Teaching Design of Oral Communication in China Gardens 1 1. teaching material analysis;
Analysis of Unit Teaching Background: The special topic of Unit 3 in the first volume of Grade Four is "Fairy Tales". Around this topic, the textbook selected three fairy tales with different writers and styles, which once again brought the children into the wonderful fairy tale world. The oral communication and practice in this group is the summary and display of the comprehensive learning activities carried out by this group. The purpose of the arrangement is to let students experience the charm of fairy tales in listening, speaking, reading and writing activities and feel the happiness brought by fairy tales. In teaching, you can write before you speak, or you can speak before you write. Teachers can make specific arrangements according to the actual situation of the class.
Second, the analysis of learning situation
Although the fourth-grade students have studied for two years, it is difficult for them to organize and express orderly language in a short time. Therefore, in the teaching process, teachers should design oral training levels in stages from shallow to deep, and teach students appropriate expressions and speaking skills.
Third, the design concept:
Through the reading teaching of this group, the children have a deep understanding of the characteristics of fairy tales. On this basis, this exercise focuses on telling fairy tales, making fairy tales, acting fairy tales and writing fairy tales. By creating situations, teaching step by step, and scientifically arranging the teaching process according to students' thinking characteristics, the goal of improving students' ability to write fairy tales is finally achieved, so that they can experience the joy and fun of creation, thus stimulating their desire for further creation.
Fourth, the teaching objectives:
1. Learn about fairy tales and Chinese and foreign fairy tale writers such as Andersen and Zheng through this activity.
2. Give full play to students' imagination and oral expression ability, and learn to compose, act and write fairy tales.
3. Learn to use network resources and books to improve the ability to collect and process information in activities.
Five, the teaching focus:
1. Train students' imagination and expressive ability by telling, acting and writing fairy tales.
Six, teaching strategies:
"Learning as teaching" is the most important strategy, and inducing and understanding fairy tales → stimulating interest, telling fairy tales → expanding imagination and writing fairy tales runs through teaching.
Seven, the teaching process:
First, guide induction and understand fairy tales
Would you like to share your fairy tales with everyone? Yes Let's express it with a loud call sign, shall we?
Title: My Fairy Tale, I Challenge.
[Design Intention: The key point of this link is to encourage students to wear high hats. Let students like fairy tales, listen to stories and tell stories, and let students know what kind of fairy tales are interesting and everyone likes them. ]
Second, group storytelling training and counseling.
1, telling fairy tales: writing on the blackboard: vivid and colorful
2, a group of four people, free combination, group storytelling training counseling:
3. Choose the story king of this group (you can choose many people who speak well and write well) and choose the best story.
Third, performance challenges.
1, rule guidance: blackboard writing: learning the challenge of civilization with an open mind
2. Challenge comments: (1) Performances of each group. ⑵ Comment on each group.
Fourth, discuss and find out the characteristics.
After reading so many fairy tales, have you noticed any characteristics in the compilation of fairy tales?
2. Students can speak freely.
3. Two careful students also have their findings:
Guide the study of My Discovery: read it quickly and silently, and then read the dialogue between Kobayashi and Xiaodong in different roles.
[Design Intention]: Review the learned text, so that students can know how to make fairy tales, move and exchange the fairy tales they want to make, and the teacher will give affirmation or correction in time. In the process of students' writing, whether in the form of self-report or dialogue, teachers should pay attention to their expression.
4, summarize the characteristics of fairy tale writing, the teacher projection:
Fairy tale writing songs
I remember that when writing fairy tales, the protagonist is not simple, he should have words, deeds and thoughts, and the plot imagination should be interesting (personified and exaggerated).
There is truth in the story, so you can create freely.
[Design Intention]: Grasp the integrity of the story, including the cause, process and result. I can write clearly the relationship between the protagonists in animal fairy tales, give full play to my imagination, and use the expansion theory to expand dialogue activities. Arguments among animals can be the focus of teaching, and problem solving is a concrete process, with arguments and problem solving as the main contents.
Teaching Design of Oral Communication in China Gardens Part II Pre-class preparation: communicate with other teachers (such as art teachers and science and technology teachers) to help students make handicrafts with waste garbage.
Create a scene:
First, lead-in-students, please see, the teacher brought a friend to you today (display: "Bigachu" made of waste cloth, cartoon shape in comics).
The students shouted excitedly: "Bigachu! Welcome Bi Jiachu! "
"Thank you, 1(2) class children. You are too enthusiastic. Do you want to play with me? " The students listened to the teacher's imitation of Bi Jiachu's voice and smiled happily: "I want to play, I want to play!" "
"Then I like to make friends with smart children best, be polite, listen carefully to others and use your head more. Can you do it? "
"Of course!"
