Teaching objectives of oral communication teaching plan1;
1, according to the picture to continue the story, cultivate students' imagination and creativity.
2. Cultivate students' oral expression ability and be able to express themselves clearly.
3. Learn to communicate and comment on students' stories.
4. Cultivate students' cooperative ability through group cooperation.
Teaching methods include group cooperation, observation and performance.
Teaching preparation projection, animal headdress, painting materials and tools.
The teaching time is one class hour.
teaching process
First, create a situation to stimulate interest:
1, Dialogue: Today, the teacher invited two new friends to everyone. Do you like them? Show me the projection.
Teacher: One day, the rabbit was walking on a country road. The scenery on both sides was beautiful, but he was fascinated. The little squirrel ran towards him. ...
Why are squirrels in such a hurry? Come to the rabbit, what do you want to do? At this point, the teacher can't go on. Please help me, look at the pictures carefully, give full play to your imagination, finish the story and see who can tell it well. Hint: Why are squirrels in such a hurry to find rabbits? What will the rabbit say? How to help the little squirrel? )
2. Let the children wear headdresses. Let's think, practice and act out what happened to them.
Intention: Oral communication teaching should create situations to stimulate students' communicative desire. A relaxed and pleasant environment will make students feel happy, willing to think and dare to express. Make use of students' curiosity, stimulate the feelings of small animals, create problem situations, promote thinking with questions, and stimulate the desire to think and the enthusiasm for learning through picture appreciation, language rendering and expression.
Second, cooperative rehearsal, independent display:
1, group cooperation and exchange, free performance.
2. The group sends representatives of the whole class to report and exchange, comment and discuss, choose the best group you think, and tell me why you chose them. What's so good about it?
Intention: "Chinese Curriculum Standard" points out: "To evaluate students' oral communication ability, we should pay attention to students' participation consciousness and emotional attitude. Evaluation must be carried out in specific communication situations, so that students can undertake practical communication tasks to reflect their real oral communication level. " Suhomlinski said: "Children think with images, colors and sounds." Students often show great interest in stories with interesting contents and vivid plots. They can create scenes, let students play the leading role in the story, simulate life scenes and conduct performance training. This design of role performance really gives students the opportunity to express themselves, arouses students' strong interest in learning, mobilizes their enthusiasm for learning, and brings stories into life through performance. This is a process of internalization of language, and also cultivates students' thinking adaptability, so that students' abilities of observation, thinking, imagination and communication are fully developed, and performance serves communication.
Third, free choice, sequel to the story.
1, choose your partner freely to continue the story and see who tells it completely, clearly and reasonably. .
Talk to the whole class and tell them how he talks. Comment on "King of Stories". (Requirements: See if he can actively express his ideas and whether the story is coherent, complete and clear. )
Intention: Making up stories can expand students' oral expression ability. Teachers guide students to participate in communication in different capacities in groups. After the exchange, judge the "king of stories" or "star of eloquence", so that students can find the advantages of their classmates in the process of exchange and learn from each other's strengths. In this process, all the students in the audience acted as judges and graded the representatives of each group. Teachers guide students to master the methods and scales of evaluation and give them the right to think, discover and judge. Let students learn to listen and judge right and wrong; Learn to praise and appreciate the advantages of others; Learn to question and give good advice to others.
Fourth, extracurricular expansion:
1. Draw your own story. Show it in the study park after class.
Go home and tell this story to mom and dad, ok?
Intention: Imagination is a child's nature, and creating situations is a spark plug to stimulate students' imagination. Situational creation can provide more intuitive and concrete images for students' thinking in images, and can also arouse relevant images in children's memory, laying a foundation for children's brain to re-create thinking. Oral communication training can cultivate students' innovative thinking and develop students' imagination, so that students can not stick to textbooks, boldly imagine and innovate. Students know how to make up the next story according to the beginning of a story in discussion and communication, and are influenced by it. Let students tell stories to their families, imagine themselves as rabbits and squirrels, consider and solve problems from the perspective of rabbits and squirrels, put teaching content into daily life, make teaching more open, and realize the integration of teaching in and out of class.
