的结构和意义；此外，他更是一名堂活动的组织者、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
15、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
16、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，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，他设置的三个情景：约同学踢足球，约同学看望老师，约同学参加生日晚会，也都反映了学生的实际生活。追求语音、语调自然，教态亲切、大方，风格友善和幽默也是鲍老师教学成功的重要因素。当然，本节还有改进的余地，例如，在学生两人小组活动中，教师对学生角色的描述不够明确，使得学生对话中的一些语言显得不够得体。此外，让学生向现场听的老师询问电话号码时，应该适时教给学生使用得体的语言，以避免学生在特定的场合出现使用不得体的问话方式。
