Teaching plan for oral communication 1 oral communication I
Our "hand in hand" activity
Teaching objectives
1. Plan an activity of "hand in hand" with distant primary school students and discuss the activity plan.
2. Be able to tell your activity plan in an organized and specific way.
Preparation before class
Collect some information about the "hand in hand" activity.
teaching process
First, discuss and clarify the purpose.
1. Look at the courseware: some information about primary school students in other cities in China. (Developed areas and remote mountainous areas)
Do you want to have a friend of the same age in the distance? So how can we get in touch?
3. Students' group discussion: In what way can we establish contact with distant primary school students who have never met before?
You can introduce yourself through distant friends;
You can contact through mom and dad;
Can be known through the media;
You can establish contact between schools.
Second, cooperative discussion, gathering the essence.
1. What activities can be carried out after contact? Students cooperate to discuss and plan activities.
2. The teacher went to each group to listen to the plan and participate in the discussion and cooperation.
3, the whole class exchange plan:
First, write a letter and establish contact.
B, after getting familiar with it, send invitations and participate in activities together.
C, if the other person's life is difficult, we will give him financial support in life.
Third, choose a plan and put it into action.
1, the students discuss the scheme just put forward one by one and choose the most feasible activity.
Step 1: Determine the goal and establish contact through letters.
(Feng Yuli from Changhe Primary School, Binjiang District, Hangzhou)
Exercise 1
Write a letter to your little friend hand in hand.
Teaching objectives
1, you can communicate with others through letters and carry out "hand in hand" activities.
2. Be able to make a specific and clear description of your activity plan in the letter and put forward reasonable and feasible suggestions.
teaching process
first kind
First, the introduction of dialogue to stimulate interest
We discussed the activity plan last class, so let's take action today. The first step is to write a letter and establish contact.
Second, the discussion inspired writing
1. Panel discussion: What does the letter include?
Let the other party know their own situation (study, life, small environment, big environment)
Introduce your class planning scheme in detail.
Put forward some suggestions that I think are feasible.
I hope we can get to know each other better in the future.
What do you want to know about each other?
Third, start writing and open your heart.
1. Writing method:
(1) Write letters in groups, and each person writes a part.
(2) Do it yourself.
2. Start writing letters.
3. Exchange letter formats.
4. Communication Part I: Self-introduction
In communication, I know how to modify and supplement the materials, so that the other party can know more about themselves and our big family.
Second lesson
First, continue to write and enrich the content in communication.
1, exchange the second content: activity plan.
Students express their opinions and discuss revisions to enrich their content.
2. Pay attention to the writing of the envelope.
(1) Envelope format: write the recipient's postal code at the top left, the recipient's address at the top, and the recipient's name in the middle, with a larger name. Write the sender's address, name and postal code in the lower right corner of the envelope.
(2) Pay attention to the writing format of the letter.
Second, cooperation and exchanges, revision and improvement.
1. Students who write letters in groups should combine some of what they have written with other students, read it again and revise it together: whether there are typos, whether the sentences are fluent and whether the content of the article is substantial.
2. Classroom communication.
Share some articles that you think are most satisfactory to everyone.
The article written by the group will read the sentences that the group thinks are more innovative to everyone.
Teaching purpose of oral communication lesson plan 2
1 Learn to persuade others not to do things that are harmful to the public interest, and speak politely.
Cultivate students to care about things around them and express their attitudes bravely.
Emphasis and difficulty in teaching
Let students know several problems that should be paid attention to in oral communication, and let students speak, listen and dare to deal with them. And educate students on environmental protection.
teaching process
Before class
Students, the teacher especially likes bright flowers and green grass. Tell the group what flowers you like. Do you want me to teach you a lesson?
Two entrances
In the dense forest, the trees are green, the grass is green, and even the houses are green, which is beautiful. Small animals cherish their living places as much as their eyes. They never destroy trees or hurt grass. One day in ................................................................................................................., somehow, elephants and wild boars talked about their skills. Elephants say their noses are the strongest, and wild boars say their mouths are the hardest. Their voices are getting louder and louder, and no one will let anyone give up. The wild boar was in a hurry, pointing to two trees and saying, whoever knocks down the tree first is Hercules. The elephant tooted a roll of its nose and said, Pull it out, who's afraid of who! Nuni Pig has been used to their quarrel for a long time. He just doesn't want to care about these things. When he saw the soft grass, he lay on it. It's really like a bed at home. It is soft and comfortable. After a while, he soon fell asleep, the flowers were bent, the grass was crushed, and two trees were going to suffer.
