design concept
The teaching purpose of oral communication is to cultivate students' oral communication ability, promote their oral development, and thus improve their overall comprehensive quality. The design of this course is based on the requirements of "Chinese Curriculum Standard" for the oral communication of second-year students, and strives to embody the characteristics of "interaction": to activate thinking in the interaction between students, so that students can obtain equal communication rights and cultivate the spirit of cooperation; Changing roles in the interaction between teachers and students and establishing an equal communication platform; Show the results in group interaction and cultivate the spirit of innovation.
learning target
1, you can introduce the production process of your own small production in detail.
2. Stimulate common interests and dare to express their opinions.
3. Cultivate the habit of speaking generously, being polite and listening to others carefully.
4. Learn the habit of civilized communication in communication.
Emphasis and difficulty in teaching
Stimulate students' desire to express and expand oral communication.
Teaching preparation
1, arrange students to make small productions before class.
2. Related courseware and prizes.
The teaching time is one class hour.
teaching process
First, the introduction of poetry to stimulate interest
1, "White hair, gone with the wind, green water, Anthurium, fluttering, clear waves" (all memorized) Who is this talking about?
2. Students, the teacher brought a little friend to the students. Do you want to know who it is? (takes out the sticker of the big white goose from the back), yes, it is the big white goose. Isn't it beautiful?
Today, the teacher also brought many friends to everyone. Please look at the screen (courseware demonstration). This is a picture of the underwater world pasted with leaves. The fish is swimming! This is a bow made of wool, which is really beautiful; This is a duct made of paper, which can measure the wind direction; This is a wooden house made of waste wood, with red walls and green tiles, which makes the viewer really comfortable; This is a little goldfish made of plasticine. Do you think so?
We can make some cute little things through our hands and brains. What a coincidence! I believe you can also weave beautiful small productions with your own brain and hands? The teacher asked everyone to go home and make a small production. Did you do it? (Children proudly hold up their own small productions)
Second, demonstrate speech and guide expression.
Transition: The teacher is very happy to see your various small productions. The teacher also went home yesterday and made a small production. Let's see what this is. (Showing the wool doll happily) Do you want to know how she did it? Ok, please listen carefully to the teacher's introduction, and please introduce your work to everyone like a teacher in the future.
1, demonstration speech:
The teacher introduced the small production to everyone, and the students looked at the work carefully and listened carefully.
My little work is a wool doll. Its materials are ball, colored wool and needle and thread. I did this: I first found a round ball of thread to make the doll's head, then wrapped it with colored wool to make the doll's body, then made the doll's hands with wool on both sides of the body, and finally sewed a black line on the back of the doll's head to make the doll's hair. This made a wool doll. We can hang it on the wall or on the schoolbag as decoration. )
2. Guidance statement:
(1) My introduction is over. What do the students think? (The students all say it's beautiful) Thank you. Did you understand the teacher's introduction just now? By the way, the name of the teacher's work, the material, shape, color, use and production method of the work. )
(2) What conjunctions in a certain order did the teacher use when introducing the production method?
(First ... then ... then ... and finally ...)
(3) What else should I pay attention to when speaking? (pay attention to speak clearly and completely, and be natural, generous and polite. )
3. Students practice oral English as required:
(1) Courseware presentation conversation requirements:
① Group communication.
② Report the production process. Make the production process clear when reporting. Speak clearly and completely, be generous and naturally polite.
When others are talking, other students should listen carefully. If you have any questions, you can ask them and let the students answer them.
(4) Each group judges the students who speak well and selects them to introduce to everyone.
⑵ The group practices oral English, and the teacher plays background music to guide the tour one by one.
Third, the delegates reported and exchanged ideas, and named the "best commentator".
Transition: The teacher went down to have a look and listened. The students really surprised the teacher and made so many beautiful and creative small productions, which was really amazing.
1. Ask a group of representatives to report the exchange.
(1) Which group representative would like to talk about the production process of his work?
⑵ Comments from other groups: What's good about it? What needs to be corrected?
⑶ The teacher summed up how to make the production process of small production clear.
2. Other teams send representatives to report. (The procedure is as before)
3. Select the "best narrator" and award the prize.
Fourth, interview and exchange on the spot, and strengthen oral communication.
Transition: Just now, the works of the six groups of representatives were all great and well spoken. The teacher found that many students' works were very good, so he asked me to be a reporter to interview!
1, teacher mock interview.
(Smiling at a student) Hello! What is your job? Can you introduce it? (Students introduce their facial makeup) How did you come up with it? Are you satisfied with your work? Thank you for accepting my interview.
2. On-site mock interview.
The teacher interviewed two students just now. Who wants to be a small reporter to interview other students? (Select two students for interview)
3. Group communication and interview.
Transition: How did the two young reporters behave? (Evaluation) Do you want to have a try? In order to meet the requirements of the students, please interview each other! (Designation: Group 1 and Group 2, Group 3 and Group 4, Group 5 and Group 6 interview each other)
4. Introduce to the teacher.
It seems that our little reporter's interview was successful. But there are still many children's works that have not been introduced to you. It doesn't matter. Now please stand up, bring your work and introduce it to the teacher. Pay attention to manners, greet the teacher, and return to your seat immediately after the introduction. In class, teachers should pay attention to the order of students. )
V holding a "mini-exhibition"
1. Look at the work and listen to the introduction:
The students' small productions are so beautiful. I want to introduce your work to everyone present. Let's hold a small exhibition for everyone to see. (Put the words "small exhibition" on the blackboard), show all your works on the podium, invite your good friends to see them and listen to your introduction. (Stick it on the blackboard if you can; If not, put it on the platform. )
2. Talk about feelings:
(1) Talk by name. After reading these small productions and listening to the introduction of your classmates, do you have anything to say? (name names to talk about feelings. Teacher's lens guide question: Why do you like it? If it is not good enough, how do you want to modify it? )
(2) group talk. Exchange comments on all the displayed works in the group.
Abstract of intransitive verbs
The teacher thinks that the students are not only clever but also articulate. The teacher is very happy. After class, give your small works to your good friends, teachers or family members, and introduce and evaluate your own works or classmates' works to show your love for them, ok?