a telephone call 教案

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Unit2 A telephone call

Unit2 A telephone call一、教案背景1，面向学生：√小学2，学科：英语3，课时：14，课前准备：准备有关Unit2中的图片，制成ppt课件、准备图字卡。

二、单元教材分析本单元的主要功能项目是“谈论疾病”。

重点学习How do you feel now?/ What‟s wrong with you? 的答语以及八种疾病的名称。

本单元教学内容情境性较强，因此教师在整个教学过程中，无论是呈现新知识，还是复习、巩固旧知识，都应尽可能让学生通过表情、手势、实物、情景明白句子的意思和使用场合，使学生能把语言和它所表达的情境直接联系起来，达到学以致用的目的三、教学课题Part B Look, read and learn and D Work in pairs四、教学目标1、能正确地听、说、读、写单词：a headache, a bad, a cough, got, a fever, a cold.2、能正确地听、说、读单词：a toothache, an earache, a backache, a stomachache.3、通过师生之间真实的交流，学会用句型：What‟s wrong with you ? I‟ve got...I‟m sorry to hea r that. 询问他人的身体状况。

五、教学重点和难点1、能正确地朗读和书写本课时要求掌握的单词。

2、能正确地理解和运用句型What‟s wrong with you? ---I‟ve got …I‟m sorry to hear that.六、教具准备1、本课所教单词的图片。

2、录音机和磁带。

七、教学过程Step1. Revision1. Sing a song …Wish you are happy every day‟2. Play a gameGive the students some orders.T: Touch your nose/eyes/head/ear/tooth(导入tooth ,teeth)（设计意图;运用动作导入不仅可以活跃课堂气氛，还可以复习本节有关的单词，从而很自然的过渡到本节课的新课当中。

牛津英语5BUnit2Atelephonecall教案

牛津英语5BUnit2Atelephonecall教案Unit2Atelephonecall一、单元教材分析本单元的主要功能项目是“谈论疾病”。

重点学习Hodoyoufeelno?/hat’srongithyou?的答语以及八种疾病的名称。

本单元教学内容情境性较强，因此教师在整个教学过程中，无论是呈现新知识，还是复习、巩固旧知识，都应尽可能让学生通过表情、手势、实物、情景明白句子的意思和使用场合，使学生能把语言和它所表达的情境直接联系起来，达到学以致用的目的。

二、单元教学目标能听懂、会说、会读和会拼写单词：lunch,spea,aheadache,bad,acough,get,feel,afever,aco ld.能听懂、会说、会读和会写句型：Hodoyoufeelno?---Ifeel…hat’srongithyou?---I’vegot…能听懂、会说、会读日常交际用语和句型：ayIspeato…?---Thisis…speaing.I’sorrytohearthat.Seeyousoon.Sorry,rongnuber.了解元音字母o在闭音节单词中的读音。

会诵读歌谣I’ill.三、单元教学重点和难点能正确理解、掌握对话内容，并能朗读、初步表演对话。

.能正确地听、说、读、写Hodoyoufeelno?句型及其回答。

掌握生病类的所有英文单词和读音的变化。

能综合运用本单元所学过的单词、句型和日常交际用语。

四、单元教具准备教学用图片、教学磁带、录音机、部分教学实物。

五、单元课时安排本单元共分四课时。

课时一、教学内容PartAReadandsayandcAsandanser二、教学目标能正确地听、说、读、写单词：lunch,spea,andfeel.能初步理解并运用句型：Hodoyoufeelno?---Ifeel…能正确地听、说、读日常用语：ayIspeato…?---Thisis…speaing.Seeyousoon能熟练诵读本课的歌谣。

