As a faculty member, you usually need to use lesson plans to assist teaching. Teaching plans are the main basis for implementing teaching and play a vital role. So what does an excellent lesson plan look like? Below are 6 oral communication lesson plans that I compiled for you. I hope they can help you. Oral Communication Lesson Plan Part 1
Learning Objectives
① Improve students’ language skills such as expression, response, listening, and questioning.
② Use the explanatory methods learned in this unit to learn to write an explanatory article.
Preparation before class
Each person prepares one or two small commodities, which can be food, toys, products, or product instructions.
Teaching process
Oral communication in the first lesson
1. Stimulating interest
Today the students brought a lot of small commodities, what do you want? Do you want the items in your hands to be loved by others, so that they are willing to buy them? Then let’s try to be a little salesman today.
2. Careful preparation (pre-class preparation)
① Be familiar with the product. Get a comprehensive understanding of your products. Be aware of the appearance, specifications, usage, usage, price, etc.
②Find out what is most impressive about the product and prepare a wonderful description.
③When facing customers, please be fully prepared with what expression, tone, and language you use to sell your products.
④Think about what questions customers will raise about the product? How will you answer.
3. Group trial purchase
① Try to sell your products in the group and let the students make pertinent suggestions on the content, language, tone and expression of the products you sell.
②Listen carefully to the suggestions of classmates and adopt them appropriately.
IV. Class Sale
①Each group selects the best salesman to sell its products.
②Customers listen carefully to the salesman’s introduction and raise questions about the product.
③Answer customers’ questions patiently and tactfully, with an attitude of being responsible for both consumers and products.
5. Summary
① Name the best salesman.
②What do you think makes a good salesman? (What are the criteria for an excellent salesman?)
Exercises for the second class period
1. Determine the content of the exercise
① Read the requirements for this exercise silently, and discuss with your classmates Let’s talk.
②Determine the content of the exercise.
2. Composition guidance, how to write expository essays
①Recall the difference between expository essays and general narrative essays.
②What are the commonly used methods for writing expository essays?
③ From what aspects are you going to introduce the items and what explanation methods are you going to use? (What are the characteristics of your items? For example: appearance, quality, use, price, etc., seize the outstanding characteristics, and use numbers, examples, comparisons, analogies, vivid descriptions, etc. to describe the characteristics of the items in detail.)
④ You can use some information appropriately, but do not copy a large amount.
3. Independent practice, guided by the teacher on tour
4. Modify each other to improve the oral communication lesson plan 2
The first lesson
Oral Communication
After studying this unit, students must have new insights and understanding of reading. Organize three small activities to exchange reading gains and test learning effects. You can choose an angle to carry out based on the students' learning situation.
1. Talking about experiences
"I love reading" is the theme of our unit. Through these activities, what new understandings have you gained about reading? What are your reading experiences? What fun did you get from reading? What effective reading methods have you learned?
Everyone talks about their feelings on topics of interest.
2. Storytelling
Through activities designed by the students themselves, some read according to the plan, some interviewed people who love reading, and some collected some celebrities who read. things. The students must have many touching stories, so let me tell you the most interesting and valuable stories.
3. Debate
Based on the students’ performance in the previous two activities, choose a debate topic. "Is it beneficial to open a book?" Debate based on your own reading experience and typical examples.
1. Clarify the topic of the debate:
Pro: Opening the book is beneficial; Con: Opening the book may not be beneficial.
2. Select the debate topic and determine the debate sides:
Students can choose independently and then draw the two sides; they can also draw the lines in the middle of the classroom and then choose by tossing a coin. Debate topic; groups can debate each other, or select several debaters as representatives.
3. Debate:
Teachers should guide students in a timely manner, express their opinions in a well-founded manner, use examples to illustrate their opinions, and refrain from personal attacks. , debate on the topic.
4. Debate summary:
The teacher pointed out the advantages of this debate and put forward matters needing attention in future debates.
The second lesson
Exercises
1. Put forward the requirements for exercises:
Write an article with the title "Remember Once".
2. Determine the scope of the exercise and supplement the questions:
In the activities of this unit, students have many experiences, reading, interviewing, communicating, debating, telling stories... I believe that in these experiences There must be some students who feel deeply impressed. Students can choose one to describe.
3. Communication:
Talk about what you want to write.
4. Put pen to paper.
5. Commentary:
Many activities are personally participated by students and can have different feelings.
