As a selfless and dedicated teacher of the people, it is essential to write lecture notes, which help to carry out teaching activities smoothly and effectively. How to highlight the key points in the lecture notes? The following is a sample lesson script for "Telephone Calling" that I compiled for you. It is for reference only. I hope it can help you. "Telephone Call" Speaking Lesson 1

Talking Activity Design:

Last week, the children were very concerned about which children came to the class every day. After roll call, our teacher will talk to the children about their physical condition, resting situation at home, etc. This creates an emotional experience of mutual care in the children's hearts.

Recently, our two teachers often call the children during holidays in order to understand their health. Therefore, their scope of interaction expanded from family members to teachers, and they developed a sense of identification and intimacy with teachers.

Children in this class can sometimes use simple words to express their feelings and needs to others, and also describe things in life. However, the monologue of 3-4-year-old children is very unfluent and highly situational. Leverage current public service announcements in mass media to elicit a "phone in" music campaign. Encourage and strengthen young children to want to make phone calls with many people and experience the joy of making phone calls with many friends.

This activity is suitable for the age characteristics of small class children, so that children can gradually become familiar with some social communication skills.

Talk about the goals of the activity:

1. Three major goals

1. Be willing to participate in music activities and be familiar with the melody of songs.

2. Able to learn and sing songs with the teacher and be interested in singing activities.

3. Experience the joy of playing the same game with your companions.

2. Key points of the activity

Be able to sing the rhythm accurately and the lyrics clearly.

Analysis: Because this song is relatively simple. Therefore, in this music activity, children can be cultivated to be both good at singing and good at performing.

3. Difficulties of activities

Make corresponding movements according to the rhythm of music

Analysis: Children in small classes have great imitation in movement learning, and the performance of music The ability is still in a period of poverty.

A good description of the activity process:

Step 1: Arouse children’s interest through situational performances.

1. Show Bao Bao and Beibei

The teacher said mysteriously. Tone stimulates observation in young children. For example: Look, who is coming today?

2. Appreciate the plot of "Telephone Call"

The teacher acted out what he said when making a phone call.

This link is mainly to attract children to appreciate. Serve the goal (1) "willing to participate in music activities and be familiar with the melody of songs".

Session 2: Preliminarily express the song by reciting the lyrics and imitating the movements.

1. Use the demonstration method:

The teacher sings the lyrics a cappella with an expression, and the children are invited to appreciate it.

Children in small classes like to imitate actions, so I use demonstration methods to influence children to participate in imitation.

2. Use the sing-along method:

Hum the song along with the tape recorder.

Since the lyrics are relatively simple, the movements will make the children more emotionally involved.

3. Use group learning method:

Children imitate the movements and recite the lyrics while doing it.

Imitation learning is to serve the bold performance of songs later. Therefore, only on the basis of experience can young children have the ability to develop themselves.

This link allows children to become familiar with the lyrics and serve the next link goal (2) "Be able to learn singing lyrics with the teacher and be interested in singing activities".

Good link three: further express music by singing and doing movements.

1. Children, babies, and Beibei sing and perform together.

I preset the two dolls, Baobao and Beibei (motivation to guide children to participate in music activities)

2. Children listen to the sound of the piano and sing

Teacher Use piano accompaniment to guide children to learn to sing songs.

This link is the key point and where the difficulties gather. The solution to the key points is mainly to use the guidance method and the performance of rhythmic movements.

Reflection on the activity:

In this music activity, I adopted a variety of teaching methods to allow the children to initially learn the entire piece of music without lacking the need for participation. Interest in activities. Therefore, the classroom atmosphere was relatively good and the activity objectives were basically achieved. However, there are still some shortcomings in some aspects. For example, in the situational performance, it would be better if two children in the top class were asked to conduct questions and answers to promote the atmosphere of the activity. Children will be more interested in learning and more engaged.

So I must learn lessons, pay attention to my shortcomings, learn from good teachers, and be innovative in teaching.

"Making a Telephone" Lesson 2

Brief Analysis of Teaching Content

The materials used in "Making a Telephone" are familiar to students, and the questions are closely integrated with the students' life experiences. Research on this issue is of great interest. The question of "making a phone call" provides a space for students to explore. When students try to find the "answer", they do not simply apply known information, and there are no methods or formulas that can be directly used. Although not all students ultimately completed the task well, they all used their thinking skills to "go" far enough to find a solution to the problem. Let students experience the joy of success in the process of independent inquiry, learn to share different problem-solving strategies in the process of cooperation and communication, and find the optimal solution to problems through comparison and induction. Through this comprehensive application, students can further understand the close connection between mathematics and life and the application of optimization ideas in life, cultivate students' ability to apply mathematical knowledge to solve practical problems, and at the same time discover the hidden laws of things through drawing and other methods, and cultivate students' induction Reasoning thinking ability.

Analysis of academic situation

The textbook "Wide Angle of Mathematics" in the first volume of the fourth grade arranges the study of optimization ideas. Through some simple examples in daily life, students can try to solve problems. Find the optimal solution among various solutions, and initially experience the application of operational thinking in real life and the application of game theory methods in solving problems.

