资源简介

Unit 7 Can I speak to Sara ,please
(第一课时)
学情分析
本教案的授课对象为高一年级计算机专业学生。该班共有52名学生，其中女生10名。本 班同学思维活跃，兴趣广泛，热爱篮球、足球等体育活动，有较强的计算机专业知识与操作技 能，但大多数同学尤其是男生的英语入学基础比较薄弱，对英语缺乏兴趣和信心。由于掌握的 词汇量和句型结构少，造成大多数同学不敢开口说英语，课堂参与积极性和学习动机不强。针 对以上问题，本教案力求降低教学内容的难度，更多采用集体教学的方法增强学生的自信和参 与热情。
一、教材分析
1. 教学内容
本课时系教材《英语1 (基础模块) 》第七单元的第一课时，包括Lead-in和Listening and Speaking中的Dialogue A两部分，具体内容为：运动图标与名称，打电话常用语句以及邀请 王洋一起打篮球的对话。
这些内容为整个单元的学习活动做语言和知识的准备，也为学生学以致用的语言表达活动 提供了语言铺垫。同时打电话的话题使教师可以充分地在教学中把教学内容与学生的生活 联系起来。
2. 教学重点、难点
1) 教学重点
通过学习打电话的对话，让学生掌握常用打电话语句 2) 教学难点
学生记住关于运动项目的单词；
学生听懂简单电话对话中的详细内容
二、教学目标
1. 知识目标
1) 学生能掌握部分运动项目的名称，如：volleyball, badminton, tennis, table tennis等，及 message 一词的用法；
2) 学生能掌握打电话时的常用句型：
A: Hello!This is ... Can / May Ispeak to ...
B: Speaking. / This is ... speaking. / ... isn’t in at the moment. Can / May Itake a message A: OK, ...
B: All right, I’ll tell him / her.
A: Thankyou. Bye!
2. 能力目标
1) 学生能听懂关于打电话邀请别人参加某一体育活动的对话；
2) 学生能根据常用打电话句型，打电话邀请别人参加某一体育活动。
3. 情感目标
学生能懂得打电话的基本礼仪。
三、教学步骤
Step One Lead in. (6m)
1. Activity One: Do you know the name of these sports items Show some pictures of different sports items on the screen.
Then ask students to tell the English name of these items. If students can’t, they are allowed to speak Chinese. (Since they haven’t learned some of these words and the vocabulary of them is poor.)
Learn these words together with the help of pictures. Students are asked to read them one by one following the teacher. Then they can read them together or read them by themselves.
Ask students to read these words one by one to check whether they can read or not.
(设计意图：利用图片进行体育活动词汇的学习，可以帮助提高学生的兴趣和识记单词的有 效性，同时此环节为后续环节增加必要的词汇量。)
2. Activity Two: Tick the answer of the phone call.
T: According to the above sports, which do you like best S: ...
T: Suppose you want to watch a match with Bush, you want to call him. What will you say
Do activity 2. Read and tick.
Ask students to tell the answers one by one.
(设计意图：利用活动2环节，由词汇学习引入到电话开场白的选择，从而自然引出对话 内容。)
Step Two Listening. (13m)
1. Activity 3 Listen and choose.
Teacher explains the task of this part, and then asks students to listen to the tape and choose the answer. If they cannot catch the answer in the first listening, repeat the dialogue again.
(设计意图：由于有活动2的铺垫， 本环节学生不会碰到太多的困难。)
2. Activity 4 Listen and tick.
Teacher explains three cards first, then points out the key of listening for this time is to catch the time and the content of the action.
Students listen to the dialogue, tick the right note and check the answer together. (设计意图：听大意，了解对话基本内容。)
3. Listen and repeat.
Ask students to listen to the dialogue. Then repeat it sentence by sentence. (设计意图：通过句子重复，使学生了解对话具体内容。)
Step Three Speaking. (23m)
1. Read and underline.
Students read the dialogue inactivity 5 individually, then they underline some important sentences about the telephone call. Then teacher asks 2 or 3 students to tell others their opinions. Teacher writes down these sentences on the blackboard:
A: Hello!
B: Hello!This is ... Can / May Ispeak to ...
A: This is ... speaking. ... isn’t in at the moment. Can / May Itake a message
B: OK, thanks.
A: All right, I’ll tell him / her.
B: Thankyou. Bye!
(设计意图：学生通过阅读，独立找出打电话时的常用句型应该不难，因为这几个句子 在前面的activity 2 和activity 3 、4中出现过。但学生在画线时并不一定会画全，故请两 到三名学生给出答案并进行核对。)
2. Performance: Make a phone call.
Teacher explains the rule: Make a phone call to your friend to invite him or her to take part in a sport event. But he / she is not in when you call. And his / her father answers the phone. The cards with sentences and words on the blackboard will help you to finish the dialogue.
To: TomActivities: come to school to watch the basketball match this evening
To: JaneActivities: come to the playground to play volleyball together this afternoon
T: You may change the roles in turn. You are given 5 minutes to prepare, then I’dlike to invite some groups to perform it on the stage. Of course, you may discuss it with your partners. Let’s see which groups will bring us the most wonderful performance, and which groups will make the call naturally and politely.
(设计意图：该步骤有助于学生进一步掌握打电话常用句型，并且通过具体操作能更加注意到打电话时应该注意到的礼仪。鉴于这种情形在日常生活中比较常见，且有黑板上的常用句型及相关内容的帮助，学生能顺利进行该活动。)
3. Evaluation.
Ask students to evaluate which group is the best.
(设计意图：适时的评价能促进学生的积极性和自信心。)
Step Four Summary. (2m)
Ask students to review the sentence structure used in making the call. Ask them to repeat it or read it together.
(设计意图：课堂小结，学生能进一步明确和巩固本节课所学句型结构。)
Step Five Homework. (1m)
Read and copy the new words of this part.
Write down the dialogue you made in the class on your exercise book. (设计意图：进一步巩固所学词汇，训练学生的书面表达能力。)
四、板书设计
Unit 7 Can Ispeak to Wang Yang A: Hello!volleyballB: Hello!This is ... Can / May Ispeak to ... badmintonA: This is ... speaking. ... isn’t in at the moment. Can /tennisMay Itake a message table tennisB: OK, thanks.A: All right, I’ll tell him / her.B: Thankyou. Bye!

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