During the evaluation, pay attention to the description of the activity process, and encourage students to participate in the evaluation based on their own experiences; pay attention to the evaluation of the language, and capture the accurate sentences used by students to make positive evaluations; capture the students' unique feelings. Positive reviews.
7. Achievements exchange meeting:
Organize a results display, including reading record cards, book recommendation cards, reading catalogs, exercises, interview records, and readings as prompted in the "display stand" Experiences, accumulated reading quotes, etc...
Give students full praise and affirmation for making "famous bookmarks", "book recommendation cards", "reading note collections", etc. in their favorite way.
Through learning and communication, consciously use the learning methods of this unit in future reading to make reading a habit. Oral Communication Lesson Plan 3
Learning objectives:
Use oral language and written language to communicate the inspiration gained in life. Think about the little things in life that inspire you. Give you Choose the most inspiring famous sayings and practice expressing them from an angle.
Preparation before class:
1. Pay attention to the things or comics in life that inspire you.
2. Collect inspiring sentences that you usually read in books and in life.
Teaching process:
First lesson: oral communication
1. Introduce new lessons and clarify requirements
Students, in our In our lives, there are often some small things, a proverb or a cartoon that cause us to think and give us inspiration. Let’s share it today!
Ask three students to read the requirements in the book.
Clear requirements:
Talk about something that inspired you in your life. Please explain clearly what happened and the inspiration you received.
When communicating about the famous sayings that inspire you the most, you should first talk about what they are, and then how you understand them. You can also relate them to life and use examples to talk about how they inspire and help you.
Introducing a comic can be in various forms. You can directly write about the inspiration that the comic brings to you, or you can make up a story based on the meaning of the painting, so that the readers of the story can understand the meaning of the comic.
2. Independent choice, group communication
Independently choose the content of communication. Choose an angle from the following suggestions to communicate: things in life that inspire you; To inspire the greatest famous sayings; a cartoon that brings inspiration to yourself.
Think about how to say it according to the requirements, and then practice it.
Communicate with classmates in a group. Listen carefully when others are speaking, complement each other, and ask your own questions.
3. Whole-class communication. Teacher-student evaluation
The group recommends representatives to communicate with the whole class.
Teacher-student comments: Not only should you comment on how well the classmates said it, but you should also talk about the inspiration you received after listening.
Teachers give different prompts based on the different perspectives of students’ speeches.
IV. Teacher summary and accumulation of tips
It seems that there are really many things that will bring us inspiration in life, a small thing, a famous saying, a picture, Even one thing will bring us a lot of thinking. In the future life, we must pay attention to accumulation and thinking.
Exercises for the second lesson
1. Combining oral communication and introducing writing
When engaging in oral communication, some students chose some small things, and some Choose a motto or a cartoon. Today we will write about it.
1. Make independent reports and determine the content of the exercise.
Students report what they want to write about in this exercise.
2. Independent practice, with teachers’ tour guidance.
3. Modify each other and improve the first draft of the exercise.
If there is time in class, you can comment on one or two exercises in class. You can also talk about the outstanding problems in sentences, punctuation, etc. found during the inspection, and guide students to revise them.
The third lesson: Commentary on homework assignments
1. Encourage strengths and cultivate interests:
1. The teacher distributes the exercise books and students read the comments and their own exercises. .
2. Ask students to talk about their strengths in this exercise: accurate expressions of words, beautiful sentences and clever ideas, so as to cultivate students' interest in the exercise and prepare students for the next step. Revise your composition and expand your ideas.
2. Teacher comments, appreciation of good articles:
1. The teacher summarizes the situation of this exercise from the aspects of advantages and disadvantages.
2. Raise the same questions from students and conduct collective review and revision in the whole class.
3. Read out the more excellent exercises for students to appreciate.
3. Group cooperation, modify by yourself:
Read your own homework aloud, then read it to the students in the group, ask them to help with the corrections, and make modifications yourself. Oral Communication Lesson Plan Part 4
Teaching Requirements
1. Telling stories must be organized, with complete and vivid storylines and distinctive characters.
2. Learn to use actions, language, appearance description and other methods to write about people, and strive to highlight the characteristics of the characters.
Difficulties and key points
1. Clarify your thoughts and learn to express yourself in oral communication.
2. Learn some methods of writing about people in the text. Write about an impressive person and reflect a certain aspect of the character.