Teaching and learning methods

Our school’s “two-way interactive” teaching method is adopted. Multilateral activities between teachers and students, students and students in classroom teaching. It embodies the basic principles of modern teaching theory, conforms to the principles of primary school mathematics teaching, and is an effective method to cultivate students' active learning. In teaching, we guide, inspire, and cultivate students to form correct, stable, and lasting learning motivations, ignite the spark of hope deep in students' hearts, and constantly arouse students' desire for knowledge. Only in this way can students change "I want to learn" into "I want to learn." I want to learn." At the same time, try our best to provide students with good opportunities for exploration and practice activities, mobilize their multiple senses and coordinate activities, and participate in the process of "discovering" mathematical knowledge.

Teaching methods

Teaching methods: students’ hands-on operations, group cooperation and teacher’s explanations

Teaching objectives

1. Pass Discover the hidden patterns of things through drawing and develop your inductive reasoning ability.

2. Further understand the close connection between mathematics and life and the application of optimization ideas in life, and cultivate the ability to apply mathematical knowledge to solve practical problems.

3. Penetrate the ideas of "optimization" and "return".

Teaching focus

Find the best solution for making phone calls and similar problems

Teaching difficulties

Discover patterns and cultivate inductive reasoning ability< /p>

Teaching preparation

Courseware; colored pencils (students)

Teaching ideas

1. Create situations to stimulate students’ interest in learning

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First of all, use conversation to evoke students’ memories of making phone calls, and conduct telephone etiquette education in a timely manner, which not only improves students’ interest in inquiry and learning, but also improves some life skills. They initially feel that the way of “making phone calls” has Diversity awakens awareness of optimization.

Again, by creating a teaching situation in which a mudslide occurred in a certain place: the mudslide caused huge harm, and 15 villagers needed to be notified as soon as possible by phone. Problems are closely integrated with students' life experiences and can stimulate students' interest in exploration. The teaching material uses the method of notifying 15 people to explore the plan and rules. This data is too large and difficult. In the form of "preparatory homework", students are allowed to explore the plan in advance and break through the difficulties.

2. "Optimize" the rules in "comparison".

In the process of finding the optimal plan for making phone calls in this class, students designed different plans due to differences in knowledge levels. For example, there is a "notify one by one" plan, and a "notify in groups" plan. Of course, there will also be "no one is free" solution. Through the display, comments and longitudinal comparison of these three solutions, students can experience the problem-solving process and experience the diversity of methods and optimization ideas. In the process of discovering patterns, students can make horizontal comparisons of the discovered patterns through questions such as "How many people can know this news in 10 minutes?" and the shortest time required to notify 50 people, so as to experience n 2 phases. The value of multiplying this rule is that it also optimizes the rule in comparison.

3. Practice in a variety of ways and penetrate the idea of ??“returning”.

The so-called "reduction" can be understood as the meaning of transformation and reduction. Generally, we understand it as the idea of ??"transformation". Theoretically understood as the "reduction" method, it means that scientists reduce the problem to be solved to a class of problems that can already be solved or are relatively easy to solve through a certain transformation process, and finally obtain the answer to the original problem. Means and methods, simply put, reduction is the standardization and patterning of problems.

This lesson mainly focuses on "making a phone call", exploring the optimization plan and the resulting rules in the process of "making a phone call".

A pattern like this is not only contained in the event of "making a phone call", but actually exists in many places in life, and "making a phone call" is just a microcosm of these events. Therefore, in the exercises, I present exercises related to plant growth, exercises in the game of "Happiness Delivery" in real life, and the story of Afanti, and transform the laws contained in these events into "making phone calls." "In this incident, let students use the rules they already know to solve the problem.

Teaching process

1. Create situations and ask questions

At the beginning of the class, I created a situation and asked students to think of ways to inform 15 villagers. The situation is critical, evacuate immediately. The teacher proposed that if notifications were made by phone, and one person could be notified every minute, how many minutes would it take for one call? How to notify? Let students design a phone notification plan by drawing. When teaching, I consider that it is difficult for students to understand the content itself, so I use pre-assignments to prepare students for the difficult parts of new knowledge. When students learn new knowledge, they have certain learning preparations. .

Comment: It is good to let students solve problems in a real situation, but students have already conducted preliminary research and have their own thoughts and ideas. At this time, the teacher will show the video and propose It seems that the question is a bit late, and it does not have a great motivating effect on students. On the contrary, it may waste students' time. It is better to simply introduce the topic and write the topic on the blackboard.

2. Group communication (mutual learning)

In group communication activities, some negative problems may arise, such as improper design of questions in group communication and learning, and poor communication efficiency in group communication and learning. Problems such as low academic level and lack of inquiry skills among students in group exchange learning need to be solved by our teachers. So, how can we overcome the above problems and enhance the effectiveness of group communication and learning? This is what I do when conducting group communication:

First, the purpose of communication and learning is to solve problems, so teachers should look for topics that are closely related to the content and can arouse students' interest based on the teaching objectives. Materials skillfully transform learning content into problem situations, guiding students to discover and raise problems that need to be solved. The establishment of problems plays a guiding role in students' entire learning process. It can enable students to clarify their inquiry goals, guide their thinking direction, induce their desire for inquiry, and generate thinking motivation. It not only stimulates students' interest in learning, but also enhances the pertinence of teaching.

Second, when students communicate to a certain extent, teachers should promptly organize students to synthesize and summarize different opinions and put forward correct ideas and viewpoints. At the same time, students who actively spoke in the discussion were affirmed, students with unique insights were praised, and typical ideas shown in the discussion were evaluated to improve students' ability to think correctly and analyze and judge correctly. This can not only optimize the inquiry process, but also improve the effectiveness of student communication.

Third, teachers should provide necessary guidance. Teachers should create a democratic, harmonious and free learning atmosphere for group inquiry learning, respect and protect students' enthusiasm for participation, and use various forms to encourage students, especially students with learning difficulties, to actively participate in activities. Students should be guided to listen attentively to what others are saying and try to understand what others are saying. They should be asked to think while listening, remember the key points, and consider whether the speech makes sense, etc., to help students develop good analytical and expression skills. Teachers can also participate in discussions equally as students.

Fourth, teachers must make correct and appropriate evaluations of communication results. Since inquiry communication learning is a process in which students use their own brains and hands-on skills to solve problems, the inquiry conclusions cannot be unified and standard. Therefore, teachers’ comments cannot be judged by uniform right or wrong. Students’ specific conclusions should be analyzed in detail so that students can The personality is fully developed. Comments should be based on motivation. Even if students have some success or small progress, they should be praised and affirmed, so that students can experience the joy of successful exploration and cultivate students' spirit of inquiry.

The students’ preliminary research was completed very well, so the students were very active in communicating and the participation rate was high; it would be better if the teacher clarified the communication requirements and the focus of the communication with the students before communicating. Be more specific, such as: How did you make the call? In what way is it expressed? How long did it take?

3. Reporting and presentation (communication within the group, presentation within the class)

Whether it is communication within the group or presentation within the class, it must be clear that presentation is for improvement, not for each group to compare the previous Repeatable explanations of answers to assignment questions. To this end, the three major principles of display should be highlighted, namely problematization, interactivity, and creativity.

"Problematic" means that in terms of the content of the display, it is necessary to display highly problematic issues or error-prone points; "interactive" means that in terms of the way of display, it is necessary to reflect The interactions between teachers and students, students and students can be various forms of interactive communication such as asking for help with problems, dialogue and exchanges, questioning and confrontation; "creativity" refers to the value of display, including summary of learning methods, exploration of rules, and the development of learning. New discoveries, new thinking, new insights or new achievement displays, etc. This avoids inefficient display and truly reflects the necessity of the display link.

This kind of generation includes both preset generation and classroom immediacy. No matter what kind of generation, it must be effective generation, rather than boundless and off-topic generation.

Intra-group communication is a display organized by the group leader within the group. The purpose is to demonstrate the unsolved problems in the learning process, and the learning group leader will report the learning results or exposed problems to the teacher. It is convenient for teachers to grasp the academic situation and make a big display.

The class presentation is a class-wide presentation organized by the teacher. The teacher’s leading role and classroom teaching mechanism will be demonstrated in this link. Specifically reflected in: prompting, questioning, instant evaluation, etc. During the presentation process, teachers ask, enlighten, inspire and guide timely, allowing students to "pick peaches with just a jump" and find solutions to problems on their own. At the same time, teachers should promptly evaluate students' performance, create learning situations, and stimulate students' internal drive to learn.

Students communicate very actively and can make corresponding supplements. In fact, the role of teachers in this link is also very important. Teachers should think quickly and guide students on the basis of carefully listening to students' exchanges. to the core of the problem and the focus of knowledge; at the same time, teachers should always remind students of the speaking speed and communication method when communicating. In this class, students spoke too fast in this link and their presentation was blurred, making the communication The effect is greatly reduced; in addition, it will save more time if the forms are completed after class.

4. Knowledge meets standards

In the exercises, I presented exercises on plant growth and exercises on the game of "Happiness Delivery" in real life, as well as Afanti's The story transforms the rules contained in these events into the event of "making a phone call", allowing students to use the rules they already know to solve the problem. By designing several forms of exercises such as basic exercises, key exercises, and extended exercises, it not only deepens knowledge, but also stimulates interest in learning, cultivates students' ability to comprehensively apply the knowledge they have learned to solve simple practical problems, and reflects students' ability to learn mathematics. Cognitive laws also reflect that different people learn different mathematics, and different people develop differently in mathematics.

5. Class summary.

The design of the exercises highlights the pertinence, level and practicality, so that students can solve practical problems based on the knowledge they have learned. The summary is concise and summarized, highlighting the key points, and at the same time infiltrating ideological education for students.