What do you say, son? Are pigs and elephants and wild boars like this?
It says on the blackboard: This is not good.
A variety of reading methods (synchronous reading and action reading)
Three performances
The teacher thought of a problem. Trees in the forest can talk to each other, and grass can nod. These flowers on our desk are lonely. What can we do to make them happy together? (decal)
What a beautiful park and beautiful scenery. Many people come to visit it. Who wants to visit the nearest place?
I also want to take my children and see who wants to be my children. (Performance: Take children to see flowers, children break free to pick flowers, and some children stop)
Who will comment on our performance? (Speak generously, listen carefully and watch carefully)
(judging acting genius)
Fourthly, text narration.
1. The students all know that wild boar, pig and elephant have a bad life. If you see them, can you make them stop? What a caring group of children, flowers and plants will thank you. That day, I saw such a thing when I passed by the green grass of our school. Please see: (the first picture of the courseware)
Children, I know your eyes are the brightest. Look at the picture carefully and think about it: What is it? Praise students' listening and speaking. )
3. Discuss in groups: Why did they do something wrong?
4. Students, guess what my sister will say. Summarize the reasons why my sister succeeded.
5. What will the grass say to her sister? What did the grass society say to the third brother? Discuss in groups, and then see which group speaks best. (Speech Champion Selection)
Who can read pictures and tell stories to students?
6. Students, what does this sign mean? If you were asked to write a sentence on the bulletin board telling everyone not to hurt the grass, what would you write? Write it down after group discussion and put it in our garden (choose the best idea)
Five movie clips
1 A happy smiling face is like a beautiful flower. A teacher should take a camera and take pictures of your beautiful appearance, but that day, the teacher quietly recorded a conversation between a child and his mother. do you want to see it ? Watch it again! Stop at the right place and emphasize several requirements in class.
Smart students, I know your eyes are the brightest. Tell the teacher what you see.
3 (The courseware shows four shots captured) What is Mom doing? Why did the child turn off the water? Did the mother listen to the child's advice? What did the children say to their mother?
Can you voice the child?
Teach children to save water according to specific answers. Let the children talk about how to save water.
Conclusion: Without food, we can live for a week, without water, we can only live for two days. Without water, flowers will die. The grass will turn yellow without water. China is a country short of water. This year, due to lack of water, trees, grass and crops died in many places. Many people have no food to eat. We should take good care of flowers and plants. We must save water and never waste it.
Six practical activities
It is a sense of justice to convince others when they see that they are not doing well. Come on, son, pigs are still sleeping, wild boar and elephants are still pulling up trees. It's a good thing it hasn't been pulled yet. Come on, let's persuade them quickly. (Courseware demonstration)
Seven. Extended activity
Usually we will encounter many wrong things. Who wants to talk?
You can't do anything wrong by yourself in the future. If you encounter something wrong, you must say to them loudly: (Students answer) This is not good. If you have a good reason, sincere attitude and courtesy, I think others will listen to your advice.
Teaching reflection:
After this class, I feel that children's oral communication ability has been improved in the classroom, and the classroom goals have basically been realized. Students all know that it is a bad behavior to pick flowers and trample on grass and waste water, so we should protect the environment in our lives. Moreover, students have learned the skills and methods of persuasion, and have learned politeness and sincerity. At the beginning of the class, the beautiful garden scene was successfully created and the courseware was properly applied, which played a role in resolving difficulties and activating thinking. In addition, according to the textbook, expand the teaching materials flexibly and shoot videos to show the scene of wasting water. Students are interested and have something to say.
After this class, I think there are still a few questions to pay attention to:
1 When teaching and persuading children not to step on the grass, we should grasp the child's expression and let the students speak according to the expression, which must be paid attention to in future teaching.
When shooting short films, you should shoot more scenes of washing vegetables and wasting water.
Try to let every child speak, let every child speak completely.
When giving reasons, students' sincerity is not enough, and the application effect may be discounted.
Teaching plan for oral communication Part III (1) Training objectives
Learn to write an outline
(2) Training methods
1. learning unit. Write a training composition and summarize the methods and points for attention in writing an outline.
2. Overview of training and consolidation.
(3) Training time
One class hour
(4) Process training
1. Import
Reading a student's messy work due to lack of careful conception leads to the significance of learning to write an outline when writing a composition. Writing outline is the literal concept of the whole article. With a writing outline, the article will have a clear outline and be written in an orderly way, which can avoid problems such as unclear viewpoints, omission of key contents, disorganization and loose structure, and form a good habit of writing an outline, which is of great benefit to improving the level and ensuring the quality of composition.