Teaching objectives of oral communication lesson plan 2;
1. Guide students to listen to others carefully.
2. Be able to do corresponding actions as required.
3. Cultivate students' habit of listening and cooperating with others.
Teaching focus:
1. Pay attention to others and develop the habit of "listening".
Students who give instructions should speak loudly so that others can hear and hear clearly.
Teaching difficulties:
1. Cultivate students' habit of listening and cooperating with others.
2. Oral communication.
Teaching preparation:
Teaching courseware, game headdress.
Teaching time:
1 class hour
Teaching process:
First, the introduction of dialogue to stimulate interest
(1) Teacher: Do you like playing games? What do you think of playing games? What game can you play? What games do you like? (report by name)
(2) Teachers show illustrations of the text and ask: Do you know what they are doing? How did they do it? What kind of game is this?
(3) The teacher made it clear that this game is "I say you do it". Today we will also play this game.
Second, clear the rules and understand the game.
(1) The teacher used the courseware to demonstrate the scene of students playing the game "I say you can". Students look at the screen first, think carefully and say what they understand.
(2) Students report and communicate.
(3) Show the rules of the game of "I say you do it": one person gives instructions and others do actions. In the case of the same number of people, the more people do the right action, the team will win.
(D) Teachers read the rules of the game to help students master the rules of the game.
Third, play games and summarize the main points.
(1) Play the first round.
1. The teacher shouted the instruction "Please lift one leg" and the students did the leg lifting action.
2. Play games in groups.
3. Play a game and judge the winning team.
4. Discuss communication and summarize the essentials: speak loudly, listen clearly and act quickly.
(2) Play the second game.
1. The teacher asked the students to give instructions and asked them to speak loudly so that others could hear them.
Give instructions by name, for example, put the pencil in the pencil box, close the book and sit up straight.
3. Match and judge the winning group.
(3) Play the third round of games.
1. Give instructions by name, such as: take out the vocabulary book from the schoolbag, take out the pencil from the schoolbag, open the vocabulary book and write "fire"; When writing, sit up straight and hold the pen well.
2. Match and judge the winning group.
Fourth, class summary.
(1) Teacher: What did you gain from today's study? Speak loudly when giving instructions so that others can hear you; Pay attention to what others say, then follow the instructions and so on. )
(2) The teacher praised the students who performed well.
Reflection after teaching
Advantages: I used a lot of catchphrases in this course, such as "whoever can do this like me, I can do it like you" and "behind my back", which is clear and catchy, and fully trains students' listening, speaking and doing abilities.
Disadvantages: In the process of presenting small formulas to guide writing, many students will learn to say formulas, but they are still not standardized, and teachers need to demonstrate them repeatedly, so I think "just saying without practicing" is not enough. I will demonstrate more in class in the future and give timely guidance to students with irregular movements.
Oral communication teaching plan 3 learning objectives:
1, use spoken and written language to exchange the enlightenment gained in life, think about the little things, famous sayings or cartoons that inspire you in life, and choose one to practice expressing.
2. Through cooperative learning, report exchange and classroom interaction, let every student experience the happiness brought by learning and cultivate students' interest in oral communication and writing ability.
Preparation before class:
1. Pay attention to things or cartoons that inspire you in your life.
2. Collect enlightening sentences that you usually read in books and life.
Teaching process:
The first class is oral communication
First, put forward the learning objectives.
1. Conversation leads to communicative topics.
Life is a book, you can never finish reading it, and you can never get enough of it. In our daily life, there are often some small things, a proverb or a cartoon that make us think and get inspiration. Let's talk today!
2. Guide students to read the learning tips of oral communication and put forward learning goals.
(1) Tell me something that inspires you in your life, and explain clearly what happened and what you got.
(2) Communicate the famous aphorism that inspires you the most, first of all, what it is, and then how you understand it. You can also talk about your own inspiration and help through examples.