Second, get to the point.
1, show the courseware (garbage grouping) and ask, "Where does the garbage around us come from?"
(2) Group discussion (now tell me how your group plans to study)
Example 1: Our group should study hard.
Ex. 2: Our group should cooperate seriously.
……
(3) Group communication begins.
(4) communicate with the whole class. The teacher is writing a camera on the blackboard-my discovery.
(a), I speak on behalf of our group, these rubbish are all rubbish thrown out by people themselves.
(2) Our group's opinion is that people who don't pay attention to hygiene throw these rubbish casually.
(3) Our group agrees with other groups, but what's the use of keeping garbage?
(4) Of course, garbage can also be useful. Our group also believes that garbage is our human garbage, but it can still be used.
(Note: The design of this link is the completion of the first question 1. Where does the garbage come from? Talk to your classmates about your findings. In this exchange, students have a preliminary understanding of the garbage around them and have different views. Achieved the teaching purpose.
2. How to deal with domestic garbage? what do you think?
(1,) mass sending.
(2) Communication with the whole class
These rubbish can be sold.
These rubbish can be thrown into the sea.
A classmate said, "I object. You can't throw rubbish into the sea. "
The classmate asked, "Would you please tell me your reasons? If you want to convince me, I won't throw garbage into the sea. "
Answer: "Because the water in the sea will be polluted by garbage, the fish in the sea will drink dirty water and die." When we humans drink unclean water, we will die of SARS. "
"What you said seems very reasonable. I'll ask Bi Jiachu if he's right? " This classmate turned to me and asked, "Bi Jiachu, does he talk much?"
I said, "This classmate is right. Caring for the environment around us is just like caring for our eyes. "
"Thank you, than ogre mound! Thank you Su Hongbo for reminding me. "
"You're welcome."
(3) "I think some garbage can be reused, and some garbage will be burned to generate electricity. Do you have a different opinion? You can ask me if you have any questions. "
A classmate asked, "Excuse me, garbage will catch fire when burned!" " "
"I think this question is very good. I will send workers on duty there, so I won't find the fire. Do you agree? "
"Thank you for your answer, I agree!"
"I have a question I don't understand!" Another classmate asked questions.
"Excuse me!"
"You said garbage can be burned to generate electricity. How could I not know? How do you know? "
This classmate proudly said, "It's really possible. My dad and I will find out by looking up information on the internet. You can also check it online. "
"Thank you, I must let my father take me to the Internet. Can you see Bighill and Blue Cat on the Internet?
Of course you can see it.
After listening to these two wonderful lectures, I think this is my greatest happiness as a teacher, not only because they know how to communicate with others, but more importantly, they have learned knowledge through communication.
3. Presentation (This was originally another part of China Garden, but I moved it to oral communication).
(1,) Show your handicrafts made of garbage.
(2) communicate with your favorite children, or communicate with Bigchu.
(3) Play music-class communication meeting
(4) Show the works on stage.
(1) "What do you think I am, son?" A classmate asked with a flower basket made of mineral water bottles.
"I know, you are a flower basket. How did you make it? "
"I'll find a useless bottle first, take a pair of scissors and cut it off, then cut off strips of lace and circle it to make a beautiful flower basket. Do you understand? "
"I understand. I'll make one when I get home."
(2) "Students, I am a warship. Do you know what I am made of? "
"Use foam."
"Use a toothpick."
"Everyone's answer is right. I made this warship out of useless foam, toothpicks and some pieces of paper. "
"What's the use of doing this?"
"well! I made this ... "I didn't know how to answer at first, but after thinking, I said," It's better if I put it on the table than throw it out as garbage. "
"Yes!" The students expressed their support in unison.
Finally, please put the work on the exhibition platform-please invite teachers and classmates from other classes to visit together.
Third, expansion (this is another section of China Garden-gas station).
The students are doing very well, and Bigachu is very satisfied with you. Please show your collected trademarks to everyone. Read the Chinese characters above and make them into your favorite handicrafts together.
Ribbon, door curtain, etc. Made of useful trademarks.
China Garden Teaching Design (3) Oral Communication Chapter 3 Learning Objectives
(1) Learn to observe life and collect information, and cultivate oral communication skills.
(2) Write down what you want to say, so that the sentences will be smooth.
(3) Find the word-formation characteristics of words independently, and get a preliminary understanding of the traditional culture of the Chinese zodiac by observing pictures and words.
④ By using the method of adding radicals to familiar words, we can know 9 words such as "engage, draft and edit".
⑤ Be able to actively participate in exhibition activities, be willing to show their learning achievements and talents, and be good at communicating with others.