小学英语unit2 a telephone call 教案设计

Part 1 Teaching aim:(1) can understand , speak , will read the word speak, feel, headache, cough, medicine, Wednesday, call, stay, still, absent.(2) be able to understand and be able to experience the correct sentence : How do you feel now? I feel ....What's wrong with you? I've got ....(3) can understand , speak and read daily communication will be used sentences :May I speak to ...? This is ... speaking.I'm sorry to heat that. I hope you get better soon.(4) can correctly understand and master the content of the dialogue , and to have feelings aloud dialogue .Emotions and attitudes :(1) students caring , compassionate conscience pay quality .(2) students self-confidence , to give students experience success .Teaching heavy and difficult :Key : (1) Can understand, speak, read this lesson vocabulary, sentence initial understanding of the use of this lesson .(2) can correctly understand and master the content of the dialogue and the dialogue can read fluently .Difficulty : (1) headache, medicine, absent the correct pronunciation .(2) have feelings aloud dialogue and appropriate expansion.Part 2 Teaching Process:Process and Methods(1) through the creation of scenarios to guide students perceive text.(2) through a variety of task-based activities designed to develop students' listening, speaking, reading and writing skills .Teaching philosophy and strategy :Step.1Follow the task-based teaching teaching philosophy , student learning the subject , to carry out various types of task-based activities provide students with space for cooperation and exchange , design activities for students to participate , experience and hands-on .Step.2Use of whole language teaching philosophy , emphasizing student learning languages should follow from the whole to the part of the teaching principles ; emphasizes language teaching should focus on students' cognitive characteristics, attention to student learning ; emphasizes contextual meaning in language learning and language use in the importance ; teachers from the classroom into the controller designer , inspirer and promoter .Part 3 Teaching Preparation :Multimedia courseware, word cards , SuYang and Helen 's portraits , students practice paperTeaching process:( A ) import topic, proper beddingStepl. Warming-up1. Watch a flash song and follow it. "Clap your hands"2. GreetingStep2. Presentation1. How do you feel now? I feel ....Greeting from the above link leads directly to the new grant sentence :T: I'm your new teacher today.I feel very happy and I feel hot. ( With teachers expressions and movements )Leads to a new word "feel" of learning, combined to produce ee Pronunciation [i:] T: How do you feel now? ( Multimedia show 4AUnit9 some pictures tips )S1: I feel ...S2: ...T: Can you ask your classmates? Guide students to ask questions with the new sentence , showing the new sentence "How do you feel now?" ( Blackboard )Q & A between students .2. May I speak to ...? This is ... speaking.( Linda multimedia show picture )T: Look, this is my friend Linda. How does she feel now?We don't know. Let's make a telephone call. Ok? ( Called action allows teachers to make students understand )( Mortgage title ) a telephone call. Teaching call by the all, to guide students to read call. ( Man-machine dialogue , and Linda call )Ss: Hello.Is that Linda?T: Can you use this new sentence?Show a new sentence "May I speak to ...? This is ... speaking."Teaching speak [i:] and the new sentence .3. I'm sorry to hear thar. I hope you get better soon.Human call from the above , that Linda is ill.Division leads to new sentences and produce hear homophones here, teach new words. By teaching the word hope, better, soon showed some phonetic symbols and sentences .( Two ) the overall presentation , segmented interpretation .Step3, Lead-in the text.1 overall perceptionT: Just now we called my friend.Look, SuYang is calling sb.too. ( Show SuYang call graph, text illustrations 1 left demi )Rendering problem : Whom does SuYang call?What are they talking about?Courses allow students to watch the entire movie , and then answer the questions "Whom does SuYang call?"2 , introductory part1 ) to produce the first question : Why does SuYang call her?When does SuYang call her?T: Let's listen to the tape then try to get the answer.Introductory students listen and then answer the Su Yang calls Helen.She's not at school. She's ill.2 ) by a not at school naturally leads She's absent. Teaching absent.3 ) s begin multimedia show on the introductory texts .3 . The first paragraph of dialogue1) T: It's Wednesday. Helen is not at school. She is ill.SuYang calls her after lunch.If you're SuYang what you will ask her? Raw speculation ( Tip students available Chinese expression ) .T: Yes. Maybe she will ask "Why are you absent today""What's wrong with you?"Produce and blackboard new sentence "What's wrong with you?" Teaching ( contact old sentence What's the matter? Let students understand )2) T: Let's read the dialogue and line down the answer.Ask students to read the text jump , draw A sentence . Students read before jumping in , produce multimedia learning tips.Learning tips:When reading passages encounter a new word , it can be inferred by the context the term effect ; such inference could not be skipped .A sentence set aside by the students , leads to new words a headache, a bad cough. Let students speculate meaning of the word , and then teaching . Teachers do the movements represent "I've got a headache" born to imitate reading practice .The same law professor "a cough" "a bad cough" "stay in bed"Learning stay , the first leads to play and then teach reading stay.3 ) at the same table of characters read this dialogue bothT: Now we know something about this telephone call.Open your books, and read it in pairs.3 second dialogue1 ) ( listen to the class bell ) T: Classes are over.( Show picture ) SuYang calls Helen againMultimedia show text illustrations 2 and 3 multiple choice questions :How does Helen feel now?A. She feels better.B. She still feels ill.Is she taking any medicine?A. Yes, she is.B. No, she isn't.What can SuYang do after school?A. She can get some medicine for Helen.B. She can get some fruit for Helen.Teacher first read these three topics , leads to the teaching of medicine .By the illustration on the circle medicine, so that students straightforward meaning , and learn phrases take some medicine.Let the students read the text to find and choose the answer.In reading , teachers use multimedia courseware production learning tips.Learning tips:You can use a pen to draw when reading the information required keywords , sentences and well marked .Chosen by the student answers , leads still teaching .2 ) Recording with text reading this paragraph.4.ReadingA ) repeat the text recording, note that tone of voice . ( Teacher to correct some of the new pronunciation of the word )2 ) since the first reading of the text , and then by two one group chose a conversation , to call two people with dubbing. ( Tip Students can control the books can also be carried out under the blackboard . )( Three ) the integrated use to improve the textStep4 ConsolidatinoWriting dialogue :T: SuYang is going to see Helen after school.If she is in Helen's home now what they will talking.Let's guess and write.Y: May I come in?H: __________________.Y: Here's ____________ for you.H: Thank you. Sit down, please.Y: How do you feel now?H: I feel ___________.Y: Here's ___________________________ for you.H: Thank you.Y: You should ( be ) __________ a lot of water.H: I see.Y: I hope you get better soon and _______________ tomorrow.Must present study tips.Step5.SummaryTeachers show their phone number.T: Today our topic is "a telephone call".You may call me after class. Look, this is my telephone number.Step6 Homework1 imitate the sound , have feelings aloud dialogue .2 modeled texts, written dialogue .。

ATelephoneCall(优质课竞赛一等奖教案)