(3) Introduce the form of a cartoon. You can directly write the inspiration brought by comics, or you can make up a story according to the meaning of the painting, so that readers can understand the meaning of comics themselves.
(4) Combine this oral communication and show your learning achievements.
Students are free to choose one to prepare for the exchange.
Second, show the learning results.
1, independent choice, group communication
(1) Think about how to say it before you practice it.
(2) Communicate with classmates in the group, listen carefully when others speak, complement each other, and ask your own questions.
(In the group, students with learning difficulties-ordinary students-excellent students will be presented in the order. )
2, the whole class exchange display, teacher and student evaluation.
(1) The group recommended representatives to communicate in the class.
(2) Teacher-student evaluation: We should not only evaluate how well students speak, but also talk about the inspiration we get after listening.
(3) Teachers give different hints according to different angles of students' speeches.
3. The teacher summarizes and prompts accumulation.
It seems that there are many things in life that will inspire us. A little thing, a famous saying, a picture or even a thing will bring us a lot of thinking. In the later life, we must pay attention to accumulation and thinking.
Exercise in the second class
First, put forward the goal of the exercise
1, combined with oral communication, introduces writing.
In oral communication, some students choose some small things, while others choose a proverb or a cartoon. Today we will write it down.
2, put forward the goal of homework
(1) Determine the content of the exercise, such as: a good book, a photo, an activity, an aphorism, a cartoon ... What inspiration does it give you?
(2) Give the article a good title.
(3) Clarify the requirements of practice: First, write the facts clearly and remember the process clearly; Second, we should write clearly the enlightenment we get from it.
(4) Write a wonderful clip first.
(5) Show the results of this exercise in combination with this exercise.
Second, show the learning results.
(1) Conduct class exchange exercises in groups.
1, intra-group mutual modification.
2. Report and comment in the group.
3. Transform yourself.
(two) the whole class exchange exercise results.
1, free to show learning. (There should be demonstrations of works by students with learning difficulties, intermediate students and top students)
2. Teachers and students listen and comment.
3. Self-correction and improvement.
Third, homework
Good steel is tempered by a lot, and a chapter is tempered by a lot. When you go back, please revise your fragments repeatedly and then write a complete composition.
Teaching ideas of oral communication teaching plan 4
Through hierarchical training, the purpose of communication can be achieved. From private education to cooperation between two people, to wanting to communicate.
teaching process
First, stimulate the introduction of interest.
Children, you just spent your first summer vacation in primary school, which was long and unforgettable. Where did you go during the summer vacation? What did you do? (Name them) What interests you most? How do you feel? Tell your teachers and classmates clearly where you have been and what you have done. Today we are going to talk about "my summer vacation life".
Second, communication between teachers and students.
1. Show the wall chart: Please look at the illustrations carefully. Who is the man in each picture? What are they doing? Say what? How did you do it? Have you done anything else?
2. Say their names (two people at the same table talk to each other).
Third, students speak in groups.
1. Think about one of the four pictures and tell your classmates. You can also talk about what you did in the summer vacation.
2. communicate in groups. (Guide children to learn to listen)
3. After the communication, each group chooses a good classmate to prepare the content and prepare to speak in the class.
Fourth, the whole class communicates.
1. Students, just now we have talked about what we did in the group or during the summer vacation. Each group chose good students to speak in class. I hope everyone will listen attentively and listen to what these students said, how they did it and how they felt.
The students take turns to speak.
3. Make a comment. Choose today's star.
Verb (abbreviation of verb) is summarized by the teacher.
1. After listening to the students' speeches, the teacher knew that the students' summer vacation life was rich and colorful. Some students don't forget to study during the summer vacation, some learn computer, some learn swimming from their father, some help their parents with housework, and many students go sightseeing with their teachers or parents, especially-they participated in the summer camp. The teacher is really happy for you.