Teaching process
First lesson
(Oral communication)
1. Exciting conversation and introducing new lessons
1. We have come across many literary characters in literary works, movies, TV and stories. Let’s talk about which ones left a deep impression on you.
2. In today’s oral communication class, let us tell the story of a character. It can be a person in a book, a person in a movie or TV, or a familiar person around us. .
2. Listen to the story to clarify your goals
1. Listen to the story recording and think about what is particularly well said and worth learning.
2. Classroom communication, random induction:
⑴ The language should be colloquial.
⑵ Master the tone and intonation.
⑶ Manage the speaking speed and rhythm.
⑷ Contagious.
3. Tell a story
1. Try telling a story in a group. Choose a character who impressed you the most and tell his story softly.
2. The group recommends telling stories on stage.
3. Class review: Did you explain the story clearly? Teachers make random inductions.
⑴ Are you speaking loudly?
⑵ Does the story have a beginning and an end?
⑶ Is the story clearly told?
IV. Tell stories again
1. According to the norms discussed above, practice storytelling freely again.
2. Tell the story to your classmates, comment on each other, put forward suggestions for improvement, and practice repeatedly.
5. Extracurricular extension
Go home and tell the story to your parents.
Second Lesson
(Exercise guidance)
1. Inspiring conversation and arousing interest
1. Pre-class conversation:
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Students, we have met several very distinctive people in the text, such as Yan Jiansheng who never forgets two lamp grasses before his death, Wang Xifeng who is smooth and changeable, and Brush Li who is highly skilled. They all gave us Make a lasting impression.
2. Clear goals. The teacher would like to ask everyone to tell you whether there is any character in the fairy tales or cartoons you have seen that left an unforgettable image for you? What are the characteristics of these characters?
2. Classroom communication and writing guidance
1. Think about it, who are the people in your life who have left a deep and distinct impression on you?
⑴Who is this person?
⑵ What are the characteristics of this person?
2. Communicate in a group and talk about why this person left such an impression on you. Close your eyes and let the characters move in your mind, like a movie. Carefully recall some aspects of this person, such as things he has done, his appearance, demeanor, language and actions, etc.
3. The group recommends a classmate to introduce the most distinctive person and guide the review.
4. Instructor:
Through everyone’s introduction, the teacher also discovered: It turns out that there are so many distinctive and unique people around us. Recalling the characters, we must To describe the characteristics, what methods are usually used?
5. Teacher’s summary:
Yes, it is necessary to highlight their unforgettable images by describing specific and vivid things that happened to the characters. When writing about the things, Pay attention to expressing the characteristics of the characters by describing their movements, language, appearance, demeanor, and psychological activities. Ask the big industrialist to write down the person who has the most characteristics in your mind and left the deepest impression on you.
3. Classmates’ composition, teacher’s inspection and guidance
The third class period
(commentary on homework)
1. Whole class review
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1. Invite outstanding essay writers to come on stage to read and display, and guide the whole class to comment:
The focus of the evaluation is whether the characteristics of the characters are outstanding. If not, what are the reasons? How to change it?
⑴ When describing the appearance, it is not suitable to be one-size-fits-all. It should vary from person to person and be focused according to the needs of expression. You must learn to grasp the unique characteristics of the character and describe the character's appearance flexibly.
⑵ The language description should not be the same for thousands of people, but should conform to the identity and personality characteristics of the characters, and should be supplemented by appropriate actions, expressions, postures, tone or emotions, so that the language will be more vivid and vivid.
⑶ Accurate action description can reflect the character’s thoughts, feelings and personality traits.
⑷ When writing about people, you must also have typical examples, speak with facts, and use one or two typical and novel examples to express it.
2. Project or read out an intermediate-level exercise:
⑴ Talk about what is well written.
⑵ Discuss what needs to be modified.
⑶ How should it be changed?
2. Tablemates correct each other
1. Students correct each other while the teacher inspects.
2. Show examples of good modifications:
⑴ Is the revised article better than the original article?
⑵ What’s the benefit?
3. Guiding self-revision
1. After mutual revision, ask students to summarize the issues that should be paid attention to when revising this type of exercise:
⑴ Narrative process Is it specific and does it highlight the character's personality traits?
⑵ Is the use of words appropriate and vivid, and is the article fluent?
⑶ Is the punctuation used in the article correct and the writing standardized?
2. Self-correction by classmates: Based on the revision opinions, carefully revise your own work.
3. Show the written composition to your classmates and ask them for suggestions for revision.
4. Revise your composition again.
5. Correct the composition. Oral Communication Lesson Plan 5
Exercise 5 Oral Communication "What will I do when I grow up"
1. Introduction to the topic:
1. Introduce a parent of a student (Also a teacher in our school)
Teacher: Students, today I want to introduce someone to you. Who is he? (Show photo)
Yes, he is the father of XXX classmate in our class. Let's ask him to introduce his father, okay?
Student: My father is a teacher and works in our school. He has trained more than 200 students to participate in national, provincial and municipal aircraft model competitions, and he was also named an outstanding scientific and technological counselor in Fujian Province.
Teacher: What do you think of Dad?
Who else in our class would like to introduce their father***? Yesterday, the teacher asked everyone to go back and find the photo of Dad. Did you bring it? Okay, take out the photo and let everyone take a look, so that everyone will have a deeper impression of your father.
2. Teacher: There are so many students who want to introduce their parents. Well, let’s talk about them in the group. After you finish speaking, select the child in your group who speaks the best and tell it to everyone.
3． According to the recommendation, name the person to come to the stage to communicate.
4． Teacher: After introducing your parents, do you think they are great? Do you want to praise them? Who is coming?
Transition: Yes, some of our parents are teachers, some are doctors, and some are workers. They have made due contributions to the motherland in different jobs. Although they work very hard, they are useful people to society and worthy of our respect.
5． Teacher: In our society, there are many uncles and aunts who work hard with our parents to build the motherland. Who are they? Ask the students to open page 93 of the book, look at the picture and guess: What do the uncles and aunts in the picture do? Talk to each other at the same table.
You can use the sentence pattern: I guess he (she) is————, because——————————————————.
6． Organize exchanges.
(Click on the courseware randomly)
7. Teacher: What a group of smart kids! Classmates, how old are you now? In twenty years' time, you will be twenty-eight or nine years old. Have you ever thought about what you will be doing by then? In this class, let’s talk about it: When I grow up, I will do... (blackboard writing topic)
2. Perception topic
1. Whoever thinks about it first, let’s talk about it first : When I grow up, I will do... (name communication)
2. What the students just said they want to do when they grow up, this is your ideal. (Written on the blackboard: Ideal) Only when a person has an ideal will he have a direction to work towards and a goal to move forward. Now, please listen to the two children talking about their ideals. Think about it while listening, and then comment on how they say it, okay? (Play the recording)
Recording material 1: I want to be a musician. Because I think we live in a world of music. When we walk on the road, the leaves rustle and the dogs bark. This is all beautiful music, so I want to be a musician and use my beautiful singing voice to send people Joy makes our world a better place.
Audio material 2: I want to be a scientist. Because I read an article called "Letter from Antarctica". I want to go to Antarctica to see how penguins and cute seals swim, what they eat, and to ask the Eskimos how to catch fish in ice caves and how to build ice houses on the ice and snow. I also heard that there is a hole in the ozone layer over Antarctica. I want to study it so that we humans will no longer be harmed.
3. Organize review: After listening, what do you think of what they said?
Tips: They all first talk about what they want to do when they grow up, and then explain their reasons. Used a sentence pattern like this:
When I grow up, I want to be (be)——————————————————.
Because——————————, so I want to do (be)——————————————.
4. Teacher: You listened very carefully and you know what they say well. The teacher believes that you will definitely think better than what they said after careful consideration! Now, please use this sentence pattern and try to talk about it while you are seated, okay? After finishing speaking, please raise your hands and tell the teacher. (Teacher provides individual guidance)
5. Teacher: Are you finished? When you have something on your mind, who do you most want to tell?
Okay, now the teacher will ask you to talk to your good friends about your ideals. Note: You need to speak clearly, listen clearly to what your good friends say, and bring back what your good friends say, okay? Go ahead. (Free communication)
6. Teacher: Who will tell everyone about your good friend’s ideals?
Tips: First, say "My good friend is...", then say her (his) ideal is..., and finally, why she (he) has this ideal.
3. Reporter Interview: Talking about ideals
1. Teacher: Teacher, I am very happy to know from your friends that you have such a beautiful ideal. Today, Class 4, Grade 2, we are going to have a program to talk about our ideals (write on the blackboard in front of "Ideal": talk). Do you want to go on TV to talk about your ideals?
