China Landscape Teaching Design Ⅳ Oral Communication 1 Teaching Objectives
1. Stimulate students' feelings of wanting to say, being willing to say and loving to say.
2. Cultivate students' ability to listen carefully and express clearly, concretely and vividly.
Teaching preparation
1, multimedia courseware:
Animal world.
2. Collect a favorite animal picture or photo before class.
3. Understand the characteristics of favorite animals.
Activities before class
(Oral exercises are conducted by students)
1, recite ancient poems and famous sentences.
2. Communicate at the same table.
teaching process
First, stimulate the introduction of interest
Say idioms about animals.
Children, in the last text, we met the arrogant white goose, the eccentric cat, the caring and conscientious hen, and the small animals were lifelike and very cute. Can you talk about idioms about animals? You can talk and act.
Transition:
It is not easy for everyone to remember so many idioms about animals. It seems that students like animals very much. In this lesson, we will talk about our favorite animals and be a little commentator.
Blackboard writing:
Say animals
Second, learn how to introduce animals.
Give examples to guide the demonstration.
1 indicates the shape of the animal:
Today, Mr. Wang invited a little guest for everyone. Do you want to know who it is? Then let's welcome our distinguished guest with warm applause.
A little dog was squatting in a cage, and the little master accompanied it out. )
Little friend, is this puppy cute? Where do you think it looks the most distinctive and feels cute? Why?
(Write on the blackboard according to the students' answers)
Just now we observed the eyes, ears, hair and tail of the puppy, which is a good way to introduce animals.
Show the text courseware:
Grasp the characteristics of introduction
Think about it, from which aspect did the dog observe this?
Blackboard writing:
appear
Pay attention to a certain order when observing. How do you observe it?
(Show the courseware after the students answer)
Summary:
I want to introduce my favorite animals vividly to everyone, observe them in order and introduce their characteristics.
Next, do the children want to practice speaking by themselves?
Liberalism-Abstraction-Life Evaluation.
2, said the living habits of animals:
The puppy's appearance is really pleasing. Do you want to know the living habits of this puppy? Then ask its little master.
Blackboard writing:
strange hobby
Life-life interaction.
3. Imagine according to the barking of the puppy.
Summary: Just now, we have mastered the appearance characteristics and habits of puppies, and introduced puppies in a certain order.
Third, imitate your favorite animals.
Did you bring the pictures or photos of your favorite animals that the teacher asked everyone to collect before class? Let's have a look and introduce your favorite animals in the way we discussed just now.
(Ask questions in groups and ask questions in time. People who like the same animal can make supplements when they talk about their characteristics. )
Transition:
It is good that students can introduce their favorite animals so vividly, but there are many animals in nature, flying in the sky, running on the ground and swimming in the water. Now let's go into the animal world and have a look.
Fourth, appreciate the emotional sublimation of the animal world
1. How do you feel after watching this video?
Life says feelings.
2. Summary:
Children, animals are faithful friends of human beings. Only when people and animals live in harmony can our world be better.
blackboard-writing design
Appearance eyes nose ears hair tail.
Say animals
Habits of eating, sleeping and playing.
Instructional Design 2 "China Gardens" Teaching Goal 4 Oral Communication
1, you can use different circular or semi-circular pieces of paper to spell out different graphics; Cultivate students' creative imagination and practical ability through puzzles.
2. Be able to clearly introduce the contents and methods of your own puzzles to others and learn to evaluate other people's works.
3, through oral communication activities, deepen the friendship between students, and realize that people should help each other, with the spirit of unity and cooperation and healthy aesthetic taste.
Teaching idea
"Oral communication" developed from the initial "obedient speaking". Looking at the content of oral communication in the first grade of primary school, there are the following training methods: games, performances, supplements, hands-on, evaluation and interviews. My oral communication "I can do puzzles" is an oral training activity arranged by Chinese Garden 4 of Grade One in primary school. I take the method of hands-on training. The training process is arranged in three steps: jigsaw puzzle-picture display-picture appreciation.
Prepare learning tools and teaching AIDS
1, students prepare: several circles and semicircles of different sizes (each with an envelope), a piece of A4 paper, double-sided tape and small scissors.
2. The teacher prepares: a patched flower, 20 round smiling faces, four artistic words "I can do puzzles" pasted on the cut four semicircles, CAI courseware, magnets, double-sided tape and small scissors.
teaching process
First, stimulate the introduction of interest.
1, recite the children's song "Fight".