2. What kind of summer vacation life do students think is the best and most meaningful? (Speak freely)
You can take part in any activity that is beneficial to your study, health and morality. I hope the students will have a meaningful and happy summer vacation in the future.
Blackboard design:
My summer vacation
Happy travel computer.
It is meaningful to learn calligraphy to help parents do things.
Teaching plan for oral communication Chapter 5 Instructs exercises in the first and second class hours.
Write a proposal for case a.
Preparation before class: Learn about the phenomenon of wasting resources and polluting the environment through books, magazines and interviews, and collect relevant information.
First, the introduction of dialogue, causing thinking
1. Looking back at several texts in this unit, they all have a common theme. What is this?
2. Dialogue: Yes, there is only one earth in which we live. How much it needs our protection! But in life, it is not uncommon to waste resources and pollute the environment. Think back, you have heard, seen or experienced such a thing.
The whole class communicates. You can combine your own information to show it.
3. Summarize the task: This phenomenon is really shocking. Facing the devastated Mother Earth, we should do a lot. So, today, let's get a pen, write down these bad phenomena and call on the relevant departments to protect the environment! Blackboard writing: proposal
Second, clear requirements and exchange suggestions.
1. Look at the questions yourself and make clear the requirements.
2. What is the content of the proposal? (In view of the undesirable phenomena of wasting resources and polluting the environment, put forward improvement suggestions to relevant departments. )
3. What does this book tell us about the steps of writing a proposal?
1) Write down the existing problems first.
2) Explain the reason again.
3) Finally, put forward some suggestions to solve the problem.
4. What suggestions do you have for the phenomenon mentioned by your classmates just now? Is there any good way? Bring it up and share it with you.
Let's look at some examples: students read articles quickly.
After reading these articles, what do you think should be paid attention to when writing a proposal? (Guide students to pay attention to the format)
Proposal format: title; Address; Text; The name of the proposer or the name of the proposer group; Dating.
Third, try to write the first draft and make changes.
(1) Students do problems, teachers give itinerant guidance, and students with difficulties give individual guidance.
(2) Students complete the first draft and modify it by themselves.
Case B Look at the picture and write.
Preparation before class: Learn what comics are and collect cartoons about environmental protection.
First, look at the pictures to stimulate interest.
1. The teacher shows some cartoons and the students talk about their findings after reading them.
What do they have in common after reading these cartoons?
Conclusion: Yes, cartoons are interesting, but they are often thought-provoking after laughing. So how is the meaning of comics expressed? Criticize, satirize or expose some bad phenomena in life through exaggeration, metaphor and personification.
Second, guide the picture and understand the meaning of the picture.
1. This cartoon in our book is also very interesting. Let's see for ourselves and observe carefully: who are the main people and things on the picture? What is the relationship between them? Communicate what you see.
2. What is the author's intention in drawing this cartoon? What does he want to expose? Irony for what? Students discuss at the same table and communicate with the whole class.
Let's pay attention to this sentence: there must be a bug in this piece of wood. Is it in the wood or in this man's head? What kind of bug is this?
4. What's your association with this cartoon? Communicate in groups of four, and recommend a classmate to communicate in the whole class.
Third, the examination questions, clear writing requirements
1. Students read the question and make clear the meaning of the question: In this exercise, you can write your own understanding and feelings according to the content of the cartoon, or write a story with the help of the cartoon; You can also write other cartoons you collect about cherishing resources and protecting the environment.
2. The four groups exchanged their collected cartoons and shared their experiences.
Fourth, try to write the first draft.
Express your true feelings. The narrative is clear, the sentences are fluent, and the feelings are true.
Exercise requirements: (Projection demonstration)
(1) Students do problems, teachers give itinerant guidance, and students with difficulties give individual guidance.
(2) Students complete the first draft and modify it by themselves.
(3) Read and modify each other within the group.
If you have time in class, you can comment on one or two exercises in class, or talk about the outstanding problems in sentences and punctuation found in the inspection, and guide students to correct them.