ATelephoneCall(优质课竞赛一等奖教案)ATelephonecallI.TeachingaterialATelephonecallA:ayIspeatoji,please?B:Sorry.He'snotathoe.A:hereisheno?B:Heenttothebooshop.A:ouldyoupleasetaeaessage?B:Sure.A:ToorroisTeachers'Day.e'llhaveapartyatschool.B:hattieistheparty?A:Atthreethirtyintheafternoon.B:o,I'lltellhihenhe'sbac.A:Thanyou.II.TeachingAis)EnablethestudentstoaetelephonecallsinEnglishan dgetthetonohotobehavetheselvesonthetelephone.)Raisethestudents'interesttolearnEnglish.)Encouragethestudentstohavegoodcooperationithon eanother.III.Teachingcontents)Patterns:ayIspeato...?ouldyoupleasetaeaessage?)Vocabulary:essage,party,taeaessageIV.teachingAidsFourtoytelephones,acD-Ro,atoySantaclaus.V.TeachingproceduresStep1.aring-upExerciseSingthesong"Greetings".Step2.PresentationandPractice)Asthestudentstolooatthescreenandlistentothetal beteentheteacherandthepersoninthescreen.)Afterthetal,theteachertellsthestudentshotoaeat elephonecallinEnglish.ritethepattern"ayIspeato...?" ontheblacboardandteachthehotouseitonthephone.)Usingthefourtoytelephones,asthestudentstoaetel ephonecallsinpairsiththefolloingpatterns:----ayIspeato...?----Speaing. Thosestudentshodonothavetoytelephonescanusetheirpencil-boxesinstead,ortheycanputtheirfingerstotheirear sasasigntoaephonecalls.)Asonestudenthis/hernaeandhis/herhoetelephonenu ber,usingthefolloingsentences:ouldyouplease'telleyournae?ouldyoupleasetelleyourhoetelephonenuber?)aeatelephonecalltoastudentandgetthestudentstol earnthefolloingshortdialogue:T:Hello.Isthat8614761?S:yes.T:ayIspeatoXiaoLong?S:Sorry,heisnotintheoffice.T:ouldyoupleasetaeaessageandashitoetoschoolthisafte rnoon?S:Sure.T:Thanyou.)Asthestudentstoaecallsingroups.Thenassoepairstoactouttoseeiftheynohotousethepatter nsbelo:ayIspeato..,?ouldyoupleasetaeaessage?)Asthestudentstolooatthescreenandlistentothedia logue"ATelephonecall"iththefolloingquestionsinind: hatistheessageabout?hattieistheparty?Thenasthestudentssoequestionsiftheyhaveunderstood thedialogue.)Asthestudentstolooatthedialogueonthescreenandl istentoitagain.)Theteachertellsthestudentstheeaningoftheord"to orro"iththehelpofacalendarandthefolloingsentences: e'llhaveapartyatschool.I'lltellhihenhe'sbac.0)Asthestudentstoreadtheneordandthesentencesonthebl acboard.1)Asthestudentstoretellthedialogueintheironordsinpa irs.)Playthegae"ThroingSantaclaus"toseeifthestudent scansaythesentencesell.TheteacherthrosthetoySantaclaustoastudent.henthestu dentcatchestheSantaclaus,heorsheustsayoneofthesente ncesontheblacboard,andthenthrostheSantaclaustoanoth erstudent.3)Asthestudentstoactoutthedialogueinroles.Step3.)Shothestudentsthreepicturesonthescreen.Asthetoaetelephonecallsingroupsbasedonthepicturetheyhavech osen.Pictureone:youanttoinviteTotoplayfootbaUithyou,butT ohasn'tgotatelephoneathoe.youasRosetotaeaessagetoTo.PictureTissuisill.youanttopayavisittoherithjac.Butj acisnotate.Hissisterpicsupthephone.PictureThree:youillholdabirthdaypartyonSunday.you phonetoLilytoinvitehertoyourparty,butsheisn'tathoe.Hodoyouspeatoherother,hoisathoeatthattie?)Assoepairstoactouttheirtelephonecalls.)Asthestudentstoaephonecallstotheteachershoares ittingaroundthedassroo.Theteachertellsthestudents:"ThereillbeapartyonNeyea r'sDay.eillinvitesoeteacherstoetoourparty.ritethenaesandthetelephonenubersofsoeteachersandaet elephonecallstothe".Step4.SuarTellthestudentstheayofaingaphonecallintheirdailylif e.Step5.HoeorAsthestudentstoaephonecallstotheirfriend sandtellthetheirschoollifeafterclass.Step6:EndingSingthesong"Happyeeend".专家点评鲍当洪老师执教的ATelephonecall是一节真实、自然、生动、有趣的小学英语课。

Unit 2 A telephone call

Unit 2 A telephone call－牛津小学英语5B教案
第一课时
教学要求：1、能听得懂、会说、会读和会拼写单词toothache,
earache,backache,headache,stomach ache,fever
cold,cough。
2、能听得懂、会说和会读日常交际用语May I speak to
…? This is …speaking.
3、能听得懂、会说、会读和会写句型What’s wrong
with you? I’ve got a/an… I’m sorry to hear
that.
教学重难点：学会表述自己的病情。
教学用具：录音机、磁带、投影片等。
教学过程：
教学步骤
教师活动
学生活动
教学意图
Step 2:
Look and learn
1、教师可以先教授ache这个单词，然后再进行toothache,earache等含有ache的单词的教学。
2．教师可以教授fever,cold,cough这三个单词。
Read the words and phrases.
Read the words and phrases..
Step 1:
Read and say
1.教师可以请两位同学表演打电话情景，导出句型May I speak to …? This is … speaking.
2.教师组织学生进行句型朗读操练。
3.教师让学生边看图边听对话录音两遍，整体理解对话内容。
4.教师应对What’s wrong with you? I’ve got a/an…作出解释。
Step 3:
Work in pairs

牛津英语5BUnit2 A telephone call上课学习上课学习教案

牛津英语5BUnit2 A telephone call教案Unit2Atelephonecall一、单元教材分析本单元的主要功能项目是“谈论疾病”。

重点学习Howdoyoufeelnow?/what’swrongwithyou?的答语以及八种疾病的名称。

二、单元教学目标、能听懂、会说、会读和会拼写单词：lunch,speak,aheadache,bad,acough,get,feel,afever,ac old.2、能听懂、会说、会读和会写句型：Howdoyoufeelnow?---Ifeel…what’swrongwithyou?---I’vegot…3、能听懂、会说、会读日常交际用语和句型：mayIspeakto…?---Thisis…speaking.I’msorrytohearthat.Seeyousoon.Sorry,wrongnumber.4、了解元音字母o在闭音节单词中的读音。

5、会诵读歌谣I’mill.三、单元教学重点和难点、能正确理解、掌握对话内容，并能朗读、初步表演对话。

2、.能正确地听、说、读、写Howdoyoufeelnow?句型及其回答。

3、掌握生病类的所有英文单词和读音的变化。

4、能综合运用本单元所学过的单词、句型和日常交际用语。

四、单元教具准备教学用图片、教学磁带、录音机、部分教学实物。

五、单元课时安排本单元共分四课时。

第一课时一、教学内容PartAReadandsayandcAskandanswer二、教学目标、能正确地听、说、读、写单词：lunch,speak,andfeel.2、能初步理解并运用句型：Howdoyoufeelnow?---Ifeel…3、能正确地听、说、读日常用语：mayIspeakto…?---Thisis…speaking.Seeyousoon4、能熟练诵读本课的歌谣。