Preparation before class
Courseware or projection (the word in "accumulate over a long period"), a wall chart of stamps on the Chinese zodiac.
Oral communication
Create a situation
① Write down the activity theme on the blackboard in the classroom: "Flash Golden Key" press conference.
(2) Teachers announce the contents, rules and incentives of the meeting.
Content:
Students will give you a report on the traditional culture of the motherland in the form of press release.
Rules:
A. select the "speaker" according to the group. The "spokesperson" must first fully understand the different traditional cultures collected by the students in the group, and then make a summary and give you a specific introduction.
B. The "news spokesman" should accept questions from the "reporters" in the class when introducing.
Incentive measures:
Any speech that makes everyone feel refreshed can be rewarded with a "golden flash key".
Democratic recommendation
① Intra-group communication, so that the students in the whole group can fully understand the information they have collected.
② Intra-group selection: introducing "news spokesman".
(3) * * * agrees to introduce you to what aspects of traditional culture.
Results release
① When each group introduces the "speaker" in turn, the students in this group can supplement and the students in other groups can ask questions.
② All students evaluate the performance of each group according to their own speeches.
Summary verdict
arrange work
Choose a traditional culture that interests you most and tell it to your family.
Oral communication in the teaching design of landscape architecture in China Part IV I. Design concept
1. Learn the text and connect with real life. Because students have learned two texts, Beautiful Path and Lost and Found, they have a certain cognitive basis for the garbage around them. Through the experience of real life, they will have emotional exchanges, actively participate in the study of this class, think positively and communicate boldly.
2. Oral communication training should actively develop teaching materials, creatively use the contents of teaching materials and create communication situations. For example, "Tell the Truth" by CCTV and "Everybody Say" by Shanghai TV Station are the best content for students to imitate learning.
Second, the teaching objectives
1, improve students' oral expression ability and listening ability.
2. Cultivate students' imagination and creativity.
3. Cultivate students' good quality of caring for the environment.
Third, preparation before class
Handicrafts made by students from garbage.
Fourth, the teaching process
Design guidance of teachers' activities and students' activities in the teaching process.
First, pictures stimulate interest and introduce topics.
1, children, today the teacher brought a lot of pictures. Do you want to see them? Show me the relevant rubbish. Where do the pictures come from: for example, mom picks vegetables, peels apples, and planes pencils. ) After reading it, tell me what you saw.
2. blackboard writing topic. Look at the pictures, answer the questions and read the questions together. Contact life and actively participate in the speech situation.
Second, create a situation to stimulate interest.
Today, the teacher is the host of "Tell the truth", and the children are the guests at the scene, sharing their findings: Where did the garbage come from?
1, panel discussion
2, the whole class communication
(1) Garbage is all useless things that people throw away from home.
(2) Garbage is thrown away by unsanitary people at will.
We think garbage should be thrown away. What's the use?
(4) Garbage is our human garbage, but some can be used and some are useless. Through students' discussion, students have a preliminary understanding of the garbage around them and have different views.
Third, create a scene of garbage disposal.
Guide students to change their angles. If you are an invited park manager, talk about how you should deal with the garbage.
1, discuss at the same table.
2, the whole class exchange, evaluation.
(1) Throw the garbage into the sea.
(2) Burning garbage to generate electricity.
(3) Making handicrafts with garbage. Discuss at the same table in the class to encourage students to reflect on the behavior of garbage disposal in life and talk about their own views.
Fourth, create scenes to show talents.
Did the teacher bring the little things made by the students yesterday? Students' presentations and reports on stage, such as
(1) "My work is a flower basket. I first find a useless bottle, take a pair of scissors to cut off the top, then cut off strips of lace and circle it to make a beautiful flower basket.
(2) My work is a warship. I made this warship out of useless foam, toothpicks and some pieces of paper. Through the exhibition, it not only has a place for garbage disposal, but also improves students' practical ability and promotes their oral communication ability. V. Outreach activities. Please work in groups and draw your own ideas.
Work with the group to draw a "future garbage disposal site" to promote students to communicate and interact, talk in interaction and communicate in interaction.
Teaching Design of Oral Communication in Chinese Garden Chapter 5 Teaching Content: Minority People's Education Edition Volume 6 Oral Communication in Chinese Garden "Tell Me About Me"
Teaching purpose:
1. Learn more about classmates through study, and enhance the unity and friendship between classmates.
2. Conduct oral training to cultivate students' oral communication ability.
Teaching preparation: cai courseware, Nezha's card.
Teaching process:
First, talk before class.
Children, let's play a game, shall we?