Review and evaluation of the third and fourth class hours
First, guide students to modify themselves.
Steps to revise your composition: emphasize reading aloud, and you can't find problems without reading.
The first time: find out the typo and correct it;
The second time: modify the sentences that are not fluent and try to make the sentences concrete and vivid.
Second, the group cooperation evaluation
Exchange compositions at the same table and read in a low voice.
The first time: tick the beautifully written words;
The second time: discuss the article with your deskmate and make corrections.
Third, reading appreciation and exchanging comments.
(1) Each group recommends one or two students, and the teacher makes appropriate adjustments to guide students to appreciate.
(2) Students exchange comments.
(3) Teacher's comments. In particular, we should affirm the unique feelings reflected in the exercises and use association and imagination appropriately.
Fourth, revise and copy exercises again.
Revise your exercises again and copy them clearly and carefully in your composition book.
Fifth, encourage advantages and cultivate interests.
1. The teacher distributes workbooks, and the students read the comment on writing and their own exercises.
2. Ask students to show their advantages in this exercise: accurate words, beautiful sentences and excellent composition, so as to cultivate students' interest in practice, revise their composition and expand their ideas for the next work.
Sixth, teacher comments, good text appreciation
The teacher summed up the situation of this exercise from both advantages and disadvantages.
(2) Put forward the common problems of students, and the whole class will comment and modify them collectively.
(3) Read excellent exercises for students to enjoy.
Oral communication teaching plan 6 learning objectives
Use spoken and written language to communicate the enlightenment gained in life, think about the little things that inspire you in life, give you the most inspiring famous sayings and aphorisms, and choose an angle to express them.
teaching process
Preparation before class
1. Pay attention to things or cartoons that inspire you in your life.
2. Collect enlightening sentences that you usually read in books and life.
The first class is oral communication
Introduce the new curriculum and define the requirements.
Students, in our life, there are often some small things, a motto or a cartoon that arouse our thinking and inspire us. Come and change it today!
Ask three students to read the requirements in the book.
Clear requirements.
Talk about the things that inspire you in your life, and make it clear what happened and what you got.
To communicate the famous aphorism that inspires you the most, you should first talk about what it is, and then how to understand it. You can also talk about your inspiration and help through examples in combination with life.
There are various ways to introduce an animation. You can directly write the inspiration brought by comics, or you can make up a story according to the meaning of the painting, so that readers can understand the meaning of comics themselves.
Independent choice, group communication
Choose the content of communication independently-choose one of the following suggestions to communicate: what inspires you in life; Bring you the most inspirational famous aphorisms; A self-inspired cartoon.
Think about how to say it first, and then practice according to your own requirements.
Communicate with classmates in groups, listen carefully to others, complement each other and ask questions by yourself.
Class communication. Teacher-student evaluation
The group recommended representatives to communicate in the class.
Teacher-student evaluation: not only comment on how well the students speak, but also talk about their own inspiration after listening.
Teachers give different hints according to the different angles of students' speech.
The teacher summed it up. Rapid accumulation
It seems that there are many things in life that will inspire us. A little thing, a famous saying, a picture or even a thing will bring us a lot of consideration. In the later life, we must pay attention to accumulation and consideration.
Exercise in the second class
Combine oral communication and introduce writing.
In oral communication, some students choose some small things, while others choose a proverb or a cartoon. Today we will write it down.
Self-report. Determine the content of the exercise
Students report what they want to write in this exercise.
Independent practice, teacher tour guidance
Revise each other and improve the first draft of the exercise
If you have time in class, you can comment on one or two exercises in class, or you can talk about the outstanding problems in sentences and punctuation found in the inspection to guide students to correct them.
Comment on the exercises in the third class.
Encourage advantages. Cultivate interest
The teacher gives out exercise books, and the students read the comment on writing and their own exercises.
Let the students talk about their own advantages in this exercise: accurate words, beautiful sentences and clever ideas, so as to cultivate students' interest in practice, revise their compositions and expand their thinking for the next step.