《A telephone call》英语教案

《A telephone call》英语教案一、教学内容Part B L, read and learn and D Wr in pairs二、教学目标1、能正确地听、说、读、写单词：a headache, a bad, a cugh, gt, a fever, a cld.2、能正确地听、说、读单词：a tthache, an earache,a bacache, a stachache.3、通过师生之间真实的交流，学会用句型：What’s wrng with u ? I’ve gt... I’ srr t hear that. I hpe u get better sn.询问他人的身体状况。

三、教学重点和难点1、能正确地朗读和书写本课时要求掌握的单词。

2、能正确地理解和运用句型What’s wrng with u? ---I’ve gt …四、教具准备1、本课所教单词的图片。

2、录音机和磁带。

五、教学过程Step1. Revisin1. Sing a sng ‘Wish u are happ ever da’2. Pla a gaeGive the students se rders.T: Tuch ur nse/ees/head/ear/tth(导入bac stach)3. Free talT: Hw are u?S: Fine, than u. /Nt s gd当有学生回答Nt s gd 时，教师关切地询问What’s the atter?What’s wrng with u? 并用手势引导学生回答。

（What’s the atter? 在4A出现过教师可告诉学生What’s the atter?和What’s wrng with u?的意思一样.）板书：What’s wrng with u? 生跟读在生回答后,师：I’ srr t hear that. I hpe u get better sn.[板书，生跟读]Step 2. Presentatin1、Teach: tthachea. 师与一生表演呈现T: Hw are u?S: Nt s gd.T: What’s wrng with u?S: I’ve gt a tthache. (托腮作痛苦状)T: I’ srr t hear that. I hpe u get better sn.b. 师出示图片并配以单词 a tthache生跟读：a tthache&nt;&nt; ——a tthache—— I’ve gt a tthache.(板书：I’ve gt a….)c. Practice in pairsA: What’s wrng with u?B: I’ve gt a….A: I’ srr t hear that. I hpe u get better sn.师问生答生问生答2、同法教学单词 earache bacache headache stachache并启发学生总结此类单词的词尾特点：后缀-ache3、学单词fever cld cugh4、听B部分录音并跟读Step3. Cnslidatin1、Gae 选取两组同学进行竞赛，每组两人。

《Atelephonecall》英语教案

《A telephone call》英语教案《A telephone call》英语教案一、教学内容Part B L, read and learn and D Wr in pairs二、教学目标1、能正确地听、说、读、写单词：a headache, a bad, a cugh, gt, a fever, a cld.2、能正确地听、说、读单词：a tthache, an earache, a bacache,a stachache.3、通过师生之间真实的交流，学会用句型：What’s wrng with u ? I’ve gt... I’ srr t hear that. I hpe u get better sn.询问他人的身体状况。

三、教学重点和难点1、能正确地朗读和书写本课时要求掌握的单词。

2、能正确地理解和运用句型What’s wrng with u? ---I’ve gt …四、教具准备1、本课所教单词的图片。

2、录音机和磁带。

（What’s the atter? 在4A出现过教师可告诉学生What’s the atter?和What’s wrng with u?的意思一样.）板书：What’s wrng with u? 生跟读在生回答后,师：I’ srr t hear that. I hpe u get better sn.[板书，生跟读]Step 2. Presentatin1、Teach: tthachea. 师与一生表演呈现T: Hw are u?S: Nt s gd.T: What’s wrng with u?S: I’ve gt a tthache. (托腮作痛苦状)T: I’ srr t hear that. I hpe u get better sn.b. 师出示图片并配以单词 a tthache生跟读：a tthache&nt;&nt; ——a tthache——I’ve gt a tthache.(板书：I’ve gt a….)c. Practice in pairsA: What’s wrng with u?B: I’ve gt a….A: I’ srr t hear that. I hpe u get better sn.师问生答生问生答2、同法教学单词 earache bacache headache stachache并启发学生总结此类单词的词尾特点：后缀-ache3、学单词fever cld cugh4、听B部分录音并跟读Step3. Cnslidatin1、Gae 选取两组同学进行竞赛，每组两人。

5B_uint2_A_telephone_call教案

( )2.你想给生病中的朋友带点水果，你说_______
A. Are you having some fruit?
B. How do you feel now?C.I can get some fruit for you.
作业
设计
1、并抄写要求四会掌握的单词和词组。
2、运用所学的词组和句型自由交谈
教学
师问生答生问生答
2、同法教学单词earache backache headache stomachache
并启发学生总结此类单词的词尾特点：后缀-ache
3、学单词fever cold cough
4、听B部分录音并跟读
反
馈
检
学
看括号中的中文写英文
1．He has got a(伤风).
2．How do you(感觉) now?
课题
Unit2 Atelephone call
Байду номын сангаас教学内容
第一课时(BC)
共几
课时
5
主备人
第几
课时
1
复备人
教
学
目
标
1、能正确地听、说、读、写单词a headache，bad，a cough，got，a fever，a cold
2、能正确地听、说、读单词a toothache，an earache，a backache，a stomach ache
B.在以前的学习过程中还学过哪些合成词，请跟你的小组成员相互讨论一下，把他们写下来___________________________________________。
C.探究结果：汇报合作探究的结果--组长汇报检查合作探究中组员完成情况。

牛津苏教版-英语-五下-Unit 2 A telephone call教案 (3)

