As a faculty member, you often need to use lesson plans. Teaching plans are the main basis for implementing teaching and play a vital role. How to write lesson plans to be more effective? The following is the first-grade Chinese lesson plan "Chinese Garden 4" that I carefully compiled. Welcome to read and collect it. First-grade Chinese "Chinese Garden 4" lesson plan 1

Teaching objectives:

1. Get a preliminary understanding of antonyms, learn to write the characters "女" and "开", and learn the new stroke "<".

2． Understand the four seasons, talk about the four seasons in your heart, and exercise students' oral expression skills.

3. Display literacy results in groups to stimulate students' interest in literacy.

4. Accumulate proverbs, read stories aloud, and develop students’ understanding and reading skills.

Teaching focus:

Understand antonyms and learn to write.

Teaching difficulties:

Exercise students’ oral expression skills.

Teaching preparation:

Multimedia courseware, cards

Class schedule:

Two class periods

Teaching process:

The first lesson

1. Literacy Station

(1) The teacher reads the syllables in the book once, and the students follow.

(2) Guide the writing of the word "女" and the word "开".

1. The teacher explained while writing on the blackboard: the first stroke should not be bent, and the dots and strokes should be approximately ninety degrees; the second stroke should be tilted a little more upward than the first stroke, and should be consistent with the dot. The part after the crossover is slightly shorter. The line connecting the end of the stroke and the end of the first stroke slopes downward. The third stroke is slightly tilted upward.

2． Teachers use multimedia courseware and real-life examples to display antonyms such as "male - female", "south - north"

"up - down" and analyze their differences.

3. Two people form a group, one person says a word, and the other person immediately says its antonym.

2. Use of words and sentences

Use in context

(1) Students read the words together and the teacher reads them by name.

(2) Display the characteristics of the four seasons on the multimedia courseware and ask students to tell which season they belong to.

(3) Let the students say a few words on the topic of "My favorite season" and name them to answer.

3. Homework arrangements

Write the antonyms of the given words. If you don’t know how, you can ask your parents or teachers.

Upper - lower big - small long - short left - right

Front - no back - black - white inside - outside

Second Lesson

1. Display Stand

(1) The teacher sends the cards to the students, and the students write their names, grades, and any other words they can think of. on the card and phonetically.

(2) A group of four people exchange cards and tell each other which words they don’t know and which words they know.

(3) The teacher asks students to randomly name the words on a card.

2. Accumulation over time

(1) Students first spell out the proverbs by themselves, and then the teacher reads them.

(2) Students guess the meaning of these proverbs and discuss in groups.

(3) The teacher explains the correct meaning of these proverbs.

3. Read with adults

(1) Students read the text softly according to the pinyin marked in the text, and mark the words they know and the sentences they do not understand.

(2) The teacher leads the students to read aloud and name them.

(3) Group discussion: Who picked the peanuts?

(4) Expand practice and continue to write stories.

1. Discussion: Did the little squirrel find the peanut later? How was it found? What will happen after the little squirrel finds the peanut?

2. Tell stories in the group. Invite students to come on stage and speak to everyone. First-grade Chinese "Chinese Garden 4" lesson plan 2

Teