Teaching plan of "calling"

As a selfless and dedicated people's teacher, it is often necessary to compile teaching plans, which are the basis of teaching activities and have an important position. How to write the lesson plan? The following are four teaching plans of "Calling" that I have compiled for you. Welcome to reading. I hope you will like them.

Teaching content of "calling" lesson plan 1:

Compulsory education curriculum standard People's Education Edition experimental textbook, fifth grade, Volume II, page 132 ~ 133.

Teaching objectives:

1, by guiding students to seek the "most time-saving telephone" scheme, let students experience the whole process of solving problems.

2. Guide students to discover the hidden laws of things through operation, drawing and filling in forms, promote students' mathematical thinking, and cultivate students' ability of analysis, induction and reasoning.

3. Through comprehensive application, students can further understand the close relationship between mathematics and life, realize the application of optimization thought in real life, and cultivate students' ability to solve practical problems by using mathematical knowledge.

Teaching emphases and difficulties:

1, learn to record the thinking process of "how to make a phone call to save time" by graphic method.

2. Differentiate various schemes, optimize the best scheme from them, and discover the hidden law of things.

Teaching process:

First, scene import. (Courseware demonstration)

Teacher: I just received an urgent notice that the picnic will be rescheduled due to the weather. Miss Li will inform all the 565,438+065,438+0 students. How do you think Miss Li Can informed these children?

Health: (call, send text messages, QQ…… .....................)

Teacher: In modern society, there are many ways of communication. Please think it over. Which way is convenient and fast, and can ensure that the other party receives the notice?

Health: Call.

Teacher: Today, we are going to learn the numbers on the phone. (blackboard writing: calling)

Teacher: Let's assume that it takes 1 minute for Miss Li to call a child. Miss Li first called 1 player, then player 2, then player 3, and so on, and finally called 5 1 1 player. He calls 565,438+065,438+0 players. Say it in unison.

Health: 5 1 1 min.

Teacher: 5 1 1 minute, estimated, how many hours?

Health: About nine hours.

Teacher: How would you feel if you were asked to talk on the phone for nine hours?

Health: Time is too long, wasting time. ...

Second, optimize the scheme.

(1) Teacher: So, is there any trick to at least call to save time? Do you want to know? Student: Yes.

Teacher: Then let's study how to make a phone call in the least time. (blackboard writing: the least time)

Teacher: Because there are a lot of people calling 5 1 1, it is not convenient for us to study, so we can start with a smaller number. Please look at the big screen. (Courseware demonstration)

Teacher: How many people does Miss Li call now?

Health: 7 people

Teacher: How many minutes does it take to inform everyone?

Health: One minute.

(2) Ask students to design your call plan in groups. In order to facilitate children to record, teachers and students can be represented by graphics (courseware presentation). Please look at the big screen. Teachers can use squares to represent students. We can use a circle to represent students 1, 2, 3...7. Pay attention to marking the number online when connecting.

What do these numbers mean

Health: What time is it?

Teacher: Children should also pay attention to calculating the time spent on your design. Understand? Ok, then work in groups.

(3) Reporting and communication. (mainly to let children communicate their plans)

Division; Well, the teacher just found that the children's plans were different. Who would like to show you the plan of your group? Do you have different plans? (Take a student to explain) Ask the designer to come to the stage to explain. Do you have a plan of less than 3 minutes? Health: No.

Teacher: Kid, how many minutes does it take to call seven people?

Health: 3 minutes.

Teacher: Please compare these schemes carefully and think about why the three-minute scheme is the most time-saving. What's the difference between this scheme and other schemes? Tell your deskmate what you think, and then report to the students.

Health: People who know the news are on the phone every minute.

(4) Summarize the optimal scheme.

Teacher: Let's demonstrate this plan again, and let the children carefully observe how they make phone calls every minute. How to play in the first minute? Somebody tell me. What about the second minute? What about the third minute? Who will summarize how to use the least time to make a phone call through the scheme just now?

Students: Teachers and students who know the news are not idle every minute, and spend the least time (blackboard writing: teachers and students who know the news are not idle every minute)

(5) Analyze the non-optimal scheme.

Teacher: Just now, many of our classmates spent a lot of time on their design scheme, which shows that someone in our telephone scheme must be free. Can you find out who is free? (Please look at the big screen)

Next, let's see if anyone in your design is free. If you are free, please revise your plan. If you have used the least plan, please see how you do it by phone, which takes the least time.

(6) find a pattern.

Teacher: OK, class, let's pay attention to this plan which takes the least time again and complete the following table.

(The courseware shows the first column "Time" and the second column "Total number of people who know the news" of the table)

Teacher: At the end of the first minute, how many people knew the news?

Health: 2

Teacher: (Courseware) At the end of the second minute, how many people knew the news?

Health: 4

Teacher: The third minute is over. How many people know the news?