Unit 2 A telephone call一、说本节课教学理念本课的主要内容是电话用语中疾病系列。

重点学习what’s wrong with you? How do you feel now?及其回答。

本节课教学内容情境性比较强，因此学生发挥的空间比较大，要充分发挥学生的主观能动性，达到学以致用的目的。

二、说“三维”教学目标1.Aims on the knowledge: to enable the students understand and speak the four skilled words and sentence patterns.2. Aims on the abilities: to develop students’ abilities of communicating with others.3. Aims on the emotion: to lead students to care others and help others.三、说教学重点、难点教学重点Master the words and sentence patterns：speak \ how\ feel \what’s wrong with you? I’ve got…… \How do you feel now? \ I feel….教学难点Master the words and sentence patterns：speak \ how\ feel \what’s wrong with you? I’ve got…… \How do you feel now? \ I feel….四、说教前准备PPT blackboard pictures五、说教学设计。

A Telephone Call(优质课竞赛一等奖教案)

A Telephone Call(优质课竞赛一等奖教案)A Telephone CallI.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 andhis/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 isnot 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" withthe 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 footbaU with you, butTom hasn't got a telephone at home. You ask Rose to take a message to Tom. Picture Tw Miss Wu is ill. You want to pay a visit to her with Jack. But Jack is not atme. 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 dassroom. 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 someteachers and maketelephone 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". 銆€涓撳鐐硅瘎椴嶅綋娲€佸笀鎵ф暀鐨?A Telephone Call鏄竴鑺傜湡瀹炪€佽嚜鐒躲€佺敓鍔ㄣ€佹湁瓒ｇ殑灏忓鑻辫璇俱€傝璇炬暀瀛︾洰鐨勬槑纭紝鏁欏杩囩▼鏈夊簭锛屾暀瀛︽椿鍔ㄨ璁″悎鐞嗭紝鏁欏鍚勭幆鑺傝繃娓¤嚜鐒讹紝瀛︾敓鎬濈淮娲昏穬銆傝繖鑺傝鍦ㄧ粍缁囧拰璁捐涓婁富瑕佹湁浠ヤ笅鐗圭偣锛?1锛庢敞閲嶅鐢熺殑涓讳綋鍦颁綅锛屽疄鐜颁簡鏁欏笀瑙掕壊鐨勮浆鍙樸€?鎵ф暀鏁欏笀浠庡鐢熺殑鍏磋叮鍑哄彂锛岄€氳繃鍒涜鎯呮櫙锛岀ず鑼冩暀瀛﹀唴瀹癸紝鍚彂瀛︾敓鐨勬€濈淮锛岀粍缁囧鐢熷疄璺碉紝鍩瑰吇瀛︾敓鐨勮瑷€浜ら檯鑳藉姏銆傛暀甯堝湪鏁翠釜鏁欏娲诲姩涓垚鍔熷湴鎵紨浜嗗涓鑹层€傞鍏堬紝浠栨槸涓€涓ず鑼冭€咃紝浠栦负瀛︾敓灞曠ず璇█缁撴瀯銆佹剰涔夊拰璇█杩愮敤鐨勬儏鏅紱鍚屾椂浠栧張鏄竴涓惎鍙戣€咃紝鍚彂瀛︾敓鎬濊€冿紝寮曞瀛︾敓鎯宠薄锛涘叾娆★紝浠栬繕鏄竴涓儏鏅殑璁捐鑰呭拰瀛︿範鐨勬寚瀵艰€咃紝浠栭€氳繃澶氬獟浣撹浠跺睍鐜扮敓鍔ㄣ€侀€肩湡鐨勪氦闄呮儏鏅紝甯姪鍜屽紩瀵煎鐢熷湪璇涓悊瑙ｈ瑷€鐨勭粨鏋勫拰鎰忎箟锛涙澶栵紝浠栨洿鏄竴鍚嶈鍫傛椿鍔ㄧ殑缁勭粐鑰呫€佸鐢熷涔犵殑婵€鍔辫€呭拰淇冭繘鑰咃紝浠栭€氳繃鐜╁叿灏忕數璇濄€佽韩浣撹瑷€璁捐鎯呮櫙锛岀粍缁囧鐢熷紑灞曟父鎴忓拰涓や汉灏忕粍娲诲姩锛岀粰瀛︾敓鎻愪緵妯′豢銆佷綋楠屻€佸疄璺靛拰鍒涢€犳€ц繍鐢ㄨ瑷€鐨勬満浼氾紝骞跺湪娲诲姩涓€傛椂鍦伴紦鍔卞拰琛ㄦ壃瀛︾敓锛屼繚鎶ゅ鐢熺殑鑷俊蹇冨拰瀛︿範鐨勭Н鏋佹€э紝浣垮鐢熷鏈夋墍鑾枫€?2锛庢敞閲嶆妸璇█缁撴瀯鍜岃瑷€鍔熻兘鏈夋満缁撳悎锛屽疄鐜颁簡浠庣煡璇嗗埌鑳藉姏鐨勮浆鍙樸€?鏈鏁欏鍐呭娑夊強鍏充簬鎵撶數璇濈殑琛ㄨ揪鏂瑰紡锛屾墽鏁欐暀甯堣兘澶熸敞鎰忓鐞嗗ソ缁撴瀯涓庡姛鑳界殑鍏崇郴锛屽皢璇█缁撴瀯鐨勫涔犺瀺浜庢ā鎷熺殑浜ら檯鎯呮櫙涔嬩腑銆傛暀甯堝湪鏁欏鐨勮璁′笂閲囩敤鍒嗚В闅剧偣銆佸垎姝ュ憟鐜般€侀€愭鎵╁睍銆佸眰灞傛繁鍏ョ殑鏂瑰紡锛屾敞閲嶇ず鑼冭川閲忥紝淇濊瘉瀛︾敓瀵硅瑷€鎰忎箟鐨勬纭悊瑙ｏ紝閫氳繃鍚勭妯′豢鍜屾搷缁冩椿鍔紝浣垮鐢熸帉鎻℃柊鐨勮瑷€褰㈠紡銆備緥濡傦紝鏁欏笀杩愮敤澶氬獟浣撳垱璁句簡涓嶅悓鐨勭敓娲绘儏鏅紝璁╁鐢熶袱浜轰竴缁勯€夋嫨鍏朵腑鐨勪竴绉嶏紝骞惰繍鐢ㄦ墍瀛﹁瑷€杩涜妯℃嫙浜ら檯锛屼績杩涗簡鐭ヨ瘑鍚戣兘鍔涚殑杞寲銆?3锛庢敞閲嶆暀瀛﹀唴瀹逛笌瀛︾敓鐨勭敓娲荤粡楠岀浉缁撳悎锛屽疄鐜颁簡瀛︿互鑷寸敤鐨勬暀瀛︾洰鏍囥€?椴嶈€佸笀閫氳繃鍒涜鎯呮櫙锛屽皢瀛︿範鍐呭涓庡鐢熺殑瀹為檯鐢熸椿鐩哥粨鍚堬紝浣垮鐢熻韩涓村叾澧冿紝浠庤€岃揪鍒颁簡瀛︿互鑷寸敤鐨勭洰鐨勩€備緥濡傦紝浠栧湪缁欐煇涓鐢熸墦鐢佃瘽涔嬪墠锛屽厛鐢ㄨ嫳璇簡瑙ｅ鐢熷鐨勭數璇濆彿鐮?鐒跺悗鎷ㄥ彿缁欒瀛︾敓鎵撶數璇濓紝璁╁鐢熸劅鍒扮湡瀹炲拰浜插垏銆傚悓鏃讹紝浠栬缃殑涓変釜鎯呮櫙锛氱害鍚屽韪㈣冻鐞冿紝绾﹀悓瀛︾湅鏈涜€佸笀锛岀害鍚屽鍙傚姞鐢熸棩鏅氫細锛屼篃閮藉弽鏄犱簡瀛︾敓鐨勫疄闄呯敓娲汇€傝拷姹傝闊炽€佽璋冭嚜鐒讹紝鏁欐€佷翰鍒囥€佸ぇ鏂癸紝椋庢牸鍙嬪杽鍜屽菇榛樹篃鏄矋鑰佸笀鏁欏鎴愬姛鐨勯噸瑕佸洜绱犮€傚綋鐒讹紝鏈妭璇捐繕鏈夋敼杩涚殑浣欏湴锛屼緥濡傦紝鍦ㄥ鐢熶袱浜哄皬缁勬椿鍔ㄤ腑锛屾暀甯堝瀛︾敓瑙掕壊鐨勬弿杩颁笉澶熸槑纭紝浣垮緱瀛︾敓瀵硅瘽涓殑涓€浜涜瑷€鏄惧緱涓嶅寰椾綋銆傛澶栵紝璁╁鐢熷悜鐜板満鍚鐨勮€佸笀璇㈤棶鐢佃瘽鍙风爜鏃讹紝搴旇閫傛椂鏁欑粰瀛︾敓浣跨敤寰椾綋鐨勮瑷€锛屼互閬垮厤瀛︾敓鍦ㄧ壒瀹氱殑鍦哄悎鍑虹幇浣跨敤涓嶅緱浣撶殑闂瘽鏂瑰紡銆?。

