What should people's education edition do in oral communication?

Teacher: Do you have any questions for me?

Health 1: Teacher, why are you wearing glasses?

Teacher: Because the teacher is nearsighted.

Health 1: Teacher, why are you nearsighted?

Teacher: Because the teacher loved studying very much when he was a child, he always felt that time was not enough, and he would secretly hide in the quilt and read books at night! After a long time, the teacher's eyes became nearsighted.

Health 1: oh! I see!

Teacher: Is this the right way for teachers to learn? How should I study?

Health 1: You should pay attention to your posture. ...

Teacher: Does anyone else have any questions?

Health 2: Teacher, why do you have a mole on your mouth? Mr. Xiao Sheng's lips are scarred by fire, which looks like a mole.

Teacher: It's not a mole on the teacher's mouth, but a scar formed by anger.

Health 2: But why are you angry, teacher? (Life laughs again)

Teacher: Because the teacher is a little picky about food and doesn't like vegetables. Son, don't be like a teacher! Which students don't like vegetables? (Students raise their hands) Well, students are very honest. You should eat more vegetables in the future, or you will be like a teacher!

"Chinese Standard" clearly puts forward the overall goal of "oral communication" in compulsory education stage: to enable students to "have the basic ability of daily oral communication, learn to listen, express and communicate in various social activities, initially learn to conduct interpersonal and social communication in a civilized way, and develop the spirit of cooperation". Therefore, I set up such a dialogue activity before class, which has two purposes: the first is to get familiar with students, enliven the atmosphere, narrow the distance between teachers and students, and ease the tense atmosphere at the same time. The second is to give exemplary guidance, so that students can have a perceptual understanding of communication, learn to communicate in communication, let students understand the practicality of oral communication in a perceptual atmosphere, and experience oral communication ability is an essential ability for a person.

First, the conversation is interesting and the requirements are clear

Teacher: Children, the teacher will have an oral communication class with you today. Would you like to communicate with your friends and teachers? Health: ...

Teacher: OK! Can you talk about what you should pay attention to when talking to others?

Student A: Speak Mandarin.

Health B: Speak loudly.

Student C: Let's think about it.

Teacher: Well, the students are very familiar with the requirements of oral communication. In this lesson, the teacher has the following requirements for everyone: (Show the courseware) (1) Speak clearly, completely and vividly. (2) Be polite when communicating with people. (3) Listen carefully when others are talking. (Read by name)

Teacher: In this class, let's compare and see who speaks the most completely. The most polite? Who listens most carefully? Okay？ Health: ...

One idea to be infiltrated in oral communication class is to cultivate communication habits. Senior two students are still too young, and their self-control and attention are not very strong. Therefore, through the guidance of "comparison", students can consciously do as required in oral communication activities in class, and gradually cultivate their good communication habits.

Second, observe the significance and guide the method.

1. Introduce topics and show pictures.

Teacher: Children, have you ever stayed at home alone? When a person is at home, someone suddenly knocks at the door. What should you do? The theme of today's oral communication is "What should I do" (blackboard writing). This is the case. A child met a difficult problem in his life. Look what problems he has encountered! (Show four pictures)

2. Observe the pictures, look at the pictures and talk.

Health: A child is at home alone.

Teacher (tour guide): Who can speak more completely?

Health 2: A child does his homework at home alone. (blackboard writing: at home alone)

Teacher: What does the second picture say?

Health 3: Someone is knocking at the door.

Teacher: Which child can speak more concretely and vividly?

Health 4: Suddenly I heard someone knocking at the door.

Teacher: Well, the word "suddenly" is well used and accords with the actual situation. (blackboard writing: someone knocks at the door)

Teacher: What are the children doing in the third picture?

Health 5: The children are asking who is outside.

Teacher: Does any child have anything to add?

Health 6: Children should put down their pens first and ask after the door. (writing on the blackboard: asking)

Health 7: Teacher, I want to add something. The child quickly put down the pen and ran behind the door and asked, "Who is it?" The man outside the door said, "I am a friend of your father."

Teacher: What did he say? Does anyone have anything to say?

Health 8: I think what he said is very good. He used the words "hurry" and "run", which made us seem to see the child's reaction after hearing the knock on the door, which was very realistic.

Teacher: Well, do you think we should praise him?

Health 8: Yes, we should all learn from him.

Teacher: Well, please give him an award! (Student 8 gives a thumbs-up to student 7, and the students are very excited. )

Teacher: What the students said just now was really good. Who wants to talk about the fourth picture?

Health 9: That boy doesn't know what to do.

Student 10: Teacher, I think it's better to talk about the child's behavior first. He certainly didn't know what to do at first, but then he thought of a way to move a small bench and lie on the cat's eye to see who the man was outside. (blackboard writing: cat's eye observation)

3. Complete narrative and exchange evaluation.

Teacher: Then can you relate the meanings of these four pictures? Try to talk to your deskmate. Please complement each other at the same table

Teacher: Who would like to introduce it to you? Listen carefully. After listening, you can evaluate or supplement.

Health 1 1: ...

Teacher: Which student listened carefully? Do you have anything to add or comment on?

Health 12: What he said was OK, but his voice was a little low.

Health 1 1: Well, I will definitely speak loudly in the future.

Teacher: Does anyone else want to talk about it?

Health 13: ...

Health 14: She speaks beautifully, makes things clear, and has movements and expressions.

Teacher: Then do you think he should be rewarded?

Health 14: Yes! (Answer loudly)

Teacher: Then please help! (Sheng is proud to award Sheng 13)

The content of this oral communication is "What should I do", and the situation of the story is quite close to the students' real life. This process is mainly to guide students to learn to observe in sequence, make one thing clear, and try to be detailed and vivid on the basis of making it clear. Students are more active in this link, make things concrete and vivid in the process of complementing each other, and learn to evaluate their peers correctly and objectively. Mark Twain said: I can be happy for two months with only one compliment. In daily life, everyone wants to be praised by others. In class, sincere praise between peers can not only inspire peers to move forward, but also improve their own realm. At the same time, because of praise, communication habits have been better exercised. When some students speak, other students listen very carefully, hoping that they can be the children who award prizes. Giving children the right to praise others is their "privilege"!

4. Reasonably imagine and continue the story.

Teacher: Now the child is looking out through the cat's eye. He doesn't know what he should do. I heard that the children in Class 2 (1) of Hope Primary School are good at thinking. Are you willing to help him?

Health: (enthusiastically) Yes!

Teacher: The person he saw may be ...? (written on the blackboard: I know him), or maybe ...? (Blackboard: I don't know)

Teacher: Whether he knows this person or not, what will he do next? (Blackboard: Identify) Who do you want to identify?

Health 16: find dad!

Teacher: How to find out the identity?

Health 17: ...

Teacher: After you know your identity, think about it in combination with reality. If you are the child in the picture and you know this uncle, what should you do? (blackboard writing: warm reception) What should I do if I don't know each other? (blackboard writing: self-protection)

This link is difficult for students, because it requires systematic analysis and thinking, which is also the focus of this unit's training: be good at thinking when encountering problems and seek solutions to them. In this process, students can actively think and analyze under the guidance, and get solutions to problems.

Teacher: From the analysis just now, we can find that the students think in combination with reality and have strong analytical ability. What would you do if you were the child in the picture or met such a child in your life? Now, please take the group as a unit, choose a situation according to the actual situation and expand your reasonable imagination. Team members complement each other to make the story more complete and reasonable.

Student: (co-writing stories, teacher visiting) ...

Teacher: (Group communication) Which group would like to share your story with you? Dare to share your ideas or achievements and let everyone share your success. If there are still shortcomings, everyone can help you point them out and make your work more perfect. The story is complete and innovative, and you can win the "Best Story Award". Students who listen should listen carefully. If the comments or suggestions are recognized by everyone, they can be rated as "the best audience"! )

1 group representative: ...

Teacher: Which group has something in common with their group that they want to evaluate or supplement?

Group 2 representatives: …

Teacher: Do you think their group can win the "Best Story Award"?

Health: Yes! (The teacher will give the first thumb picture prepared before class as a group award to the first group.)

Teacher: Are there any other groups to apply for?

Group 3 representatives: …

Teacher: This classmate spoke very well just now, but I don't know where he spoke well. Who knows?

The third group: He spoke very vividly and added his own imagination, which made us feel like listening to a story written by a writer. ...

Teacher: Well, you speak very well, too. You deserve a "Best Audience Award"! Your group also deserves a "Best Story Award"! (Send prizes)

The core of oral communication is the word "communication", which focuses on interpersonal communication. It is a process of two-way interaction between the listener and the speaker, rather than a simple addition of listening and speaking. In the process of making up stories, cooperation and interaction are fully reflected. The members of each group are trying to make the story complete and vivid, or listening, thinking or supplementing, which really develops their spirit of cooperation. In the process of communication, listen.

Third, create situations and perform stories.

1, Teacher: The stories made up by the students just now are all very good. Do you want to be a little actor and act out your story? This story needs three characters: Xiao Ming, Dad and Uncle. Please be the audience of the rest of the children and make reasonable suggestions for the members' performances. Then, you can take turns to perform, and another student will be the audience, which will make your group's performance more real and the dialogue more reasonable. Ok, let's start now!

Student: (division of labor and performance in the group) ...

The representative of this group performed the sequel of this story on stage.

Group 4 Performance: …

Oral communication is a speech activity in a specific environment. Therefore, in this oral communication activity, with the help of pictures provided by textbooks, we can provide situations that are in line with students' actual life, pave the way for story analysis and guide students to enter the situation with language. During the performance, the students increased their movements and expressions, which increased the expressive force of the story, and enabled them to conduct a practical oral communication activity in real life situations.

Fourth, feel the story and talk about the experience.

Teacher: Students, what have you learned through today's class? Is there anything you need to communicate with us?

Health 18: I see, if you are alone at home, you should give a warm reception when someone you know knocks at the door. If you are a bad person, you should learn to protect yourself.

Health 19: I know some problems that should be paid attention to in oral communication.

Health 20: ...

2. Teacher (Summary): Just now, the students spoke very well, and everyone learned a lot in this class: A. Be good at thinking when encountering problems. B, learned how to make one thing clear. C. In the exchange activities, we have cultivated good communication habits of listening carefully and cooperating, so everyone deserves praise.

Fifth, classroom extension and independent writing.

Teacher: Just now, the students' stories and situational performances were really wonderful. Interested students can record their learning achievements.

The content of this lesson is close to students' life. Through a series of forms such as observation, analysis, thinking, story continuation and situational performance, students' listening, expressing and coping abilities in specific oral communication situations are cultivated in a life-like and flexible way, so that students have the literacy of civilized and harmonious interpersonal communication and also cultivate their oral communication ability in daily life.