Design concept of oral communication teaching plan 1
Under the new curriculum standards, the classroom advocates student-student interaction and independent cooperation. Oral communication should create a learning situation of autonomous learning, teacher-student cooperation and student-student cooperation for students, encourage students to communicate with others boldly, and carry out personalized oral communication activities in autonomous cooperative learning activities and active games. "My favorite sports activity" is close to students' life and provides students with a space for thinking and communication. Students can freely express different feelings and unique experiences in exchange activities. This topic also helps students to listen carefully and participate in the evaluation in cooperation.
Teaching objectives
1, I would like to introduce my favorite sports activities to everyone and cultivate my interest in oral communication.
2. Flipping eyebrows and women like their favorite sports activities.
3. People suffering from joint pain can speak better than others, actively participate in evaluation and share happiness.
Teaching focus
Listen carefully to other people's speeches and explain your favorite sports activities naturally and generously.
Teaching preparation
Teacher: 1 is not conducive to students to participate in their favorite sports activities.
Disadvantages: I dare to worry about Quesai highlights (with explanation).
Eat wall charts or lights in northern Mou Wei.
Students: Take part in their favorite sports activities, understand its methods and laws, and feel the happiness in sports activities. Bring your own sports equipment to class.
Teaching time
1 class hour.
teaching process
First, create a situation to stimulate the introduction of interest
Teacher: Children like to watch wonderful sports games. Now the teacher will play a passage for you. Please watch carefully, and the most important thing is to listen carefully and listen to how the commentator introduced this wonderful sports activity.
1 Students look carefully and listen attentively.
2 The classmates at the same table speak after speaking.
Second, observe the pictures in the textbook and carry out exchange activities.
1 During the break, the children are happily participating in their favorite sports activities. Do you know what sports they are taking part in? (pay attention to the observation order. )
About 2 inches ... some ... some ... and some ... "Explain the meaning in the picture?
(1) Practice while observing.
(2) Communicate at the same table and pay attention to listening and evaluation.
(3) report to the class.
Third, talk about your favorite activities and have fun.
Teacher: What other sports do you know? (Volleyball, basketball, gymnastics, tennis, swimming ...)
Teacher: Yes! There are many sports activities, and children also have their favorite sports activities. Do you want to introduce your favorite sports activities to your good partners like a commentator? It's our first time as a commentator, so it's impossible to introduce every place clearly. We can just explain how we do it and why we like it, or we can introduce the sports equipment you brought to everyone. Let's see who speaks it best.
1 Never put off till tomorrow what you can he is in a hurry to live and waste.
Listen carefully and enjoy it.
The teacher emphasized that the children who speak should be loud and generous. Listen carefully. After listening, you should evaluate your partner's speech. Everyone should make progress together.
3. Report to the class that killed Pingping and grass carp.
When introducing on stage, you need to have a clear mind and a natural and generous attitude. Children who listen should listen carefully and make positive comments after listening.
Fourth, talk about "sports programs" to understand sports knowledge.
Teacher: Everyone likes watching TV. I'd like you to tell me: What programs are there that specialize in sports activities? What do you know about sports? (Sports meeting, ball games, athletes ...)
Teacher: What are the advantages of developing sports activities? Please talk about it. Happiness, health, growth, unity and courage ...
Fifth, create activities and experience happiness.
Teacher: The teacher suggested that in the limited space of the classroom, each group should create a sports activity in which everyone participates.
1 beicong group, cooperative practice.
2. Being confused, simply explain the activities of your group, or create a sports slogan.
Six, teachers and students * * * summary learning gains
Seven, contact life, expand and extend.
1 times the exercise of swishing Wei carbuncle and the treatment of hemorrhoids and hemorrhoids.
Twice the program, understand sports knowledge.
Attached book design:
Oral communication, my favorite sports activity.
Teaching process of oral communication teaching plan 2;
Let's talk about it in a few words.
Teacher: Students, we will encounter many difficulties in our daily life. No, a little boy met a difficult thing. Let's go and see what happened to him. (Courseware demonstration)
Teacher: What happened to that little boy?
