As a hard-working educator, I often have to write an excellent lesson plan. Through the preparation of the lesson plan, I can better make appropriate and necessary adjustments to the teaching process according to the specific situation. So do you know how to write a formal lesson plan? The following is the Chinese teaching plan for the first grade of primary school that I have collected for everyone. It is for reference only. You are welcome to read it. Chinese lesson plan for the first grade of primary school compiled by the Ministry of Education 1

Teaching objectives:

1. Recognize and read 8 new words and be able to write 3 new words.

2. Read and recite ancient poems correctly and fluently.

3. Understand poetry and experience emotions.

Teaching focus:

Literacy and writing.

Teaching difficulties:

Understand poetry and experience emotions.

Class schedule:

One class period.

Teaching process:

1. Conversation introduction:

1. Students, do you like animals? What animal do you like and why?

3. There was a great painter named Tang Yin in the Ming Dynasty who also liked roosters. He not only painted a picture of the rooster, but also wrote a poem for it called "Painting a Rooster". (Writing on the blackboard)

2. Reading ancient poems:

1. The teacher reads ancient poems, and the students use their fingers silently.

2. The teacher will read the ancient poem again, and the student can follow him in a low voice.

3. Let the teacher read ancient poems.

4. The little teacher will read ancient poems.

5. Competition reading.

3. Recognize and read new words:

1. Circle the new words in the text and help students learn to read them.

2. When a new word appears alone, the teacher will read it with pinyin and make up words.

3. Literacy game: picking apples.

4. Understand poetry and experience emotions. ,

Show the first two lines of the poem

1. Students read the poem, teacher: What kind of rooster is this? (Blackboard writing: Beautiful)

2 , students read with feelings.

3. How many words can you say that represent colors, such as "red, snow white"?

Show the last two lines of the poem:

1. Teacher: This rooster is not only beautiful, but also has a nice crow. I read poetry.

2. Who can imitate the crow of the rooster?

3. When does a rooster usually crow? What kind of rooster is this?

(Write on the blackboard: hardworking)

4. Live with understanding When reading poems, teachers can read them in a timely manner.

5. Return to the whole and read (or memorize) the entire poem together.

5. Writing guidance:

Guidance on writing "Ping, Hu, Kai". Ministry-edited Chinese lesson plan for the first grade of primary school 2

Teaching objectives:

1. Knowledge objectives: Correctly read the 12 new words in this lesson, including "phase, encounter, joy", and be able to write them There are 7 new characters in Tian character grid including "zi, left and right".

2. Ability goals: Students can read independently and develop good writing habits; be able to tell how they guessed the riddles.

3. Emotional goals: Interested in collecting riddles and making up your own riddles.

Teaching focus:

Literacy and writing.

Teaching difficulties:

Be able to guess the answer to the riddle based on the riddle.

Teaching hours:

1 class hour.

Teaching aid preparation:

New word cards, courseware.

Teaching process:

1. Excite the conversation and introduce new lessons.

Teacher: Students all like to guess riddles. In this class, we will use our brains to guess riddles and learn many new words at the same time.

How to guess riddles? First listen to the teacher’s tips on guessing riddles: “To guess riddles, use your brain, be able to observe, grasp features, and think outside the riddle. The answer to the riddle is hidden in the words.”

2. First reading the text, overall perception.

1. The teacher reads the text to the sample while the students listen and think about the answer.

2. Read the text to yourself and learn new words.

(1) Read the text in your favorite way, and use curved lines to mark new words in the text.

(2) Communicate with classmates, read the text again, and use pinyin to eliminate word obstacles. (Self-reading, group reading, segmented reading)

3. Memorize glyphs and guide writing.

1. Check the self-study of new words

(1) Show the new word card, "phase, meet, like, joy, fear, speak, mutual, order, move, ten thousand, pure ", clean" is read by name.

(2) Drive a train and read, compete in group reading, and judge the literacy group.

