How to teach oral communication in different classes

The current syllabus clearly points out that oral communication is the development of "listening and speaking", which requires not only the training of each student's listening and speaking ability, but also the cultivation of language communication ability in oral communication. Oral communication teaching should make every student move, encourage students to use their brains, express their views and cultivate innovative spirit. "

First, be close to students and let them dare to speak.

The child is innocent. They usually say what comes to mind. However, as freshmen are new students, they have a strange feeling and distrust of the school environment and teachers, which greatly suppresses students' thinking and makes them dare not say anything. Therefore, as soon as students arrive in our class, I will try my best to stabilize their emotions and make friends with them, and then guide and encourage them to express their happiness, annoyance, sadness and joy in words and share them with them. In this way, I will soon become a close friend of the students, and they will dare to talk to me. In classroom teaching, I praise and encourage students who dare to "speak" and express their opinions, which improves their confidence in "speaking" and cultivates their innovative thinking. Gradually, the whole class can actively express their opinions after class or in class. For example, in the teaching of Catfish, I first show the topic, let the students look at the topic and ask: What do you want to learn from the topic? Encourage students to express their views. The students immediately spoke, and some said, "Why do kittens keep fish?" Some said, "I have only heard of planting flowers and trees, but I have never heard of planting fish." Others are very anxious to say, "What's the matter with kittens raising fish?" The children's questions all reflect their thirst for knowledge. I remember the questions well, let them read the text many times by themselves, and then let the students retell the text. The teacher will give guidance and let the whole class solve the problem together. This kind of interactive teaching among teachers, students and classmates is much better than a full house of teachers singing "one-man show". Students' courage to speak has increased, their speaking ability has been effectively improved, their knowledge has been firmly mastered, their language expression ability has been greatly improved, and their intelligence has been developed. Usually I pay attention to let students accumulate language and cultivate their habit of speaking. I ask my classmates to write down what they see or are interested in in in a simple sentence every day, and then let them speak for themselves and praise them in time if they speak well. This greatly improved the students' enthusiasm for speaking and laid the foundation for their future writing. Student Xiao Fei wrote: "After school, my father and I went to the playground to play badminton." Kobayashi wrote: "I saw a lovely bird on my way from school."

Second, take various forms to make students happy to talk.

1. Create a scene to make students happy to talk.

Situational teaching will make students full of interest, and situational teaching will make students enjoy it. Therefore, in Chinese teaching, I try my best to create situations so that students are willing to "speak".

2. Use extracurricular activities to stimulate students' desire to speak.

"Interest is the spark of creation." How to stimulate students' desire to speak and enhance their interest in speaking? In this important link, I adopted various forms of teaching. For example, when I take my classmates on an autumn outing in the suburbs, I ask my children to talk to the little tree and grass, and then tell the teacher what you said to the grass. What did the grass say to you? A child said, "The grass said, little friend, I am very thirsty!" " Some said, "Little friend, don't keep stepping on me, it hurts me!" " "In this way, children's imagination and thinking ability have been developed. On their smiling faces, I saw the beating innocence. Every holiday, I let my students remember some things during the holiday and tell them to their classmates when they go to school. Because of habit, children will pay special attention to what happens around them.

Third, provide materials so that students can have something to say.

1. Make full use of the speech content provided by the textbook to guide students to speak.

If you have something to say, let the students have something to say. For example, in the oral training class introducing My Home, I let my classmates and their families go back to school to take photos, then let the deskmates talk to each other, and then let them tell each other what you heard, so that the children's listening and speaking skills have been trained. In addition, in oral practice, I will do and speak with my children to make them speak more closely to life, more complete and more appropriate. For example, review "I can do puzzles" in No.2 Middle School, "Fun Games" in No.4 Middle School, "See who can get it right" in No.5 Middle School and "I love painting" in No.7 Middle School. In the process of playing with children, children are guided to tell their feelings, classmates' actions and their expectations in a planned way, providing vocabulary and content for the next speech training.

2. Guide students to observe and explore the content of the conversation.

I guide students to observe things in life to solve problems that have nothing to say. I asked the students to observe: What did you see on the short road from the classroom door to the classroom in the morning? Originally, students have to go this way every day, and they don't think there is anything to see. But after my request, they began to pay attention to the school emblem, slogans, powerful Chinese characters and vivid pictures at the gate, the little Lei Feng in the column of good deeds ... the students who walked into the teaching building, cleaned the stairs and hurried into the classroom, all kinds of behaviors, actions and expressions ... After the students observed, let them say it in the practice of "one sentence a day", and the students will say it in the practice. There are so many things around, so many things to say. After students initially realized the relationship between observation and speech, they became interested in observation. I pay attention to broaden students' thinking, guide them to broaden their horizons, and guide the observation order in a targeted manner.

At first, students were only allowed to see things on campus, and then the scope was gradually expanded to let them observe the situation at home, neighbors, things they saw in the street, shops, cars and parks. In this way, students' horizons will become wider and wider. The wider the horizon, the more active the thinking. Open your mind and you will have more topics to choose from when you speak. Students feel "have something to say" and their interest in speaking is getting stronger and stronger.

In the process of children's speech training, I also pay attention to cultivating their good speaking habits, such as: speaking completely and coherently; Don't use dialects, try to use Mandarin; Speak naturally, generously and politely.

