A teaching plan of "Oral Communication: Interesting Animals", the first volume of senior two Chinese, one for each edition.
Teaching objective: 1. Combine life experience, clearly introduce an animal and tell interesting things.
2. Be able to listen carefully to other people's introductions to interesting animals, and ask questions and supplement politely if you don't understand.
Teaching focus:
Understand the characteristics of animals and have a strong interest in the wonderful animal world.
Teaching difficulties:
Combine the characteristics of animals, and gradually improve students' ability to articulate and speak clearly; Develop the habit of asking polite questions and waiting for others to finish before adding them, so as to ask clearly.
Preparation before class:
Animal headdress, animal video, PPT courseware, students' preparation materials before class.
Class schedule: 1 class hour
Teaching process:
Section 1: guess riddles to stimulate interest and understand communicative content section
2. Student guess: parrot.
3. Guide students to talk about how to guess the answer.
The teacher concluded that parrots are really interesting animals. (blackboard writing: interesting animals)
Part 2: Create a scene and set up an interactive question and answer.
2. What do you mean? Say what? The teacher first explains the names of the animals to be introduced to the students, and then explains their novelty and interest from the aspects of appearance, living habits and unique functions, that is to say, their unique characteristics are clear.
After the teacher made it clear, he began to explain-what I want to introduce to you is a parrot, which has beautiful feathers and can learn to speak.
4. Students evaluate the teacher's explanation and trigger the initiative to ask questions or supplement according to the students' dissatisfaction. Explain what you don't understand and ask questions politely.
5. mock question and answer.
(1) Default: "Hello, Auntie, why do parrots learn to speak like humans?"
Teacher who follows the trend: "Are you really a thoughtful child?"
(2) Ask the children under investigation to supplement, and the teacher will guide the students to supplement in an orderly manner.
Default: "Auntie, I can supplement this question. Parrots have very developed tongues, just like human tongues. It is flexible in rotation, very fleshy, especially smooth, thick and soft, and its front end is slender and crescent-shaped. Generally speaking, those wild parrots can't talk, while those domestic parrots need training to talk. Before they learn to speak, they need to remove the hard shell outside their tongue to make it soft, and then teach it to speak on an empty stomach every morning. But unfortunately, they are knowledgeable and don't understand the true meaning of language. I'm done, thank you. "
If the students are not ready, the teacher can make an introduction, and you can also add an example in combination with life: "I"
The neighbor has such an interesting parrot. Every day when they come home, they have this conversation-"Have you eaten?" "Have you eaten?" "Why don't you eat quickly if you haven't eaten?" "Why don't you eat quickly if you haven't eaten?" Such an example must make students smile, and the interesting meaning can be realized. Then I feel that parrots are different from other birds, because they can imitate people, so they are very interesting.
6. Discuss in groups and ask and answer questions.
The students' emotions were aroused at this time. The teacher should guide the students to review the communication process just now, sort out the matters needing attention between the speaker and the listener, and then show the pictures in the textbook for the students to communicate in groups of four.
Part III: Role experience, group communication and interaction.
1. The teacher can give some suggestions on communication activities first.
(1) A group of four people take turns as commentators to introduce interesting animals and other animals they like in the picture.
(2) Visitors can ask questions politely and promptly. You can raise your hand and say, "I ask questions."
(3) When you encounter a question you want to add, you should wait for others to finish before expressing it. You can say "I want to add".
(4) After the communication, each group recommends a classmate to the whole class.
2. Teachers try their best to find some valuable communication information during the patrol, and consciously let some students with questions and supplementary space come to the class to communicate, so as to enhance the opportunities of student-student interaction.
3. Interactive communication of student reports.
After each student's communication, the teacher will give a rebate to exchange the theme: this is really an interesting animal, and it also deepens the understanding and prompts the communication theme for the subsequent speech.
4. After the class exchange, different awards will be awarded, such as "narrator", "featured narrator" and "charm award", which will stimulate the enthusiasm of participation while encouraging.
5. Encourage students to love animals.
Plate 4: transfer and use, set an example in your heart.
2. Say your name.
3. Teachers help students sort out the examples of learning, observing discipline, loving labor and caring for the collective in the class, and arouse students' attention.
4. The discoverer took a group photo with the role model and set up a support group to promote students' progress.
The first volume of Chinese Oral Communication: Interesting Animals is divided into two volumes, which is a teaching plan for senior two.