Health: The little boy can't find his mother.
Health: The little boy and his mother got separated, and I don't know where his mother went.
Teacher: The two students watched carefully and immediately told the little boy what had happened. If they can also tell the time and place where it happened, it will be clearer. Take a closer look at this painting. Who can say it completely?
Health: One day, the little boy and his mother went to the park to play and got separated. He doesn't know where his mother is going.
Teacher: What did he say?
Health: I think he made it very clear and complete.
Teacher: Did he make it clear? Can you be more specific?
Health: He can tell when and where what happened.
Teacher: You listened carefully! Who wants to talk?
Health: One noon in summer, the little boy and his mother went to the park to play and take a walk. The little boy saw an aunt selling popsicles. He immediately ran over and waited for him to go back to his mother. I don't know where her mother went.
Teacher: You are great! Not only can it be clear, but it can also be specific.
Second, the way to express opinions.
Teacher: The little boy can't find his mother. How anxious he should be. He thought, "Where's his mother? What should I do? " This is the topic of our oral communication class: What should I do? Let's all do something for him, shall we? (Courseware demonstration)
Teacher: You are really helpful children! Now, please think about any good ways to talk to the students in the group and make the words clear so that people can understand them. Students in the group should listen carefully and comment on who speaks well and who thinks well.
Student: Group discussion.
Teacher: It's good that everyone can speak freely in the group. Next, who will speak first? When a classmate reports, everyone should listen carefully to see if he has made his words clear and complete.
Health: Stay where you are. (blackboard writing "in situ")
Teacher: Who will comment on what he said?
Health: He has a loud voice. It would be better if he could complete the words.
Teacher: What should I say?
Health: He can say, "I think the little boy can stand where he is and wait for his mother."
Teacher: You are really good at judging. The teacher believes in your reminder, and he will certainly speak better. Can you say that again?
Health: I think the little boy can stand in situ and wait for his mother.
Teacher: There is progress! What can other students do?
Health: Don't be afraid, little boy. He can go to the police uncle for help. (writing on the blackboard: looking for the police)
Health: I think he can borrow the phone to call his mother. (blackboard writing: calling)
Health: A little boy can find his mother by radio in the park. After hearing the broadcast, his mother will know where to find him. (on the blackboard: on the radio)
Health: I think the little boy can walk home by himself and then call his mother.
Health: In my opinion, a little boy can wait for his mother at the gate of the park.
Health: I think the little boy can find it himself. When he is separated from his mother, he can find it there. If this doesn't work, ask the security guard in the park for help again.
Health: If his mother rides a bike, he can stand by and wait for his mother or call him.
Teacher: Students really know how to find a way. What did these students say just now?
Health: I think they made it very clear.
Teacher: So, of all the methods, which one do you think is more suitable? Why? Please talk to each other in the group.
Teacher: Who wants to talk?
Health 1: I think we can use the broadcast in the park. My mother will pick him up when she hears the broadcast.
Teacher: Do other students have different opinions? Students with different views can stand up and speak directly, but pay attention to manners. As long as you hear someone talking, sit down and listen to him first.
Student 2: What if there is no radio in the park?
Yes, it would be great if there was a broadcast in the park. If there is no broadcast, then we have to think of other ways. Is there any other way?
Health 1: He can go to the police.
Teacher: Why?
Health 1: Because the police uncle loves to help people in trouble, he will definitely help the little boy find his mother.
Health 2: This is a park, not a street. Where can the little boy find the police?
Teacher: Yes, it may happen. What should I do if I can't find a policeman in the park?
Health 1: I think the little boy should wait for his mother in the same place. Because mom will definitely go to him.
Health 2: I disagree. What if he waits until dark and his mother hasn't come to pick him up?
Health 1: The little boy is his mother's precious son. His mother can't leave the park without finding him. So all he has to do is wait for his mother.
Health 2: He is separated from his mother. How did she know where he was waiting for him?
Health 1: Think about it. His mother is an adult. He will find it as long as he follows the path they used to take.