2. Writing.

(1) Show me the 7 new words I can write: "Zi, Zuo, Right, Hong, Shi, Dong, Wan", name them and read them.

(2) Teachers write the new characters in the grid, while students’ books are empty.

(3) Students draw and write, while teachers inspect and provide guidance.

IV. (1) Learn the first riddle.

1. The teacher shows the riddle and the students read it aloud freely.

2. The teacher guides you to read the first sentence.

Teacher: Think about what is green? What is red? When do the left and right sides meet and a cool breeze blows?

3. Guide the reading of the last two sentences.

Teacher: Think about what likes timely rain the most? What is most afraid of water attack?

4. Think about what the answer to the riddle will be? When the students guess, the teacher shows the answer card .

5. Think back to how you guessed the answer to the riddle? Student exchanges.

6. Recite riddles.

(2) Learn the second riddle.

1. Review Chinese characters: please, qing, qing, qing. Jing, eyes.

2. Ask two students to perform a scene in which they use polite words to each other, so that everyone can observe and learn their mutual respect. Let the students perform the scenario and tell the riddle to guess the answer.

3. Read the riddle aloud and guess the answer.

4. Recite the riddles and see who can recite them the fastest.

5. Summary of the full text.

After learning this lesson, what did you learn? Ministry-edited Chinese lesson plan for the first grade of primary school 3

Textbook analysis

This text is a phonetic notation The fairy tale tells the story of the little pig who had no idea of ??his own and believed the words of the little squirrel, the little goat and the little white goose, so he painted the originally cute kitten into a big monster.

Teaching objectives

1. Read the text correctly and fluently, and read it by role.

2. Educate students to respect the truth of things and not to blindly trust others.

Teaching difficulties guide students to read aloud, read the tone of the characters in the text, and make students understand why the little pig and the little cat turned into a big monster during the reading. Students are taught to have independent opinions when doing things, not to follow them blindly, and to "think twice before acting" in everything.

Teaching preparation:

Computer courseware, headdresses of piglets, squirrels, goats, and white geese.

Design concept:

Based on the characteristics of fairy tales, the teaching design strives to create situations to stimulate students' interest in learning, and uses a variety of teaching methods to allow students to learn through fun and fun.

Teaching process

1. Conversation tutorial

The always lazy pig fell in love with painting. Today, it painted a picture of many small animals. Let’s all look at it. Let’s also go to the text to see what it draws?

2. Show the topic: 19. Piglet Drawing (Read Together Topic)

3. Listen Story, overall perception of the text content

Teacher's model reading of the text

IV. Students' self-reading of the text

Students can read the text smoothly and understand it with the help of pinyin. Draw the new words in the text and read them several times.

5. Read the text again and understand the content.

(1) Explore the reasons from the results

①Who can tell me what this story is mainly about? Instruct students to briefly explain the words completely.

②Why did the little pig draw such a monster?

(2) Study 2 and 3 natural paragraphs

①The little squirrel gave the little pig a lift What suggestions?

②Read the words of the little squirrel.

③The teacher shows the courseware: Little Squirrel (What does the little squirrel's tail look like?)

④The little squirrel is showing off its strengths at this time. Think about which words you want to use. Read more seriously?

Students practice reading together

⑤Did Piggy seriously think about what Little Squirrel said? Which word did you know it from?

Understanding "Immediately" and "immediately" mean that Xiaozhu is thinking about it?

⑥Students use the word "immediately" to practice speaking

(3) Group cooperation to study the third and fourth natural paragraphs .

① Requirement: Discuss how to read the text. Are the words of the little goat correct? Why?

② Show the courseware and check the learning effect: (It is recommended that a little expert in reading aloud read the words of the little goat.)

③Is the word about the little goat correct? Why?

④Has the little pig thought about the words about the little goat? From which word do you know it?

⑤This word is the same as Which word learned earlier has a similar meaning?