Teacher: Show 1 finger and let the students guess. What is this? Speak freely and broaden your mind. )
Second, the introduction (class)
1, listen to music. Nezha's ending song, the last paragraph. The teacher sings and the students are right.
Teacher: Our little hero Nezha also came to our class. Come on, let's say hello to him.
Classmate: Hello, Nezha.
Nezha: Hello, class. It is said that all the children in our class are smart, brave and have special personalities. I really want to be friends with you.
Teacher: Children, would you like to be friends with Nezha? Who knows Nezha? Come on, talk about it. (in many ways)
3. Children really know Nezha. Do you know his classmates? Come on, let's talk about him in a word or two.
Many children were talking about you just now. What do you think of them? )
Do you want to talk about yourself? Do the children want to talk about themselves? Nezha also wants to talk about himself. Tell me about myself in this class. Blackboard: Tell me about myself.
Third, I heard that
1, listen, Nezha is talking about himself: Pay attention to what Nezha says about him? Hello, I'm Nezha, with two towering ears, big eyes and a red Chinese-style chest covering. I am smart, naughty, brave and occasionally reckless. Sometimes it makes my mother cry, and sometimes it makes her giggle. Dad is always angry with me. He pursed his lips and said seriously, "Nezha, why don't you understand?" Master, hey hey, I tore his Chen Hu, and he was so anxious that he blew his beard and stared. I also have four treasures: hot wheels, Gankun Circle, Huntianling and Red Sakura Gun. These are the weapons I use to do justice. Oh, I forgot to tell you, I am most afraid of the exquisite tower in my father's hand, but … it's no big deal. Anyway, my mother has the key, and she will save me!
I found that the children are really attentive just now. Do you think Nezha sounds like himself? Tell us, what did Nezha say to us? (The teacher grasps the characteristics and summarizes)
3. Kid, let's talk about Nezha's own characteristics. Will we talk about his own characteristics? Hey, what are your characteristics? Come on, tell us.
4, the child said so many characteristics! What looks, personality, dress, but also talked about their hobbies, advantages, small problems, as well as small secrets, and even some people talked about their own hearts. Hey, do we have to talk about every aspect when we talk about it? (No, only one aspect)
5. So, how can children make one aspect of our characteristics clearer? Oh, you can make your own characteristics more specific and more like yourself, by elaborating or giving examples! ) blackboard writing: concrete
All right, children, now please tell your deskmate something about yourself. Hey, what should the children do? (writing on the blackboard: seriously) Well, that's a good point. Only by listening carefully will you know whether he speaks like himself.
7. Talk to each other at the same table
6. Reports on students. Students are prepared to talk about themselves in various forms.
8. Summary: When talking about themselves just now, several children also made their hobbies and characteristics more specific. You sound more like yourself. Then, how can I make my introduction concrete, more vivid, interesting and personalized, so that we can remember you?
Students have talked about different ways and means, and they can perform live. )
Fourth, the group said
1, I believe that children now must know how to introduce themselves better. Now let's talk in the group, compare and see who says something more like themselves, more vivid, more interesting and more personalized. You see, Nezha is looking at us with big eyes and listening to us with ears. He will make friends with children who speak well and seriously. He also brought us a gift!
So, how are you going to evaluate yourself in the future? Now please ask the children to think quietly.
The teacher found that he had thought it over. ) well, now, let's talk about it in the group. One child said that the other children should pay attention, complement each other, learn and help.
4. Discuss in groups (teachers can express their wishes with a click)
V. Mobile election podium
* 1, Teacher: Do children dare to speak? () Good! Let's play a game. The teacher will invite some children to come up and talk about themselves behind the screen. The following children should pay attention and be sure to read it! I will let the most obedient child guess who he is. Children who listen carefully and guess will get a small gift from Nezha!
Please bring eight children. When you're done.
Teacher: Guess who he is? Why?
B, the guessed classmate comes out. Teacher: You guessed * * * * * Do you want to say something to him? (Give a small gift)
C, students and * * * exchange dialogue.
D, 1, 2 done.
E. Guess who he is? Why did you guess him?
3. Thank the other children and give them a small gift from Nezha.
4. Summarize the game: Children, is the game fun? Come down and we'll play, okay? Come on, we thank Nezha for his gift.
Sixth, the end.
1, you're welcome. Students, you did well today. I want to be friends with all of you. Would you like to be friends with me? Oh, I am so happy today!
3. The teacher concluded: Are you happy? Well, I'm glad, too. Today, we not only met Nezha, but also our classmates. I believe in the future, we will get along more harmoniously. Come on, children, let's sing with Nezha. Blackboard: Tell me about myself.
Say: functional listening: serious
special