Oral communication lesson plan

As a hard-working educator, you often need to prepare lesson plans, which are the link and bridge between teaching materials and outlines and classroom teaching. What formats should you pay attention to when writing lesson plans? The following are 4 oral communication lesson plans that I have carefully compiled. They are for reference only. You are welcome to read them. Oral Communication Lesson Plan Part 1

Teaching Objectives

1. Let students learn how to persuade others emotionally and rationally in communication, understand the characteristics of persuasive language, and realize the importance of developing good behavioral habits.

2． Let students learn to write speeches and understand the role of speeches in life.

3． Continue to guide students to practice expressing their meaning clearly and clearly, and write fluent sentences.

Teaching focus

Let students understand the characteristics of persuasive language and realize the importance of developing good behavioral habits.

Teaching difficulties

Learn to write speeches according to specific situations and specific needs.

Class schedule:

Three class periods.

Teaching process:

First lesson (oral communication)

1. Create situations and stimulate desire to persuade

1. Student performance

Master: Sit on a chair, take out a cigarette and light it) A cigarette after a meal is better than a living god!

(Take a puff and cough.)

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Ying: Grandpa, do you know what day today is?

Grandpa: What day?

Ying: May 31st is World No Tobacco Day. On this day, no one in the world can smoke.

Ye: Who stipulated it? Who can control the whole world?

Ying: It is stipulated by the United Nations.

Master: Can the United Nations control China?

Ying: Grandpa, smoking is very harmful. I beg you to stop smoking!

Master: It’s okay!

I have smoked for decades, but my health is not as good as before? Cough, cough, just a little cough.

Ying: There are no benefits to smoking anyway.

Master: Yingying, it’s getting late, you should go to school; as for me, I’m going for a walk in the park.

2． Ask the question: Why didn’t Ying convince Grandpa in this simulation performance?

3. Let students recall things they were persuaded by others and think about how they accepted other people's opinions.

4． The teacher made a conclusion based on the students' answers: When persuading others, using reason to pressure others or saying soft words to beg for help is unlikely to be effective. You must use reason and emotion to convince the other party. In addition, persuasion should also pay attention to the object, occasion, and method.

2. Communicate and experience the characteristics of persuasive language.

1． Group communication. If you were Ying, how would you persuade grandpa? Discuss and perform in groups.

2． Communicate with the whole class. Communicate and compare the methods of each group, say which one is more likely to be effective, and experience the art of persuasion.

3. Expand and apply.

1． Group communication.

Teacher: Everyone helped Ying solve a problem just now, but there are still many similar problems in life. For example: my father is a heavy smoker and my mother has advised my father to quit smoking many times, but he just doesn’t listen; while walking on the street, my good friends throw away the peels, but in fact there is a peel box not far away; in the theater, everyone is quiet He was watching a movie on the street, but the two people next to him just talked non-stop; the neighbor's eldest brother played video games as soon as school was over and neglected to eat, which not only affected his studies but also hurt his health. . . . . . We should advise others when encountering similar situations. Please have a discussion in the group. First, talk about what you plan to persuade, and then discuss how to persuade more effectively.

2． Mock performance. Invite several groups to come to the stage to perform mock performances.

3． Whole class review. Ask students to comment on whose persuasion effect is better and why?

Second Lesson (Exercises)

1. Understanding the Speech

1. Before class, students are asked to collect speeches, such as class committee election speeches, class team meeting speeches, etc. In class, students are asked to recite the speeches they have collected to the whole class.

2. The teacher collected the speech notes before the whole class recitation class. For example: the principal's speech at the opening ceremony, the speech of the teacher on duty, the speech of the new student representative when the new students join the team, the speech of the advanced teachers commended on Teachers' Day, and the induction speech of the factory director when he takes office. In this way, students' experience accumulation is mobilized, so that students can understand the speech draft perceptually and realize the role of the speech draft.

2. Clarify the writing characteristics of the speech.

1． Please ask students who have written speeches to talk about what content they need to include when writing a certain speech. (For example: in the speech prepared for the election, you should clearly explain why you are running for this position, what your advantages are, and how you will serve your classmates if you succeed in the election)

　2. The teacher will give you an example of what content should be included when writing a speech.

3. Ask students to summarize the characteristics of speech writing based on the above examples: the content of speeches should be determined according to specific needs and specific circumstances. (The teacher will help)

3. Try to practice.

1． Let students choose their own writing situations based on the assignment prompts.