Teacher: Let's applaud their wonderful debate. If his mother went the same way, it would be more appropriate to stand where she was. But if his mother didn't go the same way, is there any other way? 2/3 Home Page Previous 1 2 3 Next Page Last Page
Health 1: I think calling is the best way.
Health 2: What should I do if my mother doesn't bring her mobile phone or her mobile phone is dead?
Health 3: You can call him Dad!
Health 4: The little boy is nervous and can't remember his father's phone number, or he remembers it wrong. What should he do?
Health 3: Then I can't do it.
Health: Don't lose heart. You can have a try. If not, we can think of other ways. Is there any other good way?
Health 1: He walked home by himself. Just solve it yourself, don't bother others.
Health 2: As you can see from the picture, the little boy is only five or six years old, so small. Wouldn't it be worse if he got lost again on his way home?
Health 1: Then we can think of other ways.
Teacher: Yes, if one method doesn't work, we can think of other methods. What the students said just now was really wonderful. It seems that which method is the most suitable depends on the actual situation at that time. In the future, when students encounter similar situations, they can use their brains to find ways, and then use various methods flexibly to solve the problem. (blackboard writing: use your head and use it flexibly)
Third, create situations and promote interaction.
Teacher: What difficult things have you encountered in your life, and how did you do it? Think about it first, and then communicate in the group in your favorite way (for example, you can discuss, simulate a reporter interview, perform, etc.). ) and then select a representative to report. (Courseware demonstration)
Teacher: Teachers appreciate the spirit of active participation! Next, which group will report first?
Teacher: How should your group report?
Health: I want to talk directly about the difficult things we encountered. Even in exams, some students always copy other people's answers. If you don't let him copy, he will ignore you in the future and even say some ugly things. But if he copied it, wouldn't it hurt him? Should he copy or not? After discussion, our group thinks that we should not let him copy for his own good. I'll explain it to him later.
Teacher: What do you think of what you said? (good)
Teacher: Teachers like confident children. What do you think of what he said?
Health: I think he can explain the difficult things clearly and how to do it.
Student: I think they did the right thing. It would be better if they could help that classmate understand what he doesn't understand.
Teacher: You are really good at helping your classmates. Which group of students will report again? How do you want to do it?
Oral communication teaching plan 3 learning objectives
1. In oral communication around the topic of "unforgettable first time", you can grasp the key points, the content should be true, the narrative should be specific, the expression should be organized, and the tone and intonation should be appropriate; When listening to others, be patient and respectful, and dare to put forward your own opinions or suggestions.
2. According to the practice tips, choose one content you are interested in from the three contents to practice, which can be expressed in sections around the writing points of the selected content. The content should be specific and the feelings should be true.
Preparation before class
Talk to your family about what you have done for the first time, and pay attention to telling the story clearly. It's best to talk about your own ideas or inspirations.
Class arrangement:
1 class hour
Teaching process:
first kind
First, stimulate the introduction of interest
Students, are there many unforgettable "firsts" in our growing experience? Different first times often bring us different feelings: success and failure; There are laughter and tears; There are contentment and regret ... but anyway, this is the first time we will never forget. Which of these "firsts" you have experienced is the most unforgettable? Would you please dig it out of your memory and share it with everyone?
Second, be fully prepared
Thinking:
1. Recall the most impressive "first time" and think about what happened.
2. Think about how you really felt when this happened and what inspiration you got from it.
Say:
1. Practice telling the whole story.
2. Practice speaking your feelings and emotions simply and clearly.
3. Practice the emotional narrative of "unforgettable first time"
Third, practice in groups
1. Practice telling "unforgettable first time" in the group, and ask the students in the group to express their opinions on the content, language, tone and expression. The narrator should communicate with the students who express their opinions.
2. Absorb students' opinions and reorganize the content and language.
Fourth, in-class communication
1. Each group draws lots to determine a narrator to tell the previous story in turn.
2. The whole class participates in the evaluation of content, emotion and expression, corrects language barriers, and can also ask questions to the students who speak.
3. The commentator should respond to the students' opinions, suggestions and questions in a timely and appropriate manner.