2. Learn the passage, discuss and summarize the methods and precautions for writing the outline.
Clear: (1) Understand argumentative writing. The general idea of writing is: ask questions-analyze problems-solve problems.
(2) When writing an outline of an argumentative paper, you should make your point clear: What is the argument? How to determine the central argument and sub-arguments.
(3) the main points of the outline should be prominent, and the outline should reflect the factual arguments or rational arguments used in the proposed article, the argumentation methods used, and the detailed and concise content. .
(4) How to put forward arguments to make it clear; What problems should be analyzed first, and then what problems should be analyzed; How to solve problems and draw conclusions should be arranged in the outline.
(5) The writing outline should be concise and clear. "Jane" means short, just write a paragraph; "Ming" means to understand clearly. After reading the outline, you can know the content and structure of the article. That is, the overall concept of the article "Ming" is based on "Jane", which can be simplified under the premise of ensuring clarity.
Note: The outline is only a specimen, which can be adjusted and revised at any time during the writing process in order to get newer and better ideas.
3. Look at several groups of examples in the essay to deepen the understanding of the outline writing method, as well as the problems that are easy to appear, such as the outline is too simple to see the overall idea, which is not helpful to the author's writing; The outline is disorganized and lacks strict logic.
(5) homework
Practice the reference questions after the passage, or choose another topic to practice and consolidate the methods you have learned.
The tip is as follows: do it if you want.
First put forward an argument: I want to prove it by doing, and I want to guide it by thinking. The two should be closely combined.
Second, argument
1. People who don't want to do it are useless idiots (for example)
2. People who just want to do nothing are dreamers (comparative argument)
3. (Quote "Learning without thinking is useless, thinking without learning is dangerous")
Third, draw a conclusion: talents in the new century should be creative talents who can not only do but also think.
The tips are as follows: On the importance of learning Chinese well.
First put forward an argument: it is very important to learn Chinese well.
Second, the argument:
1. Why it is important to learn Chinese well: (Reasoning) (1) Chinese is a tool discipline and the basis for learning other disciplines well. (2) The level of Chinese ability directly affects the improvement of other abilities.
2. Many non-humanities scientists have good language literacy (factual argumentation).
Third, draw a conclusion and solve the problem: the main method to learn Chinese well.
Preparation of oral communication teaching plan before class 4
Tapes with natural sounds such as insects and birds singing; There are pictures of animal and plant life scenes.
Or read books or consult and collect some interesting phenomena in nature.
first kind
↘ Read this article enthusiastically and participate in the class.
① Students browse the text and recall the theme of unit learning.
This text shows us the natural side. You must know a lot about nature. What are you trying to tell us?
Name two or three students and give a more detailed introduction.
① Four students communicate with each other and choose the most recommended one to communicate in the class.
(2) Representatives of each group report to the whole class.
Empathize with nature and try your best to imagine.
Language description: the ants who fled collectively in the sea of fire, one tree tiger was stuck with chewing gum, and the rest were fed in turn; In order to save their cubs' lives, Northeast wolves prefer to be exposed to hunters' guns.
The courseware shows related scenes: Parthenocissus tricuspidata and wild rose in the corner, spider weaving in the wooden shed, grass in the wind; Vast sea, boundless desert
If you are one of them, what interesting, touching and amazing stories will happen to you? Please fly the wings of your imagination and travel freely.
Students close their eyes and lie prone on the table for three minutes. You can think, you can talk to yourself. )
(3) Open your eyes and talk to yourself: Tell me about the journey you just took in the nature kingdom.
Talk to each other at the same table and share the fun.
The teacher asked for an explanation: tell your deskmate what you saw, heard and felt in the nature kingdom.
② Tell each other at the same table and share stories and fun.
Students who are capable and interested can put forward some shortcomings of the story with their deskmates and help them revise the story.
↘ The whole class communicates and shares the evaluation.
(1) The collaboration group recommended the best students in this group to describe their experiences of traveling to the nature kingdom.
② The rest of the students listened carefully and evaluated each other.
The evaluation revolves around the following questions: What interests you most about his story? What do you admire most and deserve to learn? Have you used association and imagination to integrate your feelings? Any good suggestions?
The second and third class hours
↘ Select a clip and try to practice.