⑥Students practice saying "hurriedly".

(4) Students self-study 5 and 6 natural paragraphs

① Name students to read the words of Little White Goose.

② Show the courseware and the teacher will guide you to understand the psychology of the little white goose: What the little white goose admires most is its wings, but seeing that the most beautiful part of the little pig is not included in the painting, he feels anxious and proud.

③Students read again, teachers and students comment

Look, how beautiful my wings are, how beautiful it would be to add a pair of wings to the cat!

④What should Xiaozhu do without thinking too much?

⑤Understand synonyms: quickly, immediately, immediately

(5) Students help through hurriedly, immediately, and immediately Piggy analyzes the reason why it is painted as a big monster.

(6) Ask students to tell Piggy their opinions.

6. The dubbing is read aloud by the characters.

7. Summarize the text and expand it

1. After studying this text, what did you understand?

2. Xiaozhu’s "listening with an open mind" Is it advisable to "regard others' opinions"? If you were this cute little pig, how would you treat other people's suggestions? Please draw the kitten in your mind. Ministry-edited Chinese lesson plan for the first grade of primary school 4

Teaching requirements

1. Learn 8 new words and 11 words in this lesson. Know 7 words.

2. Read the text correctly and fluently. In the process of reading the text, help students understand that they should love labor and rely on their own labor to have enough food and clothing.

Teaching Key Points and Difficulties

Difficulty: Understand the meaning of "Only by growing your own can you have endless vegetables."

Preparation before class

1. Cards of new words and words.

2. Teaching wall charts or slides.

3. Read the text tape.

4. Copy the small blackboard with after-school exercise 4.

5. Spring has arrived, guide students to plant one or two vegetables or flowers in pots or open space, and observe them every day.

Teaching time

2 class hours

Teaching process

First class hour

1. Conversation topic< /p>

We learned the story of "Two Little Lions" in the previous lesson, and in this lesson we will learn the story of two little rabbits. (Shows the first wall chart) These are the two little rabbits, one white and one gray. Writing topics on the blackboard. Who will read the topic? Study "Gray".

2. Overall perception

1. Listen to the text recording.

2. The teacher puts forward student requirements:

(1) Read the text softly and freely, pay attention to the correct pronunciation of the characters, and read the sentences thoroughly.

(2) Draw the new words in the text (including the words required to be recognized), and read the pronunciation of these new words accurately.

3. After students study on their own as required, conduct inspections:

(1) Read the text aloud on a public section of the train, paying attention to correcting mispronounced characters.

(2) Use the new word cards with pinyin to recognize and read new words.

3. Paragraphs 1 to 6 of the introductory text

1. The teacher reads the first paragraph: The old goat is in the field - the little white rabbit and the little gray rabbit -

2. Learn the new words "shou,cai". It is suggested that the initial consonant of "shou" is a raised tongue sound, and the initial consonant of "cai" is a flat tongue sound. The "艹" in "cai" indicates that cabbage is a plant, and the "诹" below indicates the pronunciation.

3. After collecting the cabbage, the old goat wanted to give cabbage to the little white rabbit and the little gray rabbit in order to thank them. What did the little gray rabbit and the little white rabbit do and how did they say it? Name two people. The students read the second and third paragraphs respectively, while other students listened and drew sentences about the little gray rabbit and the little white rabbit.

4. Students report the sentences they drew, and the teacher presents two sentences. Instruct students to learn the new words "thank you". These two characters are composed of learned radicals and familiar characters, allowing students to analyze the glyphs themselves. "You" is an honorific title, please refer to the text to understand: The little gray rabbit collected the old goat's cabbage and thanked the old goat from the bottom of his heart. The little gray rabbit called the old goat "you", which showed that it was very polite.

