Teaching plan design of the first volume of the first grade "oral communication: I say you can do it"

"Chinese Curriculum Standard" points out that oral communication class should cultivate students' listening ability, expression ability and coping ability, so that students can have civilized and harmonious interpersonal communication literacy. Below, I sorted out the lesson plan design of the first volume of Oral Communication: I Say You Can, hoping to help you!

Teaching material analysis, the first volume of the first grade of the Ministry, designed "Oral Communication: I Say You Can";

Interesting games not only bring us happiness, but also give us time and space to communicate with each other. The content of this oral communication is "I say you do it". Through games, students communicate in the process of speaking and listening, and learn to express and listen in mutual communication.

Teaching objectives:

1. By observing the illustrations and listening to the teacher's explanation, we can clearly know the content and requirements of this oral communication.

2. Be able to express your ideas loudly in mutual communication activities and pay attention to listening to others. (key)

3. Cultivate students' good listening and speaking habits and oral communication skills. (difficulty)

Preparation before class:

Books put in the office in advance. (teacher)

Class schedule: 1 class.

Teaching process:

First, create situations and introduce new lessons.

Teacher (with a worried face): Oh, how can I be so confused! I can't believe I left my book in the office!

Student (student raises hand): Teacher, I'll get it for you!

Teacher (pretending to be calm): OK! Xxxx, please come to my office. There is a stack of books on the bottom of the second cabinet near the door on the left. The second book from the top is the composition book I want to use today. Please help me get it back.

1: (Listen carefully, repeat in a low voice while listening, and then run out quickly. )

Teacher (pretending to be relaxed): Great! Please prepare your school supplies! The Chinese book is placed in the upper left corner of the desk, and the exercise book is placed on the Chinese book. Take out the pencil and eraser from the stationery bag and put them in the exercise book.

The student did as the teacher asked, but several students didn't. )

Student 1: Teacher, your composition book is back! (Back to your seat)

Teacher (looking at the composition book, nodding and pretending to be surprised): How did he find it accurately and quickly?

Student 2 (rushing to answer): Because the teacher told him where the composition book was, he did it.

Teacher: If you are asked to get the composition book, can you find it so soon?

Health 2 (with his head down, scratching his head): No, sir, you talked too much and too long. I have no memory at all.

Teacher (looking at XXX): Then how did you do it?

Health 1: Teacher, although you talk a lot, you speak clearly, and I have heard everything! I'll keep your words in mind and look for them when I get to the office.

Teacher: It seems important to listen carefully to what others say to you. At the same time, if you want others to hear clearly, the speaker should speak loudly and clearly so that others can hear and understand. (Blackboard: Speak loudly so that others can hear you. Focus on others. )

Design intention: Communication and guidance based on real life can be more grounded, so that students can realize the importance of "speaking clearly" and "listening clearly" based on reality, and lay a solid foundation for subsequent oral communication activities.

Second, the continuation of the situation, clear requirements

Teacher: What did the teacher ask you to do when you took the composition book just now?

Student 3: The teacher asked us to take out our Chinese books, exercise books, pencils and erasers and put them on the table.

Teacher: When the teacher asked everyone to put the school supplies, he also put forward the specific placement position. Please have a look. Are you in the same situation?

Students (look at each other and shake their heads)

Teacher: The teacher made the same request. Why do you do it differently?

Student 2: Because some students listened to the teacher's request clearly, and some students didn't.

Student 3: The teacher stood on the platform and said it. His voice was a little low when he spoke, and the students behind him didn't hear him clearly.

Teacher: It seems that if you want others to do what you ask, you must do two things-

Student (reading the contents of the blackboard in chorus): Speak loudly so that others can hear you. Focus on others.

Teacher: ok, now the teacher has put forward the requirement of putting school supplies. Please do it-the Chinese book is in the upper left corner of the desk, the exercise book is on the Chinese book, and the pencil and eraser are taken out of the stationery bag and put on the exercise book.

The students all arranged according to the teacher's requirements, and no one put their school supplies in the wrong place. )

Design intention: Instead of guiding students to take the initiative to discover, let the teacher explain. In the concrete experience, I really understand the importance of "listening clearly" and "speaking clearly".

Third, the game activities, understanding in playing

1. The first round: The teacher said, let's do it.

Teacher: Please put your pencils and erasers in your stationery bags, and then put your Chinese books, exercise books and stationery bags in your schoolbags.

Students do as required. The teacher commented on the students' activities and encouraged them to listen carefully. )

2. The second round of the game: the students say, let's do it.

Health 1: Please stand up, clap your hands and stamp your feet together.

Students do as required, and so does the teacher. To sum up, listen accurately, remember firmly and speak clearly.

3. The third round of the game: I say, you do.

Work in groups. One person gives orders, others follow orders.

Design intention: Chinese curriculum standard points out that oral communication class should cultivate students' listening, expressing and coping abilities, so that students can have civilized and harmonious interpersonal communication literacy. Three rounds of games in this link, from simple to complex, from listening to issuing orders, make students understand that they should not only listen clearly, but also speak clearly. Summarize the essentials in practical guidance, so that students' language expression ability can be exercised unconsciously.

IV. Summary, expansion and extension of activities

Teacher: In this class, we played an interesting "I say you do it" game. Is there anything to share with you?

Health 1: After playing games, I understand that only by listening carefully can we know what others want us to do.

Health 2: I used to speak very quietly, and my mother said I didn't care. Now I know. If you whisper, others can't hear you clearly.

Health 3: I will speak loudly in the future so that others can hear me clearly. I should also listen carefully when listening to others and know what they are going to tell me.

The teacher points to the blackboard and the whole class reads it together. )

Teacher: When we get home, we will play the game of "I say you do it" with our family and tell them the secret of our activities!

Design Intention: In class, students have made clear the method of "I say you do it", which extends the whole activity to life, further arouses students' interest and cultivates students' listening and speaking ability.

Teaching reflection:

The Chinese Curriculum Standard points out that students should have the basic ability of daily oral communication and learn to listen, express and communicate in various communication activities. According to this general goal, I carefully designed the oral communication activity class of this class.

1. You can "speak" only if you have a situation.

Our oral communication class can't be confined to the classroom. Only by putting them into specific life situations can students communicate. The two situations at the beginning of this class seem to have nothing to do with classroom teaching, but they are actually related to classroom teaching content and even play a key leading role. In such a life situation, children naturally say whatever they want, and there is no sense of oppression and limitation in classroom teaching at all.

2. "Dare to say" is the atmosphere.

Due to the influence of living environment and language environment, some timid and shy children don't have the habit and courage to express boldly in public. So, on the basis of creating a situation, I launched a group interactive activity to let every child participate. The fun of game activities skillfully guides these students to fully integrate into the role experience and let go of their oral communication activities. Moreover, during the activity, they also got a better understanding of "speaking loudly", and I believe their language expression will be more natural and generous in the future.

Listen only when you know what is important.

Most children in Grade One don't listen. They are young and very curious about new things. The performance in class is usually a pair of small hands held high, and impatient children even stand up and shout "I'm coming". They often ignore the necessity and importance of listening in class. In order to improve children's oral expression ability, we must first let them learn to listen to others' expressions, and then improve their own expressions. Therefore, in the two cases before class, I specially designed to let students who successfully picked up books share their experiences of successfully picking up books, and let students who put stationery in an incorrect position talk about why they did something wrong, so as to help students truly understand the importance of "listening" with concrete and sensible examples.