In oral English teaching, we should also make use of all aspects of Chinese teaching to consciously cultivate students' listening and speaking ability. "The cultivation of oral communication ability cannot be carried out in isolation, but should be combined with the teaching of words, phrases, sentences, paragraphs and articles, and run through the whole process of Chinese teaching. According to the age characteristics of primary school students and the law of accepting knowledge, I think oral communication should be trained in the lower grades. In order to improve my oral communication ability, I tried from the following aspects.

First, use "entrance education" for training.

The children who just entered school speak incompletely and irregularly, which is exactly what we need to carefully guide and cultivate. On the first day of school, students feel fresh about everything, and teachers can use students' curiosity for language training. Introduce yourself and make friends with everyone. You can also use the pictures of "entrance education" in the textbook for training. Teachers should guide and observe the pictures in a certain order. What is this place? Who's in the picture? What are they doing? Guide the students to discuss: think about it. What did you say to the teacher when you met him on the first day of school? What did the teacher say to you? At this time, the teacher creates a situation to talk with the students and practice with them. You can also show students around the campus and let them say, what do you see? At this time, students are free and ask a lot of questions. Teachers should satisfy students' curiosity as much as possible, and don't let a question go easily. This kind of training not only stimulates students' interest in speaking, but also implies observation methods and thinking training.

Second, the use of literacy teaching for training

In the process of literacy teaching, teachers should combine with the development of students' thinking and language. Teachers should guide students to learn by themselves with existing knowledge, describe their own methods and results, and train students' listening and speaking ability. For example, when learning the word "Gao", students can learn it by adding some familiar words: for example, the word "Gao" is a cow with its tail sticking out vertically and a mouth under it. Students can also use their brains to learn by making up crossword puzzles, such as biting off the cow's tail in one bite. In the process of literacy teaching, you can also practice "one word blossoming". Enrich students' vocabulary and lay a good foundation for better oral training. For example, teach Chinese characters "Zhong", let students form words such as "Zhong", "Zhong", "Zhong" and "Xin", and then use these words to inspire students to speak. China: I'm from China. No matter what the student says, as long as what he says is reasonable and helps to remember the font, he should affirm it. Students should be encouraged to flexibly use the basic knowledge of Chinese characters, combine their own life experience, and analyze and memorize glyphs in various ways to master the sound, shape and meaning of Chinese characters. As long as students can independently find out the difficulties and solve them, and can come up with a unique method of memorizing glyphs, it shows that the independence and creativity of students' thinking have also been developed.

Third, strengthen training by questioning and resolving doubts.

Enlighten thinking in questioning and solving doubts, and open the way of language training. Questioning and solving doubts is an important link for students to find, ask and solve problems in the learning process. This link can not only cultivate students' ability to find, analyze and solve problems, but also cultivate students' ability to express and discuss with others. For example, when I was studying Sima Guang, I encouraged students to question boldly. The students asked many questions: won't they pump the water out of the water tank? Can't they put a big bamboo pole into the jar to save people? Why don't they push down the vat together ... For example, in the article Cats Raise Fish, I asked such a question: Is it right for kittens to raise fish? Around this problem, the students started a discussion. Some people say that the kitten is not doing it right. This is a big fool. Fish grows in water, how can it grow in soil? Some people say that although the kitten is doing something wrong, it shows that it loves to learn from others. Others say that kittens don't like to use their brains. Just watching others grow corn, they learn from others and put fish in the ground. They don't want to think that fish are not grown in the ground ... there are different opinions and interesting opinions. This kind of training not only deepens the understanding of the text, but also develops students' thinking ability and exercises their oral communication ability.

Fourth, the use of reading teaching for training

The cultivation of students' oral communication ability should not only be carefully practiced in systematically arranged oral communication classes, but also be naturally integrated into reading teaching. For example, when studying the article "Beautiful Rooster", the article "Beauty depends not only on appearance, but also on whether you can help others do things." This is a key sentence. How to guide understanding is an important part of cultivating students' correct aesthetic view. I asked the students to discuss in groups: If you were a woodpecker, a bee or a frog, would you feel beautiful? Why? As soon as the question was raised, the students began to talk excitedly. Some people say I am a woodpecker. Although I am ugly, I will be kind to the tree and help others do good things, so I feel beautiful. Some said, I am a little bee, I can collect honey, I love labor, so I feel beautiful ... After learning the text, I asked my classmates, do you like this rooster? Why? The students began to discuss again: some said that the rooster was very proud at first, and compared with others all day, doing nothing, which I didn't like. Later, it corrected its shortcomings and I liked it again. Some people say that a rooster is like a person who corrects his mistakes, and later he becomes very hardworking. I like it ... so far, it can be seen that students have a deep understanding of the text content through discussion. In reading teaching, I often make oral communication while guiding reading. Or in the form of group discussion and cooperation, let students speak freely and express their opinions in a relaxed Xiaotian field, or let students be small teachers to evaluate the learning content reported by students. Only in this two-way interactive language practice can oral communication help to cultivate students' ability to speak accurately, concisely and methodically.

In a word, oral communicative competence should be embodied in two-way interactive language practice. In the creation of situations and dynamic communication, we should cultivate students' listening and speaking ability, develop thinking through constant induction and experience, improve the horizontal and vertical connection of thinking, and further cultivate students' innovative spirit. Improve students' comprehensive quality and realize the real purpose of quality education.