5. Guide students to look at the illustrations, practice reading the text aloud, and read out the polite words of the little white rabbit and the little gray rabbit (writing on the blackboard: Ask the cabbage to accept the cabbage)

6 , What did the little white rabbit do when he returned home? Ask the students to read the fourth and fifth paragraphs by themselves and circle the words that represent the little white rabbit’s actions.

7. Report and exchange, learn words such as "watering, fertilizing, pulling weeds, catching insects", look at the second illustration, and practice reading the fourth and fifth paragraphs of the text. (Write on the blackboard: Planting cabbage)

8. How did the little gray rabbit pull a cart of cabbage home? Ask students to read the sixth paragraph. (Written on the blackboard: No work) Learn to be "hungry".

9. Look at the third illustration and guide the reading of the sixth paragraph.

10. Read paragraphs one to seven. First practice reading by yourself, then read by name, and read as a group.

The second lesson

1. Review

1. Show the new words learned in the previous lesson and read them.

2. Read one to six paragraphs of text as a group.

2. Introduction to the seventh to ninth paragraphs of the text

1. The little white rabbit and the little gray rabbit do different things. What is the difference in the results? Ask students to read the seventh, eighth and ninth paragraphs by themselves. Nine paragraphs of text. Practice reading their dialogue aloud with each other in each role.

2. Students report and communicate, and the teacher writes on the blackboard: Give cabbage and ask for cabbage.

3. Guide students to observe the fourth illustration, and then practice reading the dialogue between the little white rabbit and the little gray rabbit. Read out the tone that the little gray rabbit feels very strange, while the little white rabbit is very proud.

4. Summarize the writing on the blackboard and review the full text: Through the story of the old goat and the little white rabbit growing cabbage, students are inspired to understand the truth that "only when you grow it yourself can you have endless vegetables."

3. Learn new characters

Encourage students to analyze the glyphs of "pick, which" and recognize and read "dan".

4. Read the text aloud

Practice reading aloud in various ways such as group reading, role-based reading, named reading, and collective reading.

5. Review new words and guide writing.

1. Go to Pinyin to read the new word cards.

2. Complete the after-class exercise 2 and focus on guiding you to write the following words.

Xie, Na: The left, middle and right parts should be written compactly and not too wide.

You: The bottom of the word "心" should be written flat.

Pull: The right half is not "hair". Don't miss the last "dot".

VI. Classroom exercises

1. Complete the exercises

First talk about the differences between the two words in each group, and then formulate the words orally to distinguish the meanings of the words.

3. Complete the exercise

Name students to fill in the blanks on the blackboard, and other students will fill in the books. After writing the collective revision. Ministry-edited Chinese lesson plan for the first grade of primary school 5

Textbook analysis:

Children's innocence is like a flower, and a flower is like a child's heart.

This article tells people in a plain narrative that they should care for the flowers and plants in nature, but more importantly, they should protect the young and flowery hearts of children - just like the gardener in the garden.

Teaching philosophy:

When teaching this text, the teacher asked the students to enter the text and the characters in the text to inspire their love and make them know how to care for flowers and plants.

Teaching requirements:

1. Read the text correctly, fluently and emotionally.

2. Understand the main content of the text and read aloud through guidance, "If you fold it now, it will wither soon. If you leave the flower here, it will bloom for several days." Have a deep understanding Why do children want to leave their flowers in the garden?

3. Read the twelve new words in this lesson correctly and be able to write six new words.

Important and difficult points in teaching:

1. Understand the main content of the text and read aloud through guidance: "If you fold it now, it will wither soon. If you leave the flower here, , it can still bloom for several days." I deeply understand why children are willing to leave their flowers in the garden.

2. Read the twelve new words in this lesson correctly and be able to write six new words.

Teaching preparation:

Teachers prepare multimedia courseware.

Number of teaching hours:

2 lessons

First lesson

Teaching process:

1. Creation Situation, introduction to the topic

(The courseware shows a beautiful small garden, full of colorful flowers)

Teacher: Students, are these flowers beautiful? I believe you must like them very much. !There is another beautiful story about this small garden. Do you want to hear it?