2. Clarify the requirements for the assignment: ① The content is specific and suitable for the needs of the time; ② The feelings are true; ③ The sentences are smooth.

3. Students write based on self-selected scenarios.

IV. Evaluation and communication

1. The whole class evaluates and corrects each other.

Evaluation direction: There is no need to stick to the number of words. The evaluation criterion is to meet the speech requirements at the time. The evaluation focus is whether the content of the speech is specific and whether the language is smooth.

2. The teacher named several students to read the drafts based on the inspection and observation, and asked the students to revise the drafts themselves based on the typical problems that emerged during the evaluation.

3. Group communication and review.

4. The teacher summarizes the composition after the correction. Oral Communication Lesson Plan 2

1. Teaching Objectives

(1) Cognitive aspects:

l. Know what to do when you accidentally do something wrong To explain things clearly, sincerely admit your mistakes, and obtain forgiveness from the other party;

2. When apologizing, be able to be polite in language and sincere in attitude.

(2) Affection:

1. Know that you have to be brave enough to admit your mistakes and correct them;

2. Learn to be tolerant and be able to politely accept others’ mistakes. Apologize.

2. Teaching Focus

Know that when you accidentally do something wrong, you should clearly explain the reason why it happened and sincerely admit your mistake to obtain the forgiveness of the other party.

3. Teaching Difficulties

(1) Be able to explain clearly the reasons why things happened fluently and sincerely.

(2) Know how to use non-vocal language appropriately when apologizing to improve the quality of the apology.

4. Teaching process

(1) Create situations and introduce excitement

1. Introduce excitement

Children, you Like to listen to stories? Today the teacher brings you a short story called "The Lonely Little Bear".

Spring is here, the willow trees have sprouted buds, the grass has stretched out its head, and the flowers have opened their smiling faces. All the little animals in the forest came out to play. But the little bear was sleeping alone. Look, in his dream he also wanted to play with his friends. However, when I woke up, there was no one around me. How sad he was, and walked away with a gloomy face. At this time, Sister Yun saw it and hurriedly asked: "Little Bear, Little Bear, what's wrong with you?" "They... they... stopped playing with me!" "Why?" "Yesterday, I went to Xiaolu's garden and accidentally... I trampled their beloved flower seedlings. At that time, I was afraid that they would ignore me, so I ran away secretly. But when the little monkeys passing by saw me, they stopped playing with me."

2. Children, the little bear trampled the flower seedlings. What do you think he should do now?

3. Answer by name and post on the camera board: Apologize

4. After hearing what you said, the little bear realized his mistake and went to find him Xiaolu apologized. Xiaolu forgave him and they became good friends again.

5. Students, we must be like the little bear and take the initiative to apologize when we do something wrong.

(Revealing the topic)

(2) Demonstration and guidance, teaching methods

l. Transition: In our lives, there are many times when we accidentally hurt others by speaking or doing things. (Show teaching picture 1).

2. Guide to looking at the picture: Look at the picture carefully and think about who is drawn in the picture? What is he doing?

3. Name someone and talk about it.

The flower pot is broken, this is terrible, what should he do? Ask the children to help him think of a solution.

How did he do it? What did you say?

Polite words written on the camera blackboard: sorry, careless, please forgive me.

Seeing that his attitude is so sincere, Auntie will definitely forgive him. So what will Auntie say?

Writing on the blackboard: It doesn’t matter

4. Act it out

① After understanding what happened, are you willing to act out the story with your friends? ?

②Which group is willing to perform? The other students act as small audience members to see who listens most carefully and watches the most carefully.

5. Comment

Tell me whether they performed well or not? In terms of attitude and language.

6. Summary

In life, when we do something wrong, we must apologize promptly. When apologizing, our attitude must be sincere, our language must be polite, and we must correct our mistakes immediately.

(3) Create situations and communicate independently.

1. Summary of study methods

We just learned how to apologize using the method of “look, talk, act and comment”. So what should you do if you encounter different situations? (Write on the blackboard: look, talk, act, comment, and present other teaching flip charts at the same time)

2. Make requests

Now ask students to look at the pictures carefully and choose the one you like best Use the "look at, talk about, and act out" method to learn with your study partners.

　①Student exchange

　②Report and exchange

　③Comments

(4), expansion and migration

< p>Tell me about yourself, have you ever accidentally hurt someone else? Speak up, let’s communicate and help each other. Can the teacher guide students to talk about how they did it before? What to do now? You can also apologize in public.

(5) Summary

Children, have you learned to apologize now?

In fact, if you inadvertently hurt others in the future, you must Remember, say "I'm sorry", "I'm sorry", "Please forgive me" to others in a timely and sincere manner, make amends, apologize, and cheer up, and we will still be good friends. Let us recite a "Song of Politeness" together to the beat.

Be a good boy and be polite.

If you do something wrong, apologize.

I'm sorry, please forgive me,

It's okay if I wasn't careful.

Be sincere and have true friendship,

Shake hands, good friends.

Laughter and laughter,

Courtesy flowers bloom in the world.

(6) Blackboard writing design

I’m sorry

Learn to apologize for careless mistakes

Please forgive me

Watch, speak, act and evaluate oral communication lesson plan 3

1. Teaching objectives:

1. Understand the importance of body language in oral communication;

2. Learn to use body language correctly in oral communication to obtain better oral expression effects;

3. Master the precautions for using body language.

2. Teaching focuses and difficulties:

Use body language naturally to assist oral communication

3. Teaching methods

Collaborative inquiry method , Teaching method

IV. Teaching hours

One class hour

V. Teaching process

(1) Situation introduction

1. Students, there are three outstanding members of our class who were selected as the school’s league members. Today the school arranged for them to raise funds for the “Hope Project”.

Now, we are all on a big road, and we are pedestrians coming and going. These three students are going to raise funds for the children of "Project Hope" on the side of the road, and they are about to start their fundraising speeches.

2. Three students who had been arranged in advance came to the stage to give speeches to raise funds for the "Hope Project".

3. The teacher asked the students to discuss in groups: After listening to the speeches of the three of them, which classmate are you more likely to be moved by and go to raise funds? Why?

It is roughly clear: after watching the pre-arranged speeches of three classmates, the students should be able to explain from the content of the speeches of the three classmates, the tone, expressions, gazes, and gestures during the speech, why that person The classmates are even more impressive.

4. The teacher summarized and introduced today’s oral communication - one posture and one appearance are always related to feelings

First of all, we would like to thank these three students. Through this performance, we can see that during oral communication, the appropriate use of some body language such as gestures, expressions, and gazes will add a lot of points to our oral expression. A body posture or an expression conveys a certain emotion to the person we are speaking to. Good use of body language will impress the listener and add luster to our speech. Today, let’s study the role of body language in spoken communication.

(2) Watch the video

1. Students, there is a person who uses body language so well when giving a speech that people still regard him that way. The speech is still fresh in my memory. Today, we all come to watch the "Give me liberty or give me death" speech delivered to the Virginia State Assembly on March 23, 1775 by Patrick Henry, a liberal during the American Revolutionary War.

Requirements: When watching the video, please pay attention to the speaker’s tone, expression, gestures, and gaze.

2. Group exchange and discussion: Talk about your inner feelings after reading this speech, and specify the plot that left the deepest impression on you during the speech.

It’s probably clear: Henry’s speech is a classic, and we were deeply attracted by his speech. His breathtaking posture has powerful charisma, and when he speaks some key sentences, his tone is low and painful, and his voice is weak and hoarse. During the speech, he hunched over and held his chest with his hands. Sometimes he puffs up his chest and stands up straight, raises his arms and shouts...

3. Knowledge on demand: The use of body language in oral communication can mobilize or influence the emotions of the oral communication partner, inspire or guide the other party's thinking, Thus taking the initiative in oral communication. At the same time, it can also make oral communication activities more effective and convey thoughts and emotions more accurately and richly.

(3) Apply what you learn and perform in situations

After watching such a wonderful speech, I believe everyone will realize some skills in using body language in oral communication. Everyone also hopes that they can perform well when communicating with others. How can we do this? The teacher will introduce the key points of using body language in oral communication. I hope it will be helpful to everyone.