Fifth, summarize and explain.
1. Group discussion: What should I pay attention to when I want to say "unforgettable first time"?
2. Teacher's teaching summary. We must have a good view of students' performance, supplement the aspects that are not mentioned and make suggestions. )
Students combine their speeches with the results of this exchange and practice expressing clearly.
Teaching requirements of oral communication teaching plan 4
1. Guide students to observe the illustrations in the text, understand the meaning of the pictures, correctly express the meaning of the pictures, and cultivate the habit of careful observation.
2. Guide reasonable imagination and cultivate your oral communication ability and imagination ability.
3. Cultivate students' good habit of listening to others.
4. Educate children to do what they can and form a good quality of helping others.
Important and difficult
Teach children to do what they can.
training/teaching aid
Textbook illustrations.
Class division
1 class hour
teaching process
First, contact with reality and talk about it.
1. Son, what do Mom and Dad often do for you at home?
2. You are so happy. Mom and dad have done so much for you, so what have you done for mom and dad?
3. Introduction: There is a sensible child. She has helped others to do many things.
Second, observe the picture and say what it means.
1. The teacher shows the wall chart. After the students observe, discuss in groups who the children in the picture helped and what they did.
2. Student feedback.
3. perform in groups.
4. Student feedback.
5. According to the students' performance, the teacher emphasizes that students should pay attention to the words of the characters in the illustrations in their speeches.
6. Students practice speaking again.
7. Name the stage where the scene is performed, and the students will comment on it. Which group performs best? Which group speaks best?
8. Teachers should be appropriate according to students' performance.
Third, combine with practice.
1. What do you think you can do to help your parents, son?
2. Teachers praise and encourage students to do more things for their parents.
Discuss what you can do to help your parents and grandparents.
4. Feedback, from the feedback of students, it is clear that it is a good thing to guide students to help their parents, but we must pay attention to it and do what we can.
5. Tell your classmates who else have you helped?
6. Please give feedback from your deskmate: Your deskmate tells you who he did something for.
7. Educate children to listen to what others say according to what students say.
Fourth,
1. Praise students for helping others and their parents.
2. Guide the students to discuss: What else can we do for Mom and Dad? What things can we learn to do by ourselves?
3. Educate children to understand that "as long as everyone gives a little love, the world will be beautiful". Encourage students to help others as much as possible.
Oral communication teaching plan 5 learning objectives
1, know and understand the debate, have a certain interest in the debate, and can actively try and participate in the debate.
2. When writing things that people care about each other, we should have true feelings and pay attention to the description of the environment and the portrayal of psychological activities.
Preparation before class
teacher
Prepare live video clips of college students' TV debate contest. Prepare prizes.
student
Collect examples, famous sayings and aphorisms related to honest or white lies.
teaching process
The first class is oral communication
First, establish the two sides of the debate.
1, look at the tips in the textbook and establish a personal debate point of view.
2. Group according to the similarities and differences of views
Leon: Everyone should be honest and not lie. Counterparty: You can tell some white lies in your life.
Second, watch the video to understand the characteristics of the debate.
1, lead: Everyone has his own opinion and basis. So how do you argue? Is it like fighting as usual? Please watch the video of College Students' TV Debate Competition.
2, summarize the debate methods, debate procedures, clear matters needing attention.
Third, recommend candidates, the whole class debate
1, the whole class selected six people for the debate, and the others served as judges together with the teacher.
2. Comment on the debate and judge the winner.
3. Teachers and students * * * sum up the debate. The teacher encouraged the group to have a debate.
Fourth, group debate, everyone participates.
1, eight people will be a group, three will cooperate, and the other two will be judges and debate in the group.
2. The judges of each group judge the winners and give reasons.
Five, teachers and students to sum up, a clear understanding
What's your new understanding of telling honest and white lies through this debate?
Homework guidance and comments for the second and third classes.
First, clear requirements
Please read the exercise by yourself and think about the requirements of this exercise.