The student answered.

(The purpose of this link is to stimulate students' enthusiasm for learning).

Teacher: Okay, now let’s ask the students to listen to "Children’s Flowers" (the courseware shows the topic and plays the recording).

2. First reading of the text, overall perception

Teacher: Look, the little protagonist in the story is here! (Show the courseware and play the recording)

(Dear Hello children, my name is Feifei, are our flowers beautiful? Do you want to have your own flower? If you can pass the two levels, we will welcome you to join our team, and the gardener uncle will also give it to you. Flowers, come on!)

Teacher: Do you want to have your own flowers? Then you have to work hard! Do you have confidence? (Yes).

Teacher: Please look at the first level. (Courseware provided: In the first level, please read the text fluently and be able to read new words).

Teacher: Students, the teacher believes that you can pass the test with flying colors, let’s start taking action!

1. Students read the text with the help of pinyin, find ways to solve new words, and use their favorite way Draw the word "birth" and the teacher will inspect.

2. Read the text in a group and select the student who reads the best.

3. Read the text by name and ask students to pay attention to the new words drawn.

4. The teacher will show you sentences with new words:

One morning, a young classmate saw an uncle watering the flowers in the garden in the middle of the street.

The little boy picked a red flower. He didn’t fold the flower. His uncle said that the flower belonged to him.

The brightly broken flowers withered at noon.

5. Teacher: Students, the words underlined in the sentence are the difficult questions Feifei has given you.

He said that if you can firmly remember these words, you will pass the test. Okay, now let the students try it out for themselves. Born to read.

6. What words did students report knowing and how did they remember them?

7. Consolidation

Teacher: What the students said is really good, so let’s Let’s pass the first level!

①Teacher: When passing the level, one person needs to make gestures and the other guesses, and other students will be the judges. (When the guess is correct, the whole class reads it together)

Courseware provided: sweeping the street, watering flowers, selecting, withering, and brightening.

②The courseware shows a single word and reads it by name. When the word is read correctly, the courseware displays a flower to encourage students.

3. Understand the text content

Students passed the first level successfully, please pass the second level: Students, you are great, welcome to challenge the second level, answer my three questions question. (Show the courseware and play the recording)

Teacher: Feifei is so awesome that she wants to ask questions to test everyone, but the teacher believes that the students are even better and will definitely be able to succeed in the challenge. Please look at question 1: Why are the children willing to leave the flowers in the garden instead of breaking them off and taking them away?

Teacher: Students, don’t rush to answer. The teacher wants to ask the students to read the text carefully again, and then Let’s discuss at the same table and give Feifei a satisfactory answer, okay?

Students will read the text by themselves, and students will speak freely during the group discussion.

(To enable students to freely perceive the innocence of children and the persuasiveness of gardeners, and develop students’ oral expression skills and ability to analyze problems)

Question 2: Which part of the text do you like? Character?

Students can speak freely and explain their reasons.

Question 3: If you were a flower in the garden, what would you like to say to the gardener or the children?

Students can speak freely.

(This link is designed to stimulate children's imagination and deepen their understanding of the text content).

Teacher: The students’ answers are really great. Let’s ask Feifei if we passed the test?

(The courseware showed the picture, Feifei said: “Congratulations, students, your What a great answer! Welcome to join our team.”) A colorful display of flowers appeared on the screen.

Second Lesson

1. Review

Show cards with new words and students can answer them freely.

(Students read the words and form words, and other students follow.

2. Guide to writing new words

1. Show the model card with the new words, please Students read and form words or use them to say a sentence, and give the card to the student who speaks the best.

2. Students observe the glyphs and report how to memorize them.

3. Observe the new characters in the field and talk about how to write them well.

4. Students practice writing by themselves, and the teacher provides individual guidance.