1. Be natural and decent, avoid being artificial;

2. Be moderate, harmonious, and not too exaggerated;

3. Coordinate body language with speech Consistent, consistent with the speaker's or listener's mentality and emotions, echoing the listener's wishes, touching the listener's heartstrings, and making the conversation more dynamic.

Next, I want to see everyone’s performance. Now, suppose a classmate encounters the embarrassing situation of being ridiculed and not understood while doing social research, and he wants to retreat. You should encourage him not to be afraid of setbacks and to overcome difficulties.

(4) Summary

In this lesson we mainly learned how to use body language to enhance expression. However, what I hope everyone knows is that if you want to be an attractive person The speaker is not only the rich body language you use, but more importantly, the content of your conversation itself. We must not sacrifice the basics for the sake of the bottom, and become the kind of people who talk empty words but perform exaggerated actions.

(5) Homework assignments

Please go home and collect some excellent speech videos to watch, such as "Hundred Schools of Lectures" to see how they capture the audience's oral communication lesson plans Chapter 4

Teaching objectives

1. Be able to clearly, accurately and bravely say how to care for small animals and why we should care for small animals during activities. The voice is loud, the language is fluent, and the behavior is generous.

2. In the process of expression, we standardize oral language through multi-party evaluation, cultivate students' good habits of speaking, and learn to listen.

3. Understand the importance of caring for small animals, so as to cultivate students' awareness of loving nature and loving small animals, and develop good behavioral habits.

Teaching focus

Guide students to be willing to communicate, listen carefully to other people's conversations, and develop oral communication skills in communication.

Teaching process

1. Stimulate interest and introduce new lessons.

1. Students, did anyone go to the zoo during the holiday? (Answer) Today, the teacher took everyone to the "Bird Forest" in the zoo.

Teacher’s explanation: People come and go in the zoo, and people watch various birds in the Birdsong Forest. At first, someone threw the bread in their hands at the bird, and then someone threw sausages and potato chips to the bird. What happened to the birds? The birds were all listless. The caretaker uncle put the digestive tablets in the bird food bowl and waited for the birds to eat.

2. After listening to this, what do you think we should do to truly care for small animals?

2. Play a role and try independently.

1. Everyone came to the "Birds' Forest" and seemed to hear what the birds were saying. Are you welcoming everyone? Or are you introducing yourself? Or are you making requests to everyone? Ask the students to pretend to be a bird in the "Song of Birds" and say a few words. (Speak in the group first, and then name them.)

During the process of students playing roles and talking, guide everyone to evaluate from the two aspects of "obedience" and "speaking". First, students will evaluate themselves. Then there is peer review, and students with outstanding performance should be enthusiastically encouraged.

2. Talk: What do you think after listening to the words of the birds in "Niaoling Forest"? (Students talk about their thoughts)

Summary: The students talked very well. From your conversations, the teacher knew that you all particularly like small animals, so everyone was given a "Bird Lover" badge. . I realize that the small animals in the "Bird Forest" in the zoo are alive and are friends of our mankind. They are an indispensable part of nature and they are all making contributions to nature and mankind. Therefore, we need to take care of them.

3. Create situations and experience them personally.

1. The teacher takes the "little bird guardians" to play in the "Bird Forest" in the zoo.

2. Look here: a little boy is throwing rice cakes into the "Niaoling Forest". What should you do? The group discusses first, then names people to perform at the front, one acts as a little boy, the other acts as a little teacher to criticize him, and finally everyone evaluates.

3. Look over there: an aunt is sitting on the lawn of "Niaoyulin" and throwing dirty things around. What should you do? (The method is the same as above.)

4. Expand thinking and extend beyond class.

1. In order to better protect the birds, what else can we do? (Write a placard.) Prepare a sentence and then create a placard. Group discussion, representatives write on the blackboard to see which group has the best idea. (Shape, content)

2. Discussion: Do you "bird-loving little guards" only care for the birds in the zoo's "Niaoling Forest"? Introduce the measures and methods you know to protect animals.

5. Summarize the conversation.

Let students feel that the issue of caring for small animals and caring for nature has been severely placed in front of us and cannot be ignored. It is also obligatory for our primary school students.