The fourth grade primary school Chinese "Oral Communication: We and the Environment" has three teaching plans in the first volume.

# Lesson 1 # Introduction This oral communication requires students to realize that due to the rapid development of science and technology, people's living standards are constantly improving, but our human living environment has been greatly damaged by man-made, and we humans are facing a great survival crisis, so as to understand what environmental protection is, why environmental protection should be carried out and how to carry out environmental protection. I have not prepared the following contents for your reference!

Write a lesson plan of Oral Communication: We and the Environment, the first volume of the fourth grade primary school.

Teaching objectives: knowledge and skills;

1. I know that the earth is the home of human beings, but it is being polluted by various kinds. Environmental pollution has threatened the survival of human beings.

2. Discuss how to protect the environment.

It is everyone's responsibility to know how to protect the environment and enhance students' awareness of environmental protection.

Process and method: participate in activities, discuss and express opinions on environmental issues and environmental protection; Listen to others patiently and concisely, and standardize oral expression through multi-party evaluation.

Emotion, attitude and values: enhancing environmental awareness.

Teaching emphases and difficulties:

focus

1. Guide students to discuss the order, responsiveness and cooperation in situational communication.

2. Understand the important role of the environment for human beings and enhance environmental awareness.

difficulty

1. Respect and understand each other and learn to listen. Cultivate the ability to investigate, visit and find information and explore.

2. Can consciously protect the environment in daily life, do not pollute the environment, and form a good habit of consciously protecting the environment.

Teaching preparation:

Teacher: Beautiful environmental videos and damaged environmental videos.

Student: Investigate the current environmental situation in my hometown and find relevant information.

Teaching time:

1 class hour

Teaching process:

First, create a situation

1. Each group will post the slogan version, handwritten newspaper and proposal on the blackboard for display.

Students have taken active actions to understand the environment in which we live. What did everyone learn? Now let's talk about it. How do you feel when you see the environment where we live? Make a demonstration first and share all the gains with everyone, ok?

Second, group communication.

1. Group members exchanged their knowledge on the same topic.

2. Team members collate the information collected by team members.

3. Select the representatives, and the team members are ready to communicate with the whole class on the survey topics of this group.

Third, the whole class shows

1. Teachers guide students to clarify the requirements of this kind of oral communication.

(1) Take "We and the Environment" as the theme, and fully explain the contents of this group's booth.

(2) explain the process of things clearly, specifically what you have learned.

(3) When speaking, we should have feelings, express our views on environmental protection, and let the listeners know the situation and be infected.

(4) Other students should be polite listeners, listen carefully to others' speeches, and don't interrupt others' speeches at will.

(5) The topics you are interested in can be added after the students have finished speaking.

(6) After the representatives of each group speak, other groups can ask questions.

2. The teacher guides the students to communicate in the whole class, and each group sends representatives to communicate. (Reminder: Like other groups. )

(1) The group takes turns to show it. (Encourage students to carry out all-round personalized display, such as using words, pictures, objects or performances)

(2) Each group should observe each other, and the "spokesperson" should focus on introducing other groups.

(3) Every student should listen carefully to the speeches and statements of other groups, feel and understand our surrounding environment, and be prepared to evaluate or ask questions about the statements of each group.

3. Multi-evaluation, deepening the theme.

Through the evaluation of each group of students: which group performed better in this exchange and exhibition activity? (Students fully express their opinions)

(1) Student evaluation: Who do you think performed in this class? Why?

(2) Teacher evaluation: summarize the outstanding advantages of the students in this class, and put forward the existing problems and suggestions for improvement.

Fourth, summarize and guide the discussion.

1. Lead the discussion: What can we primary school students do in the face of the environmental situation in our hometown?

2. Evaluate reasonable suggestions.

An example of verb (abbreviation of verb) communication

Make a promise: in order to protect the environment, we can do this and turn off the faucet in time after using water; Afforestation and deforestation are prohibited; Take as many stairs as possible and take fewer elevators, which is healthy and environmentally friendly; Garbage sorting and recycling.

Sixth, extend and expand.

I hope the students will really take action and strive to be a little environmental guardian. And tell our parents about our communication today and see if they have any good suggestions.

The teaching plan "oral communication: we and the environment" in the first volume of Chinese in the fourth grade of primary school, two editions

Teaching objectives 1. Guide students to discover some practices that damage the environment, learn to communicate with others correctly when they disagree with others, and exercise their oral expression ability.

2. Let students learn to pay attention to life and fully realize that environmental protection is not empty talk. Everyone should start from the side, start from me, and be an environmental guardian.

3. Discuss and summarize practical environmental protection suggestions, and drive people around to implement them together.

Teaching focus

Guide students to discover some human practices that damage the environment, learn to communicate with others correctly when they disagree with others, and exercise their oral expression ability.

Teaching difficulties

Let students learn to pay attention to life and fully realize that environmental protection is not empty talk. Everyone should start from the side, start from me, and be an environmental guardian.

Teaching time

1 class hour

teaching process

First, the pictures are interesting and the topics are introduced.

Students, we watch the mountains, the sea, the rain and the flowers ... Close contact with nature makes us feel relaxed and happy. Everyone wants to live in such a beautiful environment. However, as long as we pay a little attention, it is not difficult to find that many human behaviors are destroying our living environment.

Seeing such a news, a strange "big tree" was erected on campus. This tree is made of discarded disposable chopsticks, and the green leaves are discarded kettle shells. This two-meter-high chopstick "tree" thrives. The maker of this chopstick tree told the reporter that the whole trunk used100000 disposable chopsticks. These chopsticks are "picked up" by teachers and students in the school canteen and the commercial street restaurants around the campus on weekdays. He also talked about a tree that has grown for 20 years and can only make 6000-8000 pairs of chopsticks. Although their tree is only 1.9 meters long, it needs100000 pairs of chopsticks. They hope to alert everyone to finally bid farewell to disposable chopsticks.

Teacher: Students, after listening to this news, can you express your thoughts in one or two sentences?

Teacher: We are inseparable from the environment. (Teacher writes on the blackboard: We and the Environment)

Second, clear requirements.

1. Reading: Understand the content and requirements of oral communication.

Read the text in the textbook and make clear the content of oral communication today with the help of the text.

2. After self-reading, the team leader will check the completion of the task; Clear the specific topic, and the team leader should make records.

Communicate in groups, your understanding.

3. decide which topic to discuss.

Communication content:

① What environmental problems exist around us;

② What are the good solutions to these problems?

What can we do to protect the environment?

Third, the preliminary situation, * * * with the discussion.

1. Say it.

A. Scenario 1: When you were having dinner with your classmate, he took several pairs of disposable wooden chopsticks and threw them aside. Please advise him.

Situation 2: The restaurant owner at the school gate has never stopped using disposable wooden chopsticks. How are you going to dissuade him?

Teacher: Who can tell me?

Health: Some wooden chopsticks are unsanitary, because the production and processing of each pair of disposable chopsticks have to go through more than a dozen processes such as cutting trees, cutting off and punching blanks. Moreover, in order to make chopsticks look white and clean, the formed chopsticks should be smoked with sulfur, and those that are not smoked should be soaked and bleached again with hydrogen peroxide and sodium sulfate, and then polished with talcum powder.

Health: Use less disposable chopsticks, bring your own chopsticks when eating out, or reuse used disposable chopsticks.

2. What are the environmental problems around us?

A. intra-group communication.

B. Each group requires representatives to communicate in class.

Health: the wastewater discharged from the factory production process is directly discharged into the river;

Health: people cut down and destroy the ecological environment;

Health: Exhaust gas from factories pollutes the atmosphere;

Health: People's domestic garbage.

What can we do to protect the environment?

Health: If the traffic jam lasts for a long time, you can remind mom and dad to turn off the car. This can reduce tail gas emissions and save fuel.

Students who leave the classroom last should pay attention to turning off the lights. Let's work together to ensure that "unmanned lights" are not turned on.

Teacher: The students' practice is very good.

Fourth, practice, starting from me.

1. Teacher's introduction: Caring for the environment should not only be recognized, but also be done. Then, can you sort out the contents of the exchange just now and select ten simple and easy ways to protect the environment and make it into "ten little suggestions for protecting the environment"

2. Students selected "Ten Suggestions on Environmental Protection" through cooperation and exchange.

Default value:

Ten suggestions for protecting the environment

(1) When you see garbage, take the initiative to pick it up and throw it into the trash can. Don't litter.

We should cherish water resources. Rice washing water, vegetable washing water and laundry water can be used to water trees. Be sure to tighten the tap after washing your hands.

(3) If there is no one or only a few people in the classroom, turn off the lights.

(4) Use phosphorus-free washing products, use disposable tableware and plastic bags less, do not burn loose coal, and refuse to eat wild animals.

(5) Carry environmental protection bags with you and use chopsticks more. Because plastic bags take 200 years to melt, so use less disposable chopsticks.

(6) There are many garbage bins with different shapes on the roadside of schools and other places, which belong to classified garbage bins. Because I found that trash cans can be divided into "recyclable" and "non-recyclable". On the one hand, it can increase revenue and reduce expenditure, on the other hand, it can increase revenue and reduce expenditure. Only in this way can our campus be cleaner.

More trees should be planted, not cut down. Don't trample on the lawn.

(8) No spitting or littering.

(9) Drive less and ride more.

(10) Take care of the environment. Dead chickens and ducks at home can be sealed and then taken to the garbage dump for cleaning staff to dispose of. Never throw it into the river, because it will pollute the river.

Five, the whole class report, comments and encouragement.

1. Based on the opinions expressed by the groups, each group will synthesize their opinions, and the delegates will report to the whole class. Students in the group make a supplement.

2. Flexible use of students' self-evaluation, mutual evaluation and teacher comments.

Sixth, summarize the full text and extend it.

In our daily life, there are many small things that will cause damage to the environment. These little things will affect our lives and even end the life of the earth. The earth is yours and mine. From now on, let's hold hands together, speak together, be human together, persuade people together and defend our homeland together. (Teacher writes on the blackboard: it is everyone's responsibility to protect the environment)

Three episodes of "oral communication: we and the environment", the first volume of Chinese in the fourth grade of primary school

Teaching objectives 1. Carefully observe the illustrations in the textbook and have your own understanding of the environmental problems around you.

2. Stimulate the desire to express and share your experiences and feelings with your classmates.

3. Listen carefully to other people's speeches and judge whether their speeches are related to the topic.

4. Learn to express opinions around the topic and stick to the theme.

5. Can put forward effective measures to solve environmental problems, and further improve environmental awareness.

Important and difficult

1. Be able to tell the environmental problems around you and express your views clearly and accurately.

2. Understand the importance of the environment to people and know how to care for and protect the environment.

Teaching preparation

Teacher:

1. Multimedia courseware.

2. Collect information about local environmental problems in advance and prepare for class.

Student:

1. Prepare pictures, words and other materials related to the surrounding environmental problems.

2. Prepare the speech in advance, and try to read it to mom and dad first to listen to their opinions.

Class arrangement

1 class hour

Teaching process:

First, introduce new lessons and reveal topics.

1. Show pictures, videos, etc. About the environmental problems around you, guide students to recall the environmental problems they encounter in their lives.

2. Name the students and talk about their feelings after reading these pictures.

Health 1: I feel very uncomfortable after reading these pictures. I didn't expect the environment in which we live to be destroyed so seriously.

Health 2: Environmental problems are really distressing. We must try our best to solve these problems and give people a beautiful living environment.

The teacher summed up the students' speeches and introduced the contents of this "oral communication".

Conclusion: The students' understanding is very accurate, and the environmental problems are really shocking, which almost caused public outrage. In this lesson, we will know these environmental problems in detail and put forward some suggestions to improve the environment.

Second, read the main points of understanding.

1. Read the explanatory text in the textbook and show the illustrations in the textbook to provide students with ideas for inquiry.

Transition: This passage in the textbook tells us that a beautiful environment is the pursuit of people, but the reality is often unsatisfactory. The picture shows various phenomena that destroy people's living environment. Look at these pictures and think about the following questions.

Thinking:

(1) What does the picture reflect?

(2) What are the reasons for this phenomenon?

(3) What are the consequences of these phenomena?

(4) How to solve these environmental problems? What can we do?

2. Guide the students to look at the four pictures again and tell the contents of the pictures.

Figure 1: This figure reflects the pollution problem of domestic garbage. Improper disposal of domestic garbage not only occupies land resources and pollutes air, soil and water, but also spreads diseases and harms people's health.

Figure 2: This picture reflects the problem of water pollution. Human activities will cause a large number of industrial, agricultural and domestic wastes to be discharged into water bodies and pollute them. The increasingly serious water pollution has posed a serious threat to human survival and security, and has become the main obstacle to human health, economic and social sustainable development.

Figure 3: This picture reflects the problem of air pollution. The waste gas from the factory is discharged directly without treatment, which pollutes the air. Moreover, these waste gases enter people's bodies through different channels, some of which will directly cause harm, while others will accumulate, which will more seriously endanger people's health.

Figure 4: This picture reflects the problem of solid waste pollution. Solid waste refers to solid or semi-solid substances that have no "use value" and are abandoned. The output of solid waste is large, occupying a lot of land resources. In addition, some solid wastes are toxic, which will harm the health of others if they are not handled properly.

3. Guide students to talk about their feelings after watching and explaining the pictures.

The teacher summed up the main points of the students' speeches.

Summary: Domestic garbage and solid waste are piled up at will, and wastewater and waste gas are discharged at will, which has a great impact on our lives. Collecting pictures and news from these aspects and understanding the environmental problems in various places will make us have a deeper understanding of such problems. Through relevant understanding, enhance environmental awareness and pay more attention to environmental protection issues. Next, please talk about the environmental pollution around you and put forward some feasible improvement measures.

Third, talk and communicate.

1. Students communicate in groups, teachers patrol, check students' communication, and give timely guidance and guidance.

2. Demonstration and collective interaction.

(1) Name the students and talk about the environmental problems around them. (What is the specific problem? What caused it? )

(2) Teachers guide students to think about ways to solve this problem. What do you need to do? What's the effect after doing it? )

(3) Guide other students to express their opinions on their speeches. What are the noteworthy points in this classmate's speech? Is there anything unreasonable? )

(4) Teachers timely guide and summarize, give affirmation and encouragement in time, or point out deficiencies.

Health: On the road next to our community, all kinds of waste paper plastic bags can be seen everywhere, and sanitation workers can't clean them at all. There are obviously garbage cans on the roadside, and some people just don't throw garbage into them.

Teacher: You told the truth about the problems you encountered, which is worth pondering.

Health: After the "Eleventh" Golden Week last year, I saw such a group of photos on the Internet: garbage was everywhere in individual scenic spots, and it took the scenic spot staff three days to clean it up.

Teacher: Yes, this phenomenon is especially serious after holidays. We should be civilized tourists and don't litter.

Health: factories in my hometown discharge industrial waste gas into the air, polluting the air, and the original blue sky turns gray.

Teacher: After listening to your story, we are also very sad. How to solve these problems?

Health: How to solve environmental problems? I have a little suggestion. The government should make some rules to severely punish those who destroy the environment.

Teacher: the state has formulated relevant laws and regulations, but in reality, there are still many people who take advantage of the law, which tells us that, ...

3. The teacher summarizes the communication process.

Summary: Thank you for sharing. Due to full preparation, these students gave us a true and clear description of the environmental problems they encountered, which made us understand the seriousness of environmental damage in some places and aroused our deep reflection. We should learn from them. When these students share, it is very valuable for other students to listen carefully, think while listening, and add questions in time.

Fourth, compare and show your talents.

1. Teachers create situations and organize competitions.

Teacher: The students' speeches just now were wonderful, showing the potential of your orator. Let's have a competition and judge the "speaker". Students can be divided into groups freely, and each group can recommend one student to take the stage to share the environmental problems in their lives and propose solutions. Other students listened carefully and selected several judges to grade the sharers. The final winner is our "spokesman".

(Courseware presentation grading standard: clear articulation and smooth expression; Accurate description, analysis in place; Generous attitude and loud voice. )

2. The group discussed and elected representatives, and the group leader explained the reasons for recommendation.

3. The group representatives took turns to speak on the stage.

Example: Students, our home is rich and beautiful. The place where we live and study has such fresh air and beautiful environment. But, you know what? On the earth where we live, the beautiful environment is being destroyed, which may bring us endless disasters. What can we do? I suggest starting with the little things around us. When we travel with our families, we don't throw away peels and wrapping paper. When we find garbage, we should take the initiative to pick it up and throw it into the dustbin. At school, when you see that the faucet is not closed tightly, you must tighten it forward; When you see enough light, you can take the initiative to turn off the lights in the classroom ... As long as you keep the belief of caring for the environment in your heart and implement it in every small action, you can do your part to protect the environment, add a piece of green and enjoy a harmonious and beautiful living environment.

4. The judges score, and determine a scored classmate according to the comprehensive score.

5. The teacher comments, praises and encourages outstanding students.

Fifth, do and paste.

Teacher: Through the study of this class, we have a preliminary understanding of the environmental problems around us, and put forward some solutions according to the actual situation. After class, I hope students can continue to explore and let environmental protection run through our lives. You can also choose ten simplest ways to protect the environment, print them out as "Ten Little Suggestions for Protecting the Environment" and post them on the bulletin boards of our school and community, so that others can be inspired and consciously protect the environment.

Ten suggestions for protecting the environment

1. Don't waste paper, because paper is hard to come by!

Don't litter, it will affect the city appearance!

Don't forget to turn off the lights when you go out, so as not to waste one degree of electricity!

Please turn off the tap immediately after washing your hands to avoid wasting a drop of water!

Don't smoke in public places, it's not good for yourself and pollutes the air!

6. Go green and make full use of public transportation, which is both environmentally friendly and healthy!

7. Please don't let the dog defecate anywhere, polluting the environment and scenery!

8. Starting from us, each of us should consciously stop littering and spitting!

9. We should take good care of trees and flowers, and don't cut down and trample trees and grasslands casually. Planting a tree will open up a new blue sky

10. A plastic bag is insignificant. If you consume one every day, it will produce 4 tons of plastic waste, so don't use plastic bags to reduce white pollution!