Teaching objective: 1. In interactive practice, learn about the appearance and living habits of some animals, and stimulate students' love for animals.
2. In the situation, introduce your favorite animals around "fun" to stimulate students' interest and self-confidence.
3. In communication, learn to ask questions politely if you don't understand, so that students can develop good listening and speaking habits.
Teaching process:
Stimulate interest before class: enjoy pictures and approach "interesting animals".
Communication situation 1: Talk about interesting animals around you.
1. Show the topic and let the students chat.
You must have been exposed to many animals since you were a child. Among the animals you are familiar with, which is the most interesting? What is the most interesting place? Let the students talk about the name of the animal and its most interesting place.
2. Summary of "fun": Some animals look cute, some have interesting habits (eating, sleeping, playing …), some have special functions, and some have strange skills … They all have one thing in common-fun and cute!
(Design intention: Starting from the animals familiar to students, through a large number of online searches, we have fixed more than a dozen animals, such as flying in the air, running on the ground, swimming in the water, keeping at home, seeing in the zoo and so on. Captured the most interesting, funny and lovely scene of animals, aroused students' life experience, triggered real associations, broadened the idea of chatting, and naturally narrowed the distance between students and animals. )
Communication Situation 2: Fun Friendship Meeting in the Animal Kingdom
Tell you good news, the animal kingdom is having a meeting to make friends. Look, so many interesting animals have come to participate! Let's put on our headdress and become one of your favorite animals to join us!
1. Teachers demonstrate and introduce themselves.
(1) The teacher introduced himself.
Hello! I am a lovely kitten. I want to make friends with you. Let me introduce the place I am most interested in!
I'm Mimi the kitten. I like playing with my master's slippers best. Big slippers are soft and comfortable. I went in and out and played hide-and-seek. I'll lie down and have a look, haha, it can be my bed! (Video supplement) Am I funny? Would you like to make friends with me?
(2) exchange interesting things about kittens.
After listening to my introduction, what do you find interesting about me? How do I make myself interesting? (pay attention to the content and the expression and action when introducing. )
(3) Contact with life, language increment.
I am most interested in playing with slippers. What other interesting things have you seen in your life? Students communicate, such as kittens playing with wool balls, kittens catching mice and kittens eating fish bones. ...
Transition: Everyone has different interests in kittens. Can you clearly introduce the places you are most interested in like a kitten?
(Design intention: Before class, students and teachers use their spare time to observe their favorite animals and make headdresses. As soon as we put on our headdresses, we are now "kittens", "puppies", "turtles", "goldfish" and "Dutch rats" ... The classroom has become the scene of an interesting friendship meeting in the animal kingdom. Through the teacher's demonstration of "kitten", let students realize that "interesting things" are different in different people's eyes, thus clarifying students' role consciousness. )
2. Role play and introduce yourself.
(1) Students are free to prepare and introduce their most interesting places clearly in a few words.
You can learn the kitten's appearance, add expressions, movements and so on. Small animals with difficulties can use tricks and capable animals can introduce them in their own way. (blackboard writing: make it clear)
(2) Introduction of students on stage.
Which small animal would like to introduce his most interesting place and make good friends with everyone? Other small animals listened carefully to see if he had made his most interesting point clear. (blackboard writing: listen carefully)
(3) Exchange evaluation.
Did he say anything interesting about himself? Is it interesting? Make clear the interesting places, attract others and make more friends. )
What else do you want to know about this friend you want to make? How can I ask questions politely? (blackboard writing: ask clearly)
(4) Make friends clearly.
When making friends, we should think twice before speaking and make it clear. Listen carefully and understand; Add questions and ask questions politely.
(Design intention: Strive to create an interesting and emotional discourse field, give recognition and support to the students who take the initiative to make friends on stage, and ask other students to "listen carefully and listen to whether he has made clear his most interesting points". When the students who introduce themselves are willing to express themselves, and the students who listen carefully know how to respect each other and have a strong desire to make friends with each other, the communication will be lively and not chaotic. )
3. Make friends freely and introduce each other.
(1) Free to make friends.
What kind of animal do you want to make friends with most? In these ways, introduce the places you are most interested in to each other completely and clearly in a few sentences. Children who understand can also introduce new friends you have made to everyone.