"Three circles and three straight lines spell a duckling with a flat mouth; Spell a chicken with a short tail. What else can you spell? Come and try it. "
2. Import the theme. In this lesson, we will play a game. The name of this game is-I can do puzzles.
3. Teacher: "See which children are smart in their hands, mouths and brains and cooperate well in the group, then they will get smiling faces." Show prizes. Then enter the breakthrough today!
Second, put pictures and do puzzles.
1. After showing the multimedia courseware, ask, "Can you tell us what's in the picture?"
Tell me what the little boy spelled and how each figure was spelled.
3. The teacher summed up and inspired the imagination: This child is really smart, making such lovely rabbits, pandas and pigs with these disks of different colors and sizes. If it were you, what would you imagine if you saw this disk or semicircle?
Tell me what you can spell or what you want to spell.
In fact, many beautiful figures can be spelled with semicircles and circles, and the teacher has also spelled a few. Look (courseware presentation). Do you want to spell? You can try to spell it now.
6. When students are doing puzzles, play the prepared light music. Students with quick spelling and good discipline will be awarded "smiling faces".
Third, create situations and oral communication.
1, before class, I put a flower made of a circle and a semicircle on my chest and said to my classmates, "My name is Hua, and all the children like me, because only the children who are careful in class can get a flower." I can also beautify the environment. You can't leave me anywhere. Do you want to make friends with me? "
2. "Then please learn from what the teacher just said and tell me your name? What's the use? "
Before naming them, the students talk to each other in the group.
4. Courseware display: "There are two small animals under the big tree-a little pig and a little white rabbit. What would they say? Please listen to the children. " This process is to guide students to further express their confusion.
Play animal dialogue in this class. The little white rabbit said, "Hello, little pig!" " Piglet said, "Hello, little white rabbit! Nice to meet you. You are so beautiful. How do you spell it? " The little white rabbit said, "Thank you for your compliment. I can spell easily. Use a disc as my head and stick a small disc as my eyes. My long ears are semicircular. A small disc behind me is my tail; My body is made up of a larger semicircle, and so are my front and rear legs. Piglet, how do you spell it? " The pig said, "I am simpler." "My face, mouth, two eyes and two nostrils are round, and only two ears are semicircular." The little white rabbit said, "Ah! How interesting! I want to go home and spell interesting graphics. " The pig said, "I want a puzzle, too." Say goodbye to each other. )
The children listen to the dialogue between the pig and the rabbit. Do you know what they will say? What else did you find? 6. Ok, then please introduce your puzzles in the group like pigs and rabbits.
Fourth, show puzzles and exchange comments.
1. Ask the students to comment on which students in the group spell best and which students speak best. Each group recommends a student to perform on stage. They can introduce how to spell or praise their own puzzles. Encourage other children to become serious listeners and reward "smiling faces".
2. Do you want to post the works of students with better spelling on the blackboard for everyone to enjoy?
Divide the blackboard into three areas: animal area, plant area and others. Ask the students to paste the pictures in the correct position according to their own puzzles.
3. Who will evaluate these students' puzzles?
4. Judge the best spelling figure and give rewards to the students who speak it best.
Summary: The students are really good. They can spell out so many beautiful figures with circles and semicircles.
Fifth, after-school expansion
1. Post these beautiful puzzles at the back of the classroom after class. Students can combine freely and make up a short story with several people's puzzles.
2. Be a "little teacher" and teach parents or neighbors to collage graphics.
Teaching Design 3 Learning Objectives of Oral Communication in China Gardens Ⅳ
1, exchange your favorite animals. Communication is natural and generous, and can be expressed fluently according to the requirements of oral communication, and the content is more substantial.
2. Write about your favorite animals and ask for their specific characteristics to express your true feelings. After writing, communicate with your classmates, learn from each other's strengths and revise their exercises.
3. Learn how to literally understand the author's thoughts and feelings, learn how to express derogatory words and commendatory words, and use them in speeches and compositions.
4. Accumulate idioms of animal names.
Preparation before class
1, physical projector.
2. Observe and record your favorite animals (appearance, temper, how to eat, how to play, how to rest), or collect photos and draw animals to prepare for oral communication.
3. Look for idioms with animal names.
teaching process
First, introduce a conversation
Arrogant white geese, eccentric cats, kind and conscientious hens ... in the works of writers who love them, small animals are lifelike. Students, do you have any favorite animals? You must find it interesting to get along with animals! Today, let's share these joys through communication, shall we?
Second, the whole class exchanges
Name your favorite animal.
Third, group communication.
1, grouping:
Students who like the same animal are free to form a team.
2. Presentation requirements:
(1) specifically talk about the characteristics of animals.
(2) express true feelings.
(3) Listen carefully and express your opinions.