牛津英语5BUnit2 A telephone call教案

牛津英语5B Unit2 A telephone call 教案教学目标•听力能力：能听懂并获取有关电话交流的关键信息。

•口语能力：能够使用正确的语音和语调进行电话交流。

•词汇能力：能够理解并使用与电话交流相关的词汇。

•阅读能力：能够理解并获取有关电话交流的信息。

•写作能力：能够根据要求完成一篇关于电话交流的写作任务。

教学重点•听力和口语能力的提高。

•学习电话交流相关的词汇和句型。

教学准备•教材：牛津英语5B Unit2 A telephone call。

•多媒体设备：投影仪或电脑。

•白板和笔。

教学过程步骤一：导入（5分钟）•引入本课的主题：电话交流。

•利用实际生活中的场景，让学生提前了解并讨论一些常见的电话交流场景，比如打电话预订餐馆、打电话给朋友约见面等。

步骤二：听力训练（20分钟）1.播放课文录音，让学生跟读。

2.再次播放录音，让学生听录音填写空缺的关键词。

3.分组练习，让学生角色扮演进行电话交流的练习，其中一人拨打电话，另一人接听并回答问题。

步骤三：词汇学习（15分钟）1.向学生介绍与电话交流相关的常用词汇，如telephone，call，speak，listen，message等。

2.播放词汇音频，让学生跟读和记忆。

步骤四：阅读理解（15分钟）1.分发阅读材料，让学生阅读短文并回答问题。

2.提醒学生注意关键信息的获取，例如电话号码、地址、时间等。

步骤五：口语表达（15分钟）1.教师出示图片，给学生提供一些情境，让他们使用所学词汇和句型进行口语表达。

2.鼓励学生使用正确的语音和语调，模仿真实的电话交流情景。

步骤六：写作练习（15分钟）1.要求学生根据提示写一篇关于电话交流的短文。

2.提示内容可以包括：打电话的目的、对话内容、问题解决的方式等。

步骤七：小结与延伸（10分钟）1.对本课所学内容进行小结。

2.鼓励学生在课外积极参与电话交流实践，提高语言运用能力。

3.延伸学习：重点介绍国际电话格式、如何使用手机应用软件进行电话交流等内容。

A Telephone Call(优质课竞赛一等奖教案)