In the cheerful music, the small animals leave their seats cheerfully, introduce each other and make friends freely. )
(2) Show friends on the stage.
Invite friends to the stage and introduce themselves to each other. (Pay attention to the etiquette on the stage)
(3) Try to introduce your animal friends to each other.
Who is your new friend? Can you introduce your friends to everyone?
Health: This is my new animal friend-many puppies. A lot of fur is black and white, which is very soft to the touch. The most interesting thing is that it loves to squat at the door to welcome its owner back, shaking its head and wagging its tail. ...
(4) Exchange evaluation.
Animals on the Stage: What is the most interesting thing about your friend? What else do you want to know? After listening to the introduction of your new friend, do you have anything to add?
Animals under the stage: Which children also want to make friends with these interesting animals? Do you have anything else to ask?
(5) Summarize the magic weapon of making friends successfully.
Make it clear what is interesting, listen carefully when others say it, and ask politely when you want to know more, which will attract more people to make friends with you.
(Design intention: How to carry out multi-form and multi-object oral communication, so that the oral communication path becomes a "thoroughfare" and all students can participate in communication and interaction. When students learn monologue-style self-introduction and are eager to try, the free friend-making link will naturally open multiple dialogue windows for the communication objects, which will trigger the internal communication needs of students, thus producing effective "dialogue-style" oral communication activities. )
4. Expand the circle of friends and introduce friends.
Dear animals, please introduce the interesting friends you just made to your friends around you, so that we can make more friends! You can use the teacher's sentence patterns or introduce them in your own way. If you think your new friend is not as interesting as you, you can introduce yourself again.
(design intent: communication is a process of gradual and cyclical rise. In this process, every student is immersed in a pleasant atmosphere of making friends, freely communicating in oral English, forming an interwoven information network, developing oral expression ability, improving the quality of interpersonal communication, and gaining self-confidence, happiness and full sense of accomplishment. )
Communication Situation 3: Share more interesting animals.
1. Share the happiness of making friends.
What interesting animal friends did you make today? Are you happy?
2. Recommend more channels to make friends with animals.
Want to know more interesting animals? You can recommend My Wild Animal Friends to everyone by watching extracurricular books and TV programs on animals, and look forward to the next trip to the animal kingdom.
The first volume of the second grade Chinese "oral communication: interesting animals" is divided into three volumes.
I. Teaching objectives 1. Can learn expression methods, express correctly and fluently, and have a loud and confident voice.
2. Learn some interesting animal knowledge through communication and listening.
Second, the focus of teaching
Open your mind and stimulate your interest. Every student can express himself correctly and fluently.
Third, teaching difficulties
Guide students to communicate with each other, learn to listen carefully and communicate boldly.
Fourth, pre-school preparation
1. Instruct students to collect pictures or written materials related to this lesson by asking questions, reading, watching movies or searching online before class.
2. Ask the students to choose an animal they like as their headdress.
Teaching process of verbs (abbreviation of verb)
(A), wonderful pictures, introducing the topic
Show pictures of animals and reveal the topic: interesting animals. Tell me, do you like them? Why?
(2) Introduce interesting animals.
1, Little Lion introduces himself (courseware demonstration: recording introduction)
Lion: Hello, everyone! I am a little lion, and I am called "all beasts". My head is big and I have very sharp teeth. I have strong legs and feet and a long tail. I practice rolling, flapping and biting all day. I like fresh meat best, and there are no rivals in the forest! Don't be afraid, from now on, it is my duty to protect everyone! I hope everyone likes me and makes friends with me!
Thinking: How does the little lion introduce himself? Health comments and teachers' blackboard writing: name, appearance, characteristics and habits.
Step 2 practice oral English
(1) Show the picture 1, and guide the students to say the shape, cry and action of the duck.
(2) Show Figure 2 to guide students to talk about the skills and habits of ducks.
(3) Combining two pictures, students try to connect a paragraph.
3. The lion brought an invitation to the party of forest animals. Do you want to attend? The students wear animal headdresses and say hello to each other. Name a student to introduce himself and evaluate him. Teacher's blackboard writing: loud voice, warm and polite attitude and action.
4. Read the requirements of oral communication together, talk politely (1), express in an orderly way (2), and listen patiently.
5. Students practice introducing themselves in groups.
6. Introduce your own name
7. Participate in forest parties and introduce yourself freely to classmates or teachers.