3. communicate in groups.
Fourth, class report.
1, tip:
(1) form:
It can be combined with "observation records", "animal photos", "animal portraits" or the display of performances.
(2) Contents:
Talk about the characteristics from the aspects of appearance, temper, eating, playing and resting.
2, evaluation tips:
Questions and answers, opinions and evaluations can all be used to promote students' active interaction.
Verb (abbreviation of verb) expansion and extension
Students who like the same animals are grouped together, and their own "observation records", "animal photos" and "animal portraits" are combined into a handwritten newspaper to show their favorite animals to everyone.
Teaching Design of China Gardens 4 Oral Communication 4 I. teaching material analysis:
Analysis of Unit Teaching Background: The special topic of Unit 3 in the first volume of Grade Four is "Fairy Tales". Around this topic, the textbook selected three fairy tales with different writers and styles, which once again brought the children into the wonderful fairy tale world. The oral communication and practice in this group is the summary and display of the comprehensive learning activities carried out by this group. The purpose of the arrangement is to let students experience the charm of fairy tales in listening, speaking, reading and writing activities and feel the happiness brought by fairy tales. In teaching, you can write before you speak, or you can speak before you write. Teachers can make specific arrangements according to the actual situation of the class.
Second, the analysis of learning situation
Although the fourth-grade students have been studying for two years, it is difficult for them to organize orderly language in a short time and express it in a standardized way. Therefore, in the teaching process, teachers should design oral training levels in stages from shallow to deep, and teach students appropriate expressions and speaking skills.
Third, the design concept:
Through the reading teaching of this group, the children have a deep understanding of the characteristics of fairy tales. On this basis, this exercise focuses on telling fairy tales, making fairy tales, acting fairy tales and writing fairy tales. By creating situations, teaching step by step, and scientifically arranging the teaching process according to students' thinking characteristics, the goal of improving students' ability to write fairy tales is finally achieved, so that they can experience the joy and fun of creation, thus stimulating their desire for further creation.
Fourth, the teaching objectives:
1. Learn about fairy tales and Chinese and foreign fairy tale writers such as Andersen and Zheng through this activity.
2. Give full play to students' imagination and oral expression ability, and learn to compose, act and write fairy tales.
3. Learn to use network resources and books to improve the ability to collect and process information in activities.
Five, the teaching focus:
1. Train students' imagination and expressive ability by telling, acting and writing fairy tales.
Six, teaching strategies:
"Learning as teaching" is the most important strategy, which runs through teaching from beginning to end: inducing, knowing fairy tales → stimulating interest, telling fairy tales → expanding imagination and writing fairy tales.
Seven, the teaching process:
First, guide induction and understand fairy tales
Would you like to share your fairy tales with everyone? Yes Let's express it with a loud call sign, shall we?
Title: My Fairy Tale, I Challenge.
[Design Intention: The key point of this link is to encourage students to wear high hats. Let students like fairy tales, listen to stories and tell stories, and let students know what kind of fairy tales are interesting and everyone likes them. ]
Second, group storytelling training and counseling.
1, telling fairy tales: writing on the blackboard: vivid and colorful
2, a group of four people, free combination, group storytelling training counseling:
3. Choose the story king of this group (you can choose many people who speak well and write well) and choose the best story.
Third, performance challenges.
1, rule guidance: blackboard writing: learning the challenge of civilization with an open mind
2. Challenge comments: (1) Performances of each group. ⑵ Comment on each group.
Fourth, discuss and find out the characteristics.
After reading so many fairy tales, have you noticed any characteristics in the compilation of fairy tales?
2. Students can speak freely.
3. Two careful students also have their findings:
Guide the study of My Discovery: read it quickly and silently, and then read the dialogue between Kobayashi and Xiaodong in different roles.
[Design Intention]: Review the learned text, so that students can know how to make fairy tales, move and exchange the fairy tales they want to make, and the teacher will give affirmation or correction in time. In the process of students' writing, whether in the form of self-report or dialogue, teachers should pay attention to their expression.
4, summed up the characteristics of fairy tale writing, teacher projection:
Fairy tale writing songs
I remember that when writing fairy tales, the protagonist is not simple, he should have words, deeds and thoughts, and the plot imagination should be interesting (personified and exaggerated).
There is truth in the story, so you can create freely.
[Design Intention]: Grasp the integrity of the story, including the cause, process and result. I can write clearly the relationship between the protagonists in animal fairy tales, give full play to my imagination, and use the expansion theory to expand dialogue activities. Arguments among animals can be the focus of teaching, and problem solving is a concrete process, with arguments and problem solving as the main contents.