Health: 8

Teacher: At the end of the fourth minute, can you guess how many people know the news? what do you think?

Health: Eight people informed eight people, so it was 16 people.

Teacher: Let's check whether his guess is correct. (The teacher shows the courseware again)

Teacher: At the end of the fifth minute? The total number of people who know this news?

Health: 32

Teacher: What do you think?

Health: 16×2=32

Teacher: What about six minutes? What about seven, eight and nine? What did you find?

The courseware shows the number of students notified in the third column of the table. )

Teacher: How many students were notified at the end of the first minute?

Health: 1

Teacher: What do you think?

Teacher: At the end of the second minute, how many students were notified?

Health: 3

Teacher: What do you think?

Teacher: What about the third, fourth, fifth, sixth, seventh, eighth and ninth minutes?

Teacher: Just now, Miss Li called 5 1 1 classmates. How many minutes does it take to use our most time-saving scheme? Health: 6 minutes.

Summary: Students, we have just discovered the secret of using the least time to make a phone call by asking. Of course, we should at least spend time and pay attention to designing the plan before making a phone call. Everyone who participates in the notification should remember who to notify every minute, so that there will be no repetition and omission. (courseware)

Third, practice.

How many minutes does it take to notify 32 people like this? what do you think? How many minutes does it take to notify 50 people? What about 60 people? What about 62 people? What about 63 people? Why do different people need the same time?

Fourth, expand the practice.

Verb (verb's abbreviation) summary: Let the children put down their pens, clear their minds and think quietly about what you have gained from this lesson.

Blackboard designers know that teachers and students spend the least time when they are not idle.

"Calling" Teaching Plan 21. Teaching Objectives

1, through reading and practice, know the general steps of making a phone call.

2. Know that when talking on the phone, you should be focused, concise and articulate.

3. Learn to make a phone call and know the polite language on the phone.

Second, the focus and difficulty of teaching

1, key: general steps of making a phone call.

2. Difficulties: The content of the call is concentrated and the tone is concise.

Third, the teaching process:

1, ask questions to stimulate interest and introduce topics.

Child, a classmate of Wang Xiaohong in Class 3 (1), is afraid that her mother will wait for her at home because the school will organize a movie. Can you help her find a way to let her mother know about it at home? Guide students to understand that it is faster and more convenient to make a phone call.

2. read it.

(1) After reading paragraph 12, what do you want to do first when you make a phone call?

Do you know how to dial this number?

(3) How do I know that the number has been dialed?

3. Listen to the demo call and think about the problem.

Please listen to the telephone recording.

(2) Thinking and discussion:

A. Who recorded the telephone conversation with whom?

B: What does Wang Xiaohong want to tell her mother?

C. Change: What do you think you should pay attention to when calling?

(3) Teacher's summary: A. When speaking, keep the content concentrated and the language concise.

B, notice should pay attention to the use of polite language.

4, give it a try (sub-role)

Students at the same table went on stage to be inspected by performers (two junior and middle school students were selected to perform)

5. practice.

(1) Read the third part of the text and think:

A.who will Wang Lin call? What's your name?

Tell Wang Lin's mother what is it?

C.how should you make this call?

(2) check

(3) On the basis of C, design the dialogue separately.

(4) Voluntary performance on stage, with comments.

(5) the teacher's summary.

(6) Practice at the same table.

6. Homework

(Select a question)

(1) Call the class teacher and tell her home phone number.

(2) Call distant relatives and tell them that they have learned to make phone calls.

(3) Call the local Children's Palace to ask.

"Making a Phone Call" Lesson 3 1, Teaching Objectives

1. Beginner singing. You can simply sing Call in your own voice and replace some lyrics according to the pictures and the teacher's guidance.

2. Be able to remember the lyrics and feel the rhythm of the song.

Can sing boldly, like and willing to participate in collective singing activities.

Two. Activities to prepare

1. Audio of two children talking.

2.4 PPT pictures, one for kindergarten, one for zoo, one for amusement park and one for home.

3. The teacher skillfully sang the song "Call"

Three. Activity process

1. Actively import and play audio. Please answer "What are they doing?" The teacher asked, "Do you often make big phone calls? Do you like making phone calls? How to greet each other by phone? " "Let's listen to how other children make phone calls, shall we?"

2. Be familiar with songs and learn to sing.

(1) The teacher sang the song "Call" and asked where the children were.

(2) Verify the children's answers, sing it again and show the PPT pictures of the kindergarten.

(3) The teacher leads the singing, and after the children sing along, the teacher leads the children to sing together with the action performance.

(4) Divide the child into two parts, "Two little dolls are talking on the phone". Let's sing this part together In the second half, children sang "Hello, hello, where are you?" In the second half, they sang "Hello, Hello, I am in kindergarten" and then exchanged ideas.