Then you must first be interviewed by reporters. Have you ever been interviewed? (Have you ever seen a reporter interview on TV?) Tell me how you (someone else) was interviewed by a reporter. (Guide to listen to the reporter’s questions first, and then answer. Speak clearly.)
Now, the teacher will play the role of reporter. Who is willing to be interviewed by the reporter first? (The teacher puts on his press badge and uses a projector to show the interview process)
Teacher: Hello! Welcome! Please take a seat. (Shake hands)
Student: Hello, reporter!
Teacher: Could you please introduce yourself first?
Student:...
Teacher: Nice to meet you, XXX. What do you want to be when you grow up?
Student:...
Teacher: Oh, I think..., what do you think? Why is there such an ideal?
Student:...
Teacher: Thank you for accepting my interview, goodbye! (Shake hands)
2. How did the two of us perform just now? Who can comment? (Give him applause)
3. Who else is willing to be interviewed by reporters? Does anyone want to be a young reporter? Please ask students who want to be little reporters to come on stage and wear their little press badges to interview classmates. Other students, please watch and listen carefully. Later, the teacher will ask you to recommend the best young reporter and the best guest, okay? (The teacher adjusts the projector to show the excellent interview footage)
4. Teacher: This is the end of the on-site interview. Who is the best young reporter? Who is the best guest? Why?
5. Teacher: You were named the best young reporter and the best guest, and you deserve to be rewarded. Come on, tell the teacher, what reward do you most want? (Add stars, be praised by parents, write names on the blackboard, etc.)
IV. Game: Guess the Ideal
Let’s play a game, shall we? The name of the game is: Guess the Ideal (click on the courseware)
Please listen carefully to the teacher’s instructions on how to play this game.
This game is divided into four steps:
In the first step, students use their brains to think about what actions your ideals can be expressed through. When you've thought about it, please come on stage.
In the second step, students who come on stage first pose in a pose and freeze on the stage. When the teacher calls your name, you move again and perform your ideal.
The third step is for the students in the audience to observe carefully, think while watching, and guess what their ideals are.
Step 4: If the students in the audience guess correctly, the students on the stage should say "Yes! My ideal is..." and then explain why you have this ideal, using "Because...so..." is this sentence pattern okay?
Now quickly think about how your ideals can be expressed through actions. You can match it with appropriate language or use some simple props. Please come on stage if you have a good idea, and hurry up. We will only select the top five fastest students to participate in the performance.
5. Summary:
In this oral communication class, we talked about our ideals. In fact, just talking about ideals is not enough. If you have ideals, you must work hard and struggle to turn beautiful ideals into reality. The teacher sincerely wishes that all students can realize their ideals and become useful people to society. By that time, your hard work will definitely bring happiness to people and make you feel happy. Oral Communication Lesson Plan 6
Practice Guide
1. Introduction:
The people who love us most in the world are our parents, but in life, we There are always some small frictions between me and my parents. Can anyone sum up your relationship with your parents in one word?
2. Guidance on Exercises
The relationship between us and our parents is actually very complicated, with both harmony and estrangement. In fact, there will inevitably be a generation gap between two generations due to different concepts. Can you explain the term generation gap?
Yes, the generation gap makes us feel that some words do not make sense to them, and we do not understand some of what they say. Sometimes we feel that they always dislike us and always nag in our ears. So do you think there is a generation gap between you and your parents? Can you give an example?
Who thinks there is no generation gap between you and your parents? How did you and your parents solve the above situation when it happened?
1. When there is a deep generation gap between us and our parents, we cannot communicate with each other or see each other's souls, so friction arises. Now ask the students to choose a topic according to their own situation
(Show the topic: (1) -------I don’t know when, there was a wide gap between them and me. Gap, ----------.
(2) ---After listening to the stories told by my classmates, I can’t help but feel lucky for myself because I have a pair. Reasonable parents --------)
Ask students to express your feelings through a specific example.
2. Students read the exercises aloud.
After listening to his homework, do you think there is a generation gap between him and his parents? Can this generation gap be bridged? How can we bridge this generation gap? /soft/Do you have any tips?
3. Yes, only by communicating with each other can we bridge the generation gap between us and our parents. Let us open our hearts and talk to our parents about what is on our minds!
Show the homework requirements. Ask students to read the assignment requirements. Choose any topic and express what you want to say to your parents.