A Telephne all(优质竞赛一等奖教案)ATelephneallITeahingaterialATelephneallA:aIspeati,please?B:SrrHe'sntatheA:hereishen?B:HeenttthebshpA:uldupleasetaeaessage?B:SureA:TrrisTeahers'Dae'llhaveapartatshlB:hattieisthepart?A:AtthreethirtintheafternnB:,I'lltellhihenhe'sbaA:ThanuIITeahingAis)EnablethestudentstaetelephneallsinEnglishandgetthetnhtbehavetheselvesnthetelephne2)Raisethestudents'interesttlearnEnglish3)EnuragethestudentsthavegdperatinithneantherIIITeahingntents)Patterns:aIspeat?uldupleasetaeaessage?2)Vabular:essage,part,taeaessageIVteahingAidsFurttelephnes,aD-R,atSantalausVTeahingpreduresStep1aring-upExeriseSingthesng"Greetings"Step2PresentatinandPratie)Asthestudentstlatthesreenandlistentthetalbetee ntheteaherandthepersninthesreen2)Afterthetal,theteahertellsthestudentshtaeatelephn eallinEnglishritethepattern"aIspeat?"ntheblabardand teahthehtuseitnthephne3)Usingthefurttelephnes,asthestudentstaetelephneall sinpairsiththefllingpatterns:----aIspeat?----SpeaingThsestudentshdnthavettelephnesanusetheirpenil-bxesi nstead,rtheanputtheirfingersttheirearsasasigntaephn ealls4)Asnestudenthis/hernaeandhis/herhetelephnenuber,us ingthefllingsentenes:ulduplease'telleurnae?uldupleasetelleurhetelephnenuber?)aeatelephnealltastudentandgetthestudentstlearn thefllingshrtdialgue:T:HellIsthat8614761?S:esT:aIspeatXiaLng?S:Srr,heisntintheffieT:uldupleasetaeaessageandashitetshlthisafternn?S:SureT:Thanu6)AsthestudentstaeallsingrupsThenassepairstatuttseeifthenhtusethepatternsbel: aIspeat,?uldupleasetaeaessage?7)Asthestudentstlatthesreenandlistentthedialgue"ATe lephneall"iththefllingquestinsinind:hatistheessageabut?hattieisthepart?Thenasthestudentssequestinsifthehaveunderstdthedialgue8)Asthestudentstlatthedialguenthesreenandlistentita gain9)Theteahertellsthestudentstheeaningftherd"trr"itht hehelpfaalendarandthefllingsentenes:e'llhaveapartatshlI'lltellhihenhe'sba0)Asthestudentstreadthenerdandthesentenesntheblabar d1)Asthestudentstretellthedialgueintheirnrdsinpairs2)Plathegae"ThringSantalaus"tseeifthestudentsansath esentenesellTheteaherthrsthetSantalaustastudenthenthestudentath estheSantalaus,hersheustsanefthesentenesntheblabard ,andthenthrstheSantalaustantherstudent3)AsthestudentstatutthedialgueinrlesStep3)ShthestudentsthreepituresnthesreenAsthetaetelephneallsingrupsbasednthepiturethehavehsenPiturene:uanttinviteTtplaftbaUithu,butThasn'tgtatel ephneatheuasRsettaeaessagetTPitureTissuisilluanttpaavisittherithaButaisntateHis sisterpisupthephnePitureThree:uillhldabirthdapartnSundauphnetLiltinviteherturpart,butsheisn'tatheHduspeathe rther,hisatheatthattie?2)Assepairstatuttheirtelephnealls3)AsthestudentstaephneallsttheteahersharesittingarundthedassrTheteahertellsthestudents:"ThereillbeapartnNeear'sD aeillinviteseteahersteturpartritethenaesandthetelephnenubersfseteahersandaetelep hneallstthe"Step4SuarTellthestudentstheafaingaphneallintheirdaillife StepHerAsthestudentstaephneallsttheirfriendsandtellthethei rshllifeafterlassStep6:EndingSingthesng"Happeeend"专家点评鲍当洪老师执教的ATelephneall是一节真实、自然、生动、有趣的小学英语。

Unit 2 A telephone call 学生教案

Unit Two A telephone call 一次电话通话学生教案1．telephone /telifəun/ <名词>电话，电话机，通话短语：telephone number电话号码；on the telephone<本义>在电话机上；<引申义>通话例句：What’s on his desk? There are two telephones. 他的桌子上有什么？有两部电话机。

Is she on the telephone? 她正在通电话吗？Are they on the telephone?他们正在通电话吗？2．call /kɔ:l/ <动词>给…命名；称呼；把…叫做；打电话叫；给…打电话<名词>通话短语：call a taxi打电话叫出租call him/the policeman/the doctor打电话给他/叫警察/医生give sb a call 给某人打电话get a call from sb接到某人的电话call box公用电话亭call on sb 拜访某人例句：You can call me Mary.你可以叫我玛丽。

I’ll call a doctor for you.我来打电话给你叫医生。

Sam often calls me from London in the morning.山姆经常在早晨从伦敦打电话给我。

I will get a call from my grandparents.今天下午我将会接到我祖父母的电话。

3．ill / il / <形容词>有病的，不舒服的，坏的<比较级>worse <最高级>worst <近义词>sick短语：be ill有病的feel ill感觉不舒服social ills社会弊病例句：My dog is ill and I must look after him(公狗) at home.我的狗病了,我必须在家照顾他。

牛津译林版2021年五年级下册英语 Unit 2 A telephone call教案

Unit 2 A telephone call【教学目标】1. 掌握四会词汇：her, speak, bad, get, feel, cold, fine2．需要掌握的词组：a toothache, an earache, a backache, a headache, a stomach ache, a fever, a cold, a cough3．学习使用本课重点句型：（1）What's wrong with you? I've got a/an…（2）I'm sorry to hear that（3）I hope you get better soon（4）How do you feel now? I feel …4．鼓励学生大胆发言及表达。

5．培养学生对英文学科的兴趣。

6．增强学生听说读写译的能力。

【教学重点】在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。

【教学难点】学生处于小学阶段，对英语有了初步了解，词汇储备较少，对于学生的要求难点是在会读，会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。