Adapting lyrics

(1) Show the PPT picture of the zoo and ask the children, "Where is this?" "If little dolls were in the zoo, what would they call them?" "Listen to the teacher how to sing first." After the teacher demonstrates, lead the children to read the lyrics again.

(2) Show PPT pictures of amusement parks and homes, and let children adapt their own lyrics according to the pictures and sing them out loud.

4. Extend the activity and ask the child, "Where else can the little doll be?" Ask children to use their imagination and freely adapt singing.

Encourage children to go home and sing with their families.

"Calling" Teaching Plan 4 teaching material analysis

Calling is the third oral communication class in the second volume of senior one. This lesson comes from life and has practical significance. It consists of three parts: text, illustrations and "tips".

The written expression is divided into two parts: the first part is located under the topic, with the purpose of connecting with students' lives, stimulating students' thinking and prompting them to observe the situation map carefully; The second part, with illustrations, aims to guide students to practice what they have observed and provide a typical and vivid communicative context for teaching. The illustrations vividly reproduce the scene of making phone calls in life. There is a voice-over next to the picture, which shows two groups of conversations between Jong Li and Zhang Yang's mother on the phone. The content of the dialogue is clear and polite, which provides an example and basis for classroom teaching. The "tips" part reminds students of the problems that should be paid attention to in the process of telephone communication, prompts the objectives of this lesson, and points out the key points and difficulties of this lesson.

Teaching objectives

1. Through training and exchange performances, let students learn to make phone calls, master the general skills of making phone calls, and cultivate their oral communication skills.

2. Create situations to stimulate students' interest in expression and cultivate their innovative ability and sense of cooperation.

3. Be able to listen carefully and learn to say short words.

4. Learn to use polite expressions correctly.

Emphasis and difficulty in teaching

Create a life-oriented oral communication situation, let students interact and communicate, and cultivate students' oral communication ability.

Teaching preparation

The song "Incoming Call", video, paper cup, homemade phone.

Teaching time

1 class hour

teaching process

First, the passion of conversation, the introduction of songs

1. Play the song Call, introduce the new lesson and write it on the blackboard.

Do the students like the song Call? Let's listen.

2. Ask questions to remind students to call: Did you call? Who are you calling? How to call at that time? Think first, and then communicate in groups.

3. Report and exchange, teachers and students comment in time. Pay attention to guide students to clarify the following points:

(1) Call to get the other party's phone number.

(2) Call clearly, clearly, concisely and politely.

(3) After dialing, if you hear a short "busy tone" of "beep, beep, beep", it means that the other party's phone is busy, please try again later.

Second, the creation of situations, hierarchical training

1. Create a situation. Students, Mr. Wang has a writing class this afternoon. He needs a beautiful doll toy. Teacher Wang of our school has one at home. I want to call him and ask him to bring the doll this afternoon. I want to ask my classmates for help. Whoever speaks well will be asked to call the teacher after class, ok?

Mr. Wang's home phone number is 4456936 (blackboard writing). Please think about how to make a phone call yourself.

2. Personal preparation.

Ask students to think clearly what they want to say, understand what they want to say, and use polite expressions such as "sorry", "thank you" and "goodbye".

The third step is to communicate with each other.

Discuss and communicate in groups, inspire, correct and supplement each other, and further clarify the procedures and contents of the meeting. Teachers' patrol guidance.

4. Practice in pairs.

Students can practice making phone calls in pairs and play different roles (students and Mr. Wang). Note: Students exchange roles for practice; Teachers' participation, timely guidance and full practice; Each group chooses representatives to prepare for the speech and performance.

5. Report performance.

Representatives of each group came to the stage in turn to report the performance, and teachers and students commented and guided in time to select excellent groups.

6. Innovative performance.

Imagine several possible situations when making a phone call, perform innovative performances, train students' innovative thinking and communication flexibility, and guide teachers to comment in time.

(1) Miss Wang is at home, and the payee is not Miss Wang.

(2) Mr. Wang is not at home and needs to be informed.

(3) directly answer the phone, the toy is not at home.

Nobody answered the phone. In order to inspire students to think and talk about whether there are other solutions.

7. Teacher's summary.

Third, contact life, expand and deepen

1. Watch the video.

How to call when these things happen? Pay attention to the phone number you dialed and what you said. Play videos to show scenes such as "patient first aid", "fire danger" and "traffic accident". )

2. Discuss and communicate in groups.

Select one or more scenes and practice acting separately.

3. Group report and exchange, teachers and students * * * with evaluation.

4. The teacher summed it up.

Fourth, the creation and consolidation of the environment.

1. Ask your classmates to play football.

2. Call the teacher for leave.

3. An uncle called his father, but his father was not at home.

Choose a scene and practice acting in groups.

4. The teacher summed it up.

blackboard-writing design

make a telephone call

Listen clearly and speak clearly.