Second, the exchange drill requirements:
(1) shows mutual concern;
(2) Write the story clearly;
(3) Pay attention to the description of environment, the description of characters' language, movements and psychological activities;
(4) express true feelings.
Third, review the text and experience care.
1. Several texts in this unit are all about mutual concern. Please remember them quietly and savor them.
2. Students browse the text.
Fourth, contact life and expand our thinking.
Teacher's lead: There are many people who are willing to pay in life, and there are many touching things that deeply touch our hearts, such as between elders and younger generations, between elders and elders, such as strangers and neighbors.
According to the requirements of the exercise, recall what you saw, heard and even read from books.
Five, independent writing.
Students do the questions, and teachers patrol for guidance.
Teachers should pay attention to collecting more creative topics or themes.
Six, group evaluation exercises
1, group communication, evaluation of articles of group members.
2. Recommend excellent articles in this group, and the group leader records the reasons for recommendation.
Seven, the whole class exchange excellent works
1. Students come to the stage to read excellent works, and the group leader should read the recommendation before reading.
2. Students should take shorthand when listening to excellent works.
3. * * * Comments from teachers and students: It is required to say the advantages first, and then add suggestions for revision.
4, teachers and students * * * with the recommended model essay, projection.
5. According to the students' comments, the teacher directly makes demonstration comments in the text with correct modification symbols.
Eight, modify the exercise
1. Ask the students to read the text again.
2. Students correct their own homework. Teachers give appropriate help and guidance, especially to students with learning difficulties.
3. Exchange sentences and paragraphs before and after the change in the group and talk about the experience of the change.
4. The teacher summed it up.
Awarding awards * * * Appreciating masterpieces.
Organize a simple and grand award ceremony in class to stimulate writing interest and enhance writing confidence.
Awards will be given to students who have won the fastest progress award, the best title award, the best environmental description award, the best psychological activity description award and the best creation award.
Instruct students to read recommended classics after class.
Oral communication teaching plan 6 learning objectives
① Improve students' language ability of expressing, responding, listening and asking questions.
(2) Learn to write an expository article by using the expository method in this unit.
Preparation before class
Everyone prepares one or two small commodities, which can be eaten, played and used, and can also bring product manuals.
teaching process
The first class is oral communication
First, stimulate interest.
Today, the students brought a lot of small commodities. Do you want the things in your hand to be loved by others and bought by others willingly? Then let's try to be a salesman today.
Second, careful preparation (preparation before class)
(1) Familiar with commodities. Have a comprehensive understanding of your goods. From the aspects of appearance, specification, use, usage, price, etc., we must know fairly well.
(2) Find out the most touching part of the product and prepare for a wonderful description.
(3) What kind of expression, tone and language do you use to promote your products in the face of customers? Please be fully prepared.
④ Think about what questions customers will ask about products? How will you answer?
Third, the group tried to buy
Try to sell your products in the group, and let the students make pertinent suggestions on the content, language, tone and expression of your products.
② Listen carefully to students' suggestions and adopt them reasonably.
Fourth, class sales.
(1) Each group chooses the best salesman to promote their products.
(2) The customer listened carefully to the salesman's introduction and raised questions about the product.
Answer customers' questions patiently and tactfully, and take a responsible attitude towards consumers and products.
Verb (abbreviation of verb) abstract
(1) was rated as the best salesman.
How do you think you can become an excellent salesman? What are the criteria for a good salesman? )
Exercise in the second class
First, determine the content of the exercise.
Read the requirements of this exercise silently and communicate with your classmates.
② Determine the content of the exercise.
Second, composition guidance, how to write expository articles
(1) Recall the difference between expository writing and general narrative writing.
(2) What are the common methods for writing expository articles?
(3) What are you going to introduce the goods from, and what kind of explanation are you going to use? What are the characteristics of your goods? Such as appearance, quality, use, price, etc. Grasp the outstanding characteristics and describe the characteristics of goods in detail by means of numbers, examples, comparisons, metaphors and vivid descriptions. )
④ You can make proper use of some materials, but don't copy a lot.
Third, independent practice and teachers' itinerant guidance.
Fourth, revise each other and improve the exercises.