【教学方法】1．音频，情景教学法。

2．Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。

【教学准备】课件、图片素材、音频文件、教学道具。

【教学过程】Step 1．Greeting.教师和学生之间，进行日常口语问候，例如：天气，星期，心情等。

Step 2．Warm-up/Leading.教师通过多媒体教学课件，播放和本次主题有关的图片。

Step 3．Presentation.1．Words Learning.（1）老师放映课件，用中文询问同学看到了什么？同学们会看到课件上呈现的图画。

（2）教师拿出单词卡片，进入重点新词汇学习环节，向同学展示图片，结合PPT上放映的内容，带领同学学习一些新单词。

苏教牛津版五年级英语下册《Atelephonecall》Lesson1教案设计_五年级英语教案下册

苏教牛津版五年级英语下册《Atelephonecall》Lesson1教案设
计
一、教学目标
1.能够听懂并模仿电话拨号声音。

2.能够对一段对话进行听取并理解。

3.能够运用所学内容，模仿完成对话。

二、教学重点
1.培养学生的听力和模仿能力。

2.让学生学会用电话进行交流。

三、教学难点
1.长难句的听取和理解。

2.对话的模仿和运用。

四、教学准备
1.教具：音频、芯片、磁带、录音机、电话道具、图片等。

2.素材：居民区、学生家庭、电话白页。

五、教学步骤
步骤一：导入及预习
1.教师用课件、图片引导学生了解电话。

2.教师提前将让学生听的对话发给学生并鼓励其进行预习。

步骤二：听力训练
1.教师播放对话，并让学生仔细听。

2.教师再次播放对话，并要求学生模仿对话中的拨号声。

3.教师在同步播放对话的过程中，为学生逐句、逐词解释。

步骤三：角色扮演
1.将学生分成小组，模仿对话中的场景。

2.每个小组要选择一名角色，按照对话指令再次运用所学知识完成对话。

3.教师在过程中边听边评价，并纠正学生的错误。

步骤四：展示与总结
1.将学生分成不同小组，让学生通过课前准备、听取、模仿、训练和角色扮演，展示对话表演。

2.让学生学习他人表演的优点，并展示出自己的对话表演技能。

六、教学效果评估
1.通过学生对话练习的模拟表演情况来评估学生的语言能力。

2.通过展示和评估学生的表演技能来评估学生的表达能力。

3.通过学生的作业来评估学生的阅读理解能力。

苏教版小学五年级英语下册《A telephone call》说课稿

苏教版小学五年级英语下册《A telephone call》说课稿一、说教材《A telephone call》是苏教版小学五年级英语下册的一篇课文，该课文主要围绕电话对话展开，通过生动的对话，帮助学生掌握与他人进行电话交流的基本技能，并提高学生的听力和口语表达能力。

二、说教学目标1.知识目标：–学习电话用语，如问候、介绍、询问、道歉等。

–掌握电话交流中常用的表达方式。

–学习课文中重点单词和短语的拼读和发音规则。

2.能力目标：–提高学生的听力理解能力，能够听懂并正确理解他人电话交流中的内容。

–提高学生的口语表达能力，能够用英语进行简单的电话交流。

–培养学生的团队合作意识和沟通能力。

3.情感目标：–培养学生积极交流的意识和自信心。

–培养学生关心他人，与他人友好交流的良好情感。

三、说教学重难点1.教学重点：–学习掌握电话用语，如问候、介绍、询问、道歉等。

–学习并运用课文中的重点单词和短语。

2.教学难点：–提高学生的听力理解能力，特别是对于不同口音和语速的电话对话能够灵活应对。

–提高学生的口语表达能力，能够用正确的语音语调进行电话交流。

四、说教学内容和过程1.课前准备：–教师将课文发送给学生，要求学生事先阅读并学习课文中的基本短语和句型。

–教师准备黑板、粉笔、教学课件和课堂活动所需的教具。

2.导入新课：–教师引导学生回顾前几节课学到的电话用语和短语，并以对话形式进行复习和巩固。

3.新课讲解：–教师介绍本节课的主题是电话交流，并给出相关的课文标题。

–教师逐句解读课文，帮助学生理解对话的含义和表达方式，并进行示范口语表达。

4.听力训练：–教师播放课文录音，要求学生仔细听，并尝试理解对话内容。

然后播放录音并让学生跟读，注意语音语调的模仿。

–教师提问学生关于对话内容的相关问题，鼓励学生积极回答和表达自己的观点。

5.口语练习：–教师将学生分成小组，要求每个小组学生进行电话对话模拟练习，练习内容为课文中的对话，鼓励学生积极参与。

苏教牛津版五年级英语下册《Atelephonecall》Lesson1教案设计_五年级英语教案下册

苏教牛津版五年级英语下册《Atelephonecall》Lesson1教案设计一、教学目标1.能够听、说、读、写新单词telephone和call，并懂得使用这两个单词进行交流。

2.能够听、说、读、写日常用语：Hello, who’s speaking？This is … 等。

3.能够听懂并会回答电话的基本用语，并运用所学句型进行问答练习。

4.能够阅读并理解简短问答对话，并进行口头或书面回答。

二、教学重难点1.教学重点：单词telephone和call的发音及其意义；日常用语的使用；基本问答对话的练习。

2.教学难点：理解对话中的全新句型，并能够进行简单变化。

三、教学准备1.英语PPT2.教材中的Atelephonecall Lesson 1课文3.学生课本/练习册4.黑板、白板、彩色粉笔、水笔四、教学步骤1. Warm-up (10分钟)让学生用英语自我介绍。

在介绍时，老师示范并口头介绍自己的一些常用电话用语，比如“Hello, who’s speaking?”，“Could I speak to ……”等。

2. Presentation (15分钟)本节课重点是教授单词telephone和call的意思和正确发音。

通过PPT展示，引导学生发音和模仿。

3. Practice (20分钟)在课堂上进行问答和听力练习。

问答练习：•T: Could you tell me some telephone call greetings?•S: Sure. Hello, who’s speaking? This is …•T: Very good. Can you ask me for someone’s telephone number?•S: Could you give me your telephone number, please?•T: Perfect, now let’s do some more exercises.听力练习：•T: Let’s listen to a telephone conversation between a girl and her friend. Can you answer my questions after that?•S: OK•T: Question 1: Who is calling?•S: It’s Jane.•T: Question 2: Who is she looking for?•S: She’s looking for Tom.•T: Great job.4. Production (20分钟)在这部分，学生将进行写作练习和表演练习。