Teacher's comments. Appreciation of good articles
The teacher summed up the situation of this exercise from both advantages and disadvantages.
Put forward a classmate's question and comment on it collectively in the class.
Read the excellent exercises aloud for students to enjoy.
Teamwork and self-improvement.
Read your exercises out loud, and then read them to the students in the group, and ask them to help you revise them.
Oral communication teaching plan 7 learning objectives
(1) Guide students to learn to pay attention to their own lives, find problems in daily life, ask questions and imagine ways to solve them. Cultivate oral communication ability.
② Exercise students' imagination and written expression ability by practicing fairy tales.
③ Guide students to find antonyms in reading, recognition and memory, and accumulate language.
We can recognize eight new words such as "lie" and "flute" repeatedly.
⑤ Read idiom stories and connect them with the topics in this set of textbooks, so that students can understand how to look at things and deal with problems from the perspective of development and change.
Teaching emphases and difficulties:
1. Guide students to create fairy tales with novel ideas, reasonable imagination and vivid content.
2. Cultivate students' oral communication ability.
3. The application of simple rhetoric and the cultivation of imagination.
4. Make students know how to look at things and deal with problems from the perspective of development and change. We should be good at finding problems, asking questions and thinking about solutions in our daily life.
Preparation before class
① Students collect information about gadgets and tricks in daily life.
② Each student prepares a favorite fairy tale. Collect pictures and materials of your favorite animals.
(3) Teachers prepare materials about daily life gizmos and make courseware.
Arrange three class hours.
The first class is oral communication
First, the introduction of cases leads to topics.
There are many inconveniences in life. For example, turn on the light at night and grope around for the switch; Cleaning the glass in a tall building is troublesome and unsafe-think about it, have you ever done it?
1, (courseware example: ◆ It usually takes a long time to cut a circular cardboard. First, draw a circle with the corresponding diameter on the cardboard, and then cut it carefully with scissors. Some students thought of drawing a circle with compasses and converting He Gui's nib into a small blade, which became a good special tool for cutting discs. In daily life, there are many "shortcomings" of electrical appliances, which are often the main targets of attack, but some shortcomings may become "advantages" in different use occasions. A kind of paper produced by a factory in Germany can't be used because of serious water pollution, so it can only be beaten and reworked as usual. An engineer thinks that the reason why water is purified is that it is too absorbent. Can this paper be specially used to absorb water? After further "expanding the short board", a special absorbent paper was made and applied for a national patent, which increased the income of the factory. This "reverse use of shortcomings" is the result of reverse thinking. ◆ Generally, the bolt of a door lock has an oblique opening, which is convenient for closing the door. However, if a hard object is inserted into the door, it is easy to pry the door open and the anti-theft function is poor. A classmate invented a "simple anti-theft lock", in which an inclined piece was welded on the inside of the lock hole on the door frame, but the lock tongue was changed to square, which was structurally opposite to the original lock and still convenient to close the door. However, if the door is pried open from the outside to the inside, it will not be easy to pry open, thus greatly improving the anti-theft performance. )
2. Students exchange the information they collected about gadgets and tricks in daily life. (Show courseware: Every day is a time for creation, there are opportunities for creation everywhere, and everyone has the ability to create. )
3. The teacher summarizes and leads to the topic.
In daily life, there will always be all kinds of problems, and people use their intelligence to constantly find ways to solve them. Our classmates may also encounter some inconvenience in life. For example, turn on the light at night and grope around for the switch; Cleaning the glass in a tall building is both troublesome and unsafe. ...
Second, group communication and teacher patrol.
Think about it. (Show courseware: What inconveniences have you encountered? Ask questions in the group and let the team leader take notes. Choose one that everyone is interested in and discuss how to improve it. Then recommend representatives and prepare to communicate in class. Show courseware: everyone should speak freely during the discussion and try to find ways from different angles. )
In the process of group discussion, teachers should actively participate, understand the cooperation of students in each group and give guidance at random.