Students, you are now a member of the magical nature kingdom. You are a lovely and tenacious ant, a lonely and friendly old spider, and a small water drop from the ground to the sky and then to the ground. Come on, pick up your pen and write down the best part of your experience.
(2) Students try to write clips, teachers patrol, look for excellent works, and find problems worth reminding.
Students who have written first should read through it by themselves, find problems and correct them by themselves. Deskmates can communicate with each other.
↘ Appreciation, exchange and evaluation of excellent works
The teacher found that in the students' pen, flowers, birds, insects, fish, rain, snow and frost have become vivid life. Now please ask some students to read their works to you. Some students listened attentively and thought about why they could write so well.
Please ask the authors to go to the podium and read their fragments one by one.
(3) Teachers and students * * * peer review. Teachers timely guide the evaluation.
↘ Set about revising and comparing appreciation.
I believe that the appreciation and evaluation just now will be of great inspiration and help to everyone. Please pick up your pens and revise your exercises.
(2) Teachers conducted patrol guidance and found that the model has been greatly improved after modification.
(3) Please modify the typical (except the students who came to communicate in the first link) to read their different sentences or fragments on stage, and briefly explain the reasons for this modification.
Oral communication teaching plan 5 learning objectives
1. Make oral communication around the topic of parents' love, so that the communication is rich and organized, and the tone and intonation are appropriate; When listening to others, be patient, grasp the main points and dare to express your opinions.
2. According to the practice tips, choose what you are interested in to practice, write down what you want to say to your parents most, and express your true feelings.
3. Feel the love of parents, communicate feelings with classmates and parents, and establish a good relationship.
Preparation before class
1. Multimedia courseware.
2. Think back to the example of parents taking care of themselves in their own lives.
The first class is oral communication
Introduce dialogue and reproduce the situation.
1. dialogue import. We grew up in the love of our parents. Every parent loves his children, but in different ways. Today we are going to talk about the love of parents. (Blackboard: Parents' Love)
2. recreate the scene at that time. Multimedia shows three short stories in oral communication.
Create a situation and start a discussion
1. Ask a question: What do you think of what mom and dad did in the above story?
2. Communicate in groups to form opinions.
3. Classroom communication, simulating communication situations. Let students fully discuss, let different viewpoints debate, and form a correct viewpoint in the collision of viewpoints.
Connect with reality and experience the love of parents.
1. Contact with reality. Have you ever had anything similar in your life? Tell your classmates the story between you and your parents and talk about your own ideas.
2. Work in groups, talk and evaluate each other.
3. The whole class exchanges, complements each other and asks each other questions. Teachers should pay attention to the cultivation of communication habits.
Expand and extend, and communicate emotions.
1. Simulation scenario. If I were your father, please tell me how to tell these three stories, and let me talk about my opinion. What if I'm a mother?
2. Expansion and extension. When we go back today, we will tell these three short stories to my parents and ask them to talk about their views.
Praise and encouragement, class summary
Exercise instruction in the second class
Create situations and stimulate motivation
1. dialogue import. Last class, we exchanged views on parents' love and learned that the people who love you the most in the world are your parents. However, in life, is there a time when parents don't understand or parents don't understand you? Let's take this exercise as an opportunity to communicate with them.
2. Create a situation. Exhibition topic: (1) There was a time when I didn't understand my parents, but through some things, I realized their love; (2) Give some advice to parents, such as asking them to improve their educational methods or persuading them to get rid of bad habits; (3) Other things you want to tell your parents.
3. Inducing motivation. What topics are you going to choose to communicate with your parents about these topics?
Independent choice, teamwork
1. Choose independently. Think and choose a topic that suits you and what you want to write.
2. Report the topic. Ask a group of people to drive the train, talk about what topics they choose, understand the topic choice, and encourage everyone to choose their own topics.
3. Teamwork. Please form a group of four students before and after, talk about your exercises, comment on each other, see what needs to be improved, select representatives and prepare for class communication.
Classroom communication, teacher-student interaction
1. stands for communication. Choose a group representative for each topic to communicate, and ask to be as specific as possible.
2. Teacher-student evaluation. Focus: (1) What do you want to say to your parents most? (2) Whether you express your true feelings; (3) Whether there are specific cases or whether the cases are specific; Wait a minute.
Students are explicitly required to write.
1. Clear requirements. Read the last paragraph of the exercise tip and tell us what you gave us. Write down what you want to say to your parents most and express your true feelings; Read it to mom and dad after writing and exchange views with them. )
2. Work independently.
3. Revise the draft. Practice revising drafts individually or mutually.
4. Copy practice.
Comment on the exercises in the third class.
Summarize exercises and put forward tasks.
1. summarize the exercise. Use the incentive mechanism to summarize the situation of this exercise and praise the students who have made outstanding progress in practice.
2. Put forward the task. The focus of this exercise evaluation is: (1) is what you want to say to your parents most; (2) whether to express true feelings.
Appreciate excellent works and interact with teachers and students.
1. Enjoy the excellent clips, * * * with comments. Choose 3-4 articles for students to practice, appreciate, talk about what is worth learning and point out the shortcomings. )
2. Appreciate the excellent works of two students and comment on the above two points.
Group communication, mutual evaluation and discussion
1. Watch the exercises by yourself, and point out the advantages and disadvantages of each other.
2. Modify each other and continue to improve the exercises. In the review process, sentences, punctuation, words and other reminders. It should also be revised; Correct the problems pointed out by classmates and teachers.
Expand practice and strengthen application.
1. Introduction to the session. Homework is mainly used in our own life, study and work to achieve the purpose of mutual communication.
2. Assign tasks. Go back and read your homework to your parents today and let them talk about their opinions. If you find it inconvenient to communicate face to face, you can also show your homework to your parents, let them express their opinions after finishing your homework, and then come back to see it yourself.
Show exercises to stimulate interest.
Oral communication teaching plan 6 oral communication in the first class
First, dialogue import
Folk customs have a long history and rich folk culture. In the splendid human culture, folk culture is an important part that cannot be ignored. The articles learned in this unit can describe extremely ordinary folk customs and traditional festivals with great interest. The students followed the author all over the country, different nationalities and different regions, and experienced colorful folk customs. But what the unit shows us is only the tip of the iceberg of the folk custom picture. In this class, everyone can speak freely and talk about the folk customs you learned through investigation.
Second, group communication.
1. Show communication topics: holiday customs, local costumes, special diets, special houses and folk handicrafts. Divide the class into five groups for communication according to the students' survey topics.
Communication skills are as follows:
Tell me what you want to introduce to everyone, and where did you get your information?
② Make clear the main features of folk customs and talk about your own feelings.
(3) Listen carefully to the team members, write down the unclear places and ask questions in time.
2. According to the suggestions of the team members, modify your own introduction materials, paying special attention to the unclear places.
Third, the whole class exchanges
1. According to the communication theme, each group recommends 2-3 students to communicate with the whole class.
2. Listen carefully and sort out the comments after listening. Comments can be made from the following aspects:
(1) Whether the theme is clear and the features are outstanding;
(2) Whether the content is specific and substantial;
③ Whether the expression is smooth;
④ Whether the language is concise.
Fourth, stimulate emotions, from speaking to writing.
1. How do you feel after listening to your classmates' introduction?
2. Yes, it is really "different winds in a hundred miles, different customs in a thousand miles"! Through this colorful folk custom, we feel the long history and unique charm of Chinese national culture. Everyone quickly picked up their pens and wrote them down!
Exercise in the second class
First, write an outline.
1. Instruct students to write an exercise outline according to the prompts.
Tip:
What is the folk custom to be introduced?
(2) What are its main features and what aspects are you going to introduce?
(3) Which part will be introduced in detail?
According to its characteristics, what topic are you going to draw up?
2. Students are free to write an outline.
3. According to the writing tips, the groups make suggestions to each other and revise the outline.
Second, students do the questions.
Third, preliminary revision.
1. Read your exercises aloud and correct the sentences and typos in the exercises.
2. Read and listen to the key parts of each other's exercises in the group, put forward the unclear and specific places in the exercise, and put forward suggestions for revision.
3. Revise and improve the exercises according to the classmates' suggestions.
Comment on the exercises in the third class.
1. Wen Jia VOD Station
1. Choose the best 8- 10 articles according to the students' exercises, and list the exercise topics and authors for students to order freely.
2. The author reads his work aloud, and other students listen carefully to find out the benefits of practice.
3. Teacher-student interaction evaluation.
Second, the consultation room of the sick and disabled society
1. According to the common typical problems in this exercise, choose examples of sick articles for students to read, find out the problems and put forward suggestions for revision.
2. Collective modification and experience modification methods.
Third, autonomous space.
Revise your exercises according to the teacher's comments.
Fourth, compile a collection of folk works
1. Draw a picture for your exercise and summarize it for the class.
2. According to the exercises of the whole class, discuss the classified content and arrangement order of the portfolio.
3. Discuss the theme of the folder.