初中英语优质课

Making telephone calls

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 d

aily life.

Key sentence structures:

Is sb. there? Just a minute. It’s for you. I’ll check.

I’ll call later. Sorry, I have the wrong number. No problem.

Teaching procedures:

1. Warming-up

a. Let’s 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 corre

ct 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 KF

C with your friend.)

6. Book tickets for Beijing 2008 Olympic Games

Students 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-task

Let’s chant.

T: I’m very happy to meet you here. Are you happy today?

Ss: Yes.

T: OK. I’m happy too. Because I can have a lesson for you and I’m 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 introduction

T: 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. /I’m 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 I’m Claire?

S2: What’s 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 let’s 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 I’m 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 let’s listen what they are talking about.

Step 2 While-task

1. Make telephone calls

Read the conversations. Notice the useful express

Susan: Hello.

Zack: Hello. This is Zack. Is Andy there?

Susan: please. Andy, It’s Zack. Andy: Hi, Zack. ?

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.) Let’s 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. Sorry. No, she isn’t.

Claire: Thanks. .

First make a busy sound of the phone. I will say: “The phone is busy now. (This is a telephone vocabulary in the text.) Let’s try again. Oh, the phone is ringing, it’s 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: There’s no Debbie here.

Tom: Is this 570-1794?

Stacey: No, it isn’t.

Tom: Oh,

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 part

T: 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, let’s 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 let’s listen again, can you find out where they make telephone calls? OK, let’s 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: “Let’s see. Oh group … has the most stars right now. But never mind, you have more chances to get them.

Step 3 Pre-task

1. 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 friend…

You are still at school. It rains heavily but you don’t have an umbrella... Your father comes back and he wants your mother to pick him up…

You want to buy books after school, but you don’t have enough money… So 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 2008

T: I’m 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. What’s 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! It’s 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 let’s check which group’s 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 group…has the most stars, so they are today’s 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 today’s 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: I’m sorry, but time is limited. This is today’s homework for you.”

⑴ Try to collect(收集) useful numbers in your daily life.

⑵ If your neighbor is ill, make a telephone call to help him/her.

T: Are you happy today?

Ss: Yes!

T: I’m so happy. I’m 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3—4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：老师们在学生回答好以后总是喜欢用good, very good去进行评价，时间一长，自会让学生觉得乏味。这样的评价最终流于形式，失去了它的激励作用和效果了。其实新目标课程标准强调了一个情感目标，有效多样的评价也是实现这一目标的良好途径。如果我们对学生的正确回答给予肯定，并使用多样的评价词汇，如excellent, well-done, gorgeous, marvelous, You are clever, Good boy, Lovely girl等，我们就能够使学生在学的过程实现自我肯定和自我我提升。另外我们也不妨用肢体语言来表现评价方式的多样化。动作，眼神或手势都能传递老师对学生回答后作出的反映。课堂中，学生处于紧张的状态中，老师温柔的手势，优雅的动作，喜爱的眼神都能表达出对学生的情感，学生也能在接收到老师的这一信息后更加努力地去实现下一个回答的目标。这样的课课堂气氛一定是良好的。对于小组等的集体评价也是如此。积极有效的集体评价不仅可以促进个人的发挥，也可以使学生在发挥过程中增加集体观念和群体意识，强调个体之间的合作与帮助，这也是新目标力求实现的一个目标。

3、 师生互动要频繁持久，上课节奏要有慢有快，语音语调要抑扬顿挫。学生的配合在很大程度上决定了上课的质量和效果。如何让学生来配合老师的上课，是一个值得研究的课题了。在第一点中我讲到了上课要符合学生的年龄特征，才能取得成功。所以老师自身一定要充满激情与活力，才能时刻感染学生，让学生保持一种新鲜感。上课的节奏把握上，也要时而跃进，时而缓和，容易的地方一笔带过，困难的地方就要留足空间给学生思考，尽可能少的给他们带来挫败感。老师的语音语调也要恰到好处。语音的准确到位是学生肯定老师的第一步。优美流利的发音可以提高学生的注意力，因为他们愿意去听，愿意去欣赏。其次语调

的处理上也可以带来意想不到的效果。语调的缓和可以解除学生思考过程中的焦虑，语调的急促可以增加个人与小组间的竞争。降低声音，可以让学生去想象，去思考，制造一种悬念和神秘感。提高声音，可以让学生集中注意，去分析别人的答案，并做进一步的修正。总之，只有控制了好了这些因素，才能让学生觉得有吸引力，并愿意参与其中。

4、 老师要充分发挥自己的教育机智，适时运用幽默感及亲和力。不管哪位老师上课，即使准备的很充分，在真正上课过程中，总会碰到一些突发问题。有时学生的回答或冷场都会让老师有些不知所措。所以善于运用教学机智去处理突发情况，也是我们要学会的。如果老师的指令学生没有明白，那老师不必紧张，只需用举例形式去解释就行。当然这一过程应该放慢速度了。如果学生不肯表演对话，老师可以事先表扬一些同学，学生在尝到甜头后自然就有了表现的欲望。比如学生给出的答案与老师的期望答案风马牛不相及，老师可以很幽默地跟这个同学开个玩笑，先缓和一下气氛，然后再明确地重复问题，让学生在老师的提示下完成回答。其实教学机智的方式很多，运用的手段也是多种多样的。老师自身的幽默感，亲和力和感染力都可以作为教育机智的载体，只要用的上，我们就应该大胆地去尝试。

总而言之，上课也是另一种形式的表演。如何在自己的教学舞台上发挥出色，展现出最佳的课堂状态，还需要我们不停的去探索和实践。 1．词汇和短语

exciting, dangerous, busy, fun, difficult, boring，be interested in, want to be

2.目标语言

What job does the person have?

Where does the person work?

What do you want to be? Why?

教学过程(本文来自优秀教育资源网斐.斐.课.件.园)

一、复习（Review）

1. 通过图片或幻灯复习有关职业名称和工作地点的单词。

2. 使用上节课教师收集的职业描述小卡片进行竞猜比赛，由一位学生朗读卡片内容，其他学生竞猜。 说明：此活动可以锻炼学生的口语听力能力。

二、练习（Practice）

1. 教师出示Section B中 1a部分职业图片，学生依次写出相对应的单词，并写出相应的工作场合。

2. 依据Section A中所学内容，独立编写一段对话.

说明：单词的检测可以体现出学生基础知识的掌握情况，对话的编写可以让教师了解学生学习中的难点和不足之处，以便加以强调讲解。

三、导入（Lead in）

1. Free talk

学生出示课后作业中完成的表格，先以小组为单位进行个人report show，然后选择几组在班上展示，可以用到句型:

I want to be a/an „„ Because it’s a/an „„ job.

I don’t want to be a/an „.. Because it’s a/an „„job.

2. 在学生表达过程中，教师可以把report中呈现的形容词写到黑板上。

3. 由学生教授自己report中出现的形容词，教师可以帮助学生用各种表情或动作解释单词含义。

4. 最后可以由教师带领朗读单词，进一步对新词汇解释说明。

四、教学SectionB-1a,1b,1c

1. 要求学生完成Section B中1a

部分习题，利用课件核对答案。

2. 朗读1b部分句子，参考 1a图画自己编写句子，教师检查。

3. 引导学生谈论其他工作的种类，并用1a中的形容词进行描述。

五、教学SectionB-2a,2b

1. Pre-listening

指导学生注意2a部分题目要求并认读三个英文名字。

2. While-listening

播放第一遍录音，引导学生全面了解这篇对话的内容。 播放第二遍录音，学生可以完成2a部分题目要求。 3. Post-listening 确定正确答案。

在在熟练掌握材料的基础上，可以鼓励学生就听力材料互相提出问题，回答问题，充分利用该项练习。

4. 教师利用课件展示答案。

六、教学SectionB-2c

1. 以小组为单位讨论各自理想的职业并说明理由，由组长记录，从中选出一个理由最充分的top occupation。

2. 各组组长在班上做出report，陈述本组意见，全班同学集体做出记录。此活动最大面积的对所学知识进行了笔头及口头练习。

3. 由教师宣布结果，评出 “Class top 10 occupation list”。 七、教学拓展

A：任务:介绍自己理想的工作.

目的: 通过此项活动,学生学会介绍自己理想的工作及原因并制订计划为之奋斗. 语言技能: speaking and writing 活动形式:4人小组

完成任务所需要的语言结构:本单元所学句型. 操作过程:

1.小组活动,学生互相介绍自己理想的工作及原因.

2.学生交换信息.即:将原来的几个小组按A.B.C.D重新组合,组成A.B.C.D新的小组成员互相交换在刚才小组中得到的信息,并记录下新得到的信息.最后回到原来的小组,轮流向组员汇报新得到的信息. 3.教师从每组A.B .C.D中选择一个人做汇报,其他同学做记录并统计班里学生理想的工作种类. B：模仿对话

教师播放媒体对话中What do your farther do?几次,学生第一次理解对话内容，然后跟读，直到能够背诵为止，叫几组学生将对话表演出来，比比那组最好。

八、作业（Homework）

根据评选结果，要求学生写一篇短文，表达自己对这十种职业的意见。具体可参考2c部分句子。 熟练掌握材料的基础上，可以鼓励学生就听力材料互相提出问题，回答问题，充分利用该项练习。 4. 教师利用课件展示答案。

中的

六、教学SectionB-2c

1. 以小组为单位讨论各自理想的职业并说明理由，由组长记录，从中选出一个理由最充分的top occupation。

2. 各组组长在班上做出report，陈述本组意见，全班同学集体做出记录。此活动最大面积的对所学知识进行了笔头及口头练习。

3. 由教师宣布结果，评出 “Class top 10 occupation list”。 七、教学拓展

A：任务:介绍自己理想的工作.

目的: 通过此项活动,学生学会介绍自己理想的工作及原因并制订计划为之奋斗. 语言技能: speaking and writing 活动形式:4人小组

完成任务所需要的语言结构:本单元所学句型. 操作过程:

1.小组活动,学生互相介绍自己理想的工作及原因.

2.学生交换信息.即:将原来的几个小组按A.B.C.D重新组合,组成A.B.C.D新的小组成员互相交换在刚才小组中得到的信息,并记录下新得到的信息.最后回到原来的小组,轮流向组员汇报新得到的信息. 3.教师从每组A.B .C.D中选择一个人做汇报,其他同学做记录并统计班里学生理想的工作种类. B：模仿对话

教师播放媒体对话中What do your farther do?几次,学生第一次理解对话内容，然后跟读，直到能够背诵为止，叫几组学生将对话表演出来，比比那组最好。

八、作业（Homework）

根据评选结果，要求学生写一篇短文，表达自己对这十种职业的意见。具体可参考2c部分句子。

Worker famer

Doctor

Norse dancer

Singer

player

Policeman barber