How to write Unit 8 Oral communication in the first volume of the fourth grade Chinese published by People's Education Press?

The eighth unit of oral communication in the first volume of the fourth grade Chinese of People's Education Press can write favorite historical stories and prompt the matters needing attention in telling stories. For the fourth-grade students, through reading books, watching TV, watching movies and listening to the radio, they have been exposed to many historical stories, among which there must be something they like or are impressed. It is not difficult to retell these contents, but how to tell stories smoothly and wonderfully and how to attract the audience, students may not perform well, which is the difficulty of this oral communication. Therefore, teachers should guide students when preparing lessons, including the methods of reciting stories, the skills of telling stories and the tricks of attracting audiences. At the same time, teachers should also pay attention to standardizing the words and deeds of the audience to make them qualified listeners. Teaching objective: 1. Understand the stories of historical figures in ancient and modern China. 2. Learn to tell stories and exercise language skills. 3. Learn the excellent qualities embodied by the characters in the story and establish correct values. Key and difficult points: 1. Diverse thinking and retell the historical story in your own language. 2. Flexible use of appropriate tone and body language makes the story more vivid. 3. Inspire thinking and get inspiration from stories. Lesson preparation teacher: 1. Multimedia courseware. 2. Arrange students to read historical stories and prepare information cards for the stories. Student: 1. Read historical stories and choose your favorite story as the material. 2. Make important information into small cards, try to give lectures in front of your family and listen to their opinions. Class arrangement: 1 class 1. Take a look and stimulate interest. Introduce 1. Courseware shows pictures and videos of historical stories to stimulate students' interest in historical stories. Lead: Students, do you still remember these famous historical figures? Some of them are superb in art, some study hard and some are resourceful. Do you know what their story is? Who other historical celebrities do you like? 2. Name the names and ask the students to describe their favorite historical celebrities or stories in a few sentences. Transition: It seems that everyone knows many historical figures and stories! Today, we will hold a "story release conference", please tell your favorite historical stories. Second, discuss the understanding method 1. Recall your own experience of listening to or telling stories, and discuss matters needing attention in telling stories. Thinking: (1) When listening to a story, what can attract your attention most? (2) What might happen when telling a story? How to deal with it? (3) What kind of narration is most popular?

2. According to the content of the discussion and the requirements of the text, the teacher guides the students to summarize the skills of telling stories. Clarity: Before telling a story, you should be familiar with the content of the story, make information cards, sort out the difficult parts of the story, and make an outline of the plot. When telling a story, the tone and expression should change with the change of the plot. You can add body movements to enhance your attraction and interact with the audience if necessary. After speaking, talk to the audience about your feelings after listening. Third, practice and try your hand for the first time 1. Show the story cartoon courseware and ask students to tell stories. Transition: Everyone can know a little about storytelling. As the saying goes, "all talk and no practice", we will practice with the story of "stealing the light from the wall" and try our real skills. Premise: The teacher should give some preparation time when asking two or three students to give a trial lecture. Other students pointed out the advantages and disadvantages of the narrator for reference. In the Western Han Dynasty, there was a farmer's child named Kuang Heng. When he was a child, he wanted to study very much, but because his family was poor, he couldn't afford to go to school and buy books, so he had to borrow books to read. At that time, books were very expensive, and people who had books refused to lend them to others easily. Kuang Heng works for wealthy families during the busy farming season and asks them to lend him books for free. He works in the fields all day, and only has time to read a book when he has a rest at noon, so it often takes ten days and a half months to finish reading a book. Kuang Heng was in a hurry, thinking, I grow crops during the day and have no time to read, so I'll spend my evening reading. But Kuang Heng's family is too poor to buy oil for lighting. What shall we do One night, Kuang Heng was lying in bed with a book he had read during the day. Suddenly, he saw a light coming through the east wall. He got up and went to the wall to look. Ah, it turned out that the neighbor's lamp came through the crack in the wall. So Kuang Heng thought of a way. He took a knife and dug the crack in the wall a little bigger, so that the light coming through was a little bigger. He collected the light coming in and began to read. Kuang Heng studied so hard that he became a learned man. Later, people used the idiom "stealing light from the wall" to describe their poor family and hard work. 2. Talk to each other in the group, evaluate each other by the team members, patrol the teachers, and guide and guide them in time. Preset: group storytelling training. Each member takes turns telling the story he has prepared. After the story, the rest of the members contacted the storytelling skills summarized above and put forward suggestions for improvement. They can also ask questions about inaccurate or unclear parts of the story, and the narrator will correct them according to the suggestions.

3. Discuss and communicate in groups to gain enlightenment. Presupposition: Team members exchange experiences in listening and telling stories. In the group discussion, which classmate is the most attractive? Which classmate's story is the latest and most interesting? Which classmate's story is the most exciting? What did these stories give you respectively? What are your mistakes as a narrator? Any good advice for other storytellers? Fourth, compare and show talent 1. Teachers create situations and organize competitions. Transition: When the teacher visited just now, I found that many students' stories were wonderful. In order to prevent these stories from being buried in the group, we might as well organize a "story conference" competition. Each group recommends a member to tell their favorite historical story on stage. The rest of the students listen carefully and grade them to see who is the "story king" in our class! (Show grading standards: a. The story is complete; B. the story is lively and interesting; C. generous and decent attitude; D. loud and clear) 2. Discuss in groups and recommend participants. Presupposition: By voting, choose a group member that everyone thinks is the most representative, such as the most touching story, the most active atmosphere and the most generous attitude. If the participating representatives find the stories of other members of the group more interesting and have the ability to tell them well, they can also choose the stories of other members to tell them, and they can explain them in advance when entering the competition. 3. The group representatives took turns to speak on the stage. 4. Students comment on their favorite "story king" and explain the reasons, and finally vote collectively. Teachers should praise and encourage them. Fifth, always improve the ideological summary: as the textbook says: "Time is like sand, and history is famous." Their stories will continue to spread, and their spirit will be passed down from generation to generation. We can't forget history, nor can we forget their contribution to history. I hope that while telling stories and listening to stories, students will not forget to feel the glorious spirit of historical celebrities and regard them as guiding lights on the way forward.

￥

5.9

Baidu library VIP limited time discount is now open, enjoy 600 million +VIP content.

Go get it now

The first volume of the fourth grade Chinese teaching plan Unit 8 Oral communication (PEP)

Oral communication tells historical stories

Activity analysis:

The topic of this oral communication is "telling historical stories". Ask the students to tell their favorite historical stories and put forward the matters needing attention in story telling. For the fourth-grade students, through reading books, watching TV, watching movies and listening to the radio, they have been exposed to many historical stories, among which there must be something they like or are impressed. It is not difficult to retell these contents, but how to tell stories smoothly and wonderfully and how to attract the audience, students may not perform well, which is the difficulty of this oral communication. Therefore, teachers should give guidance to students during lesson preparation, including the methods of reciting stories, the skills of telling stories, and the coup to attract the audience. At the same time, teachers should also pay attention to standardizing the words and deeds of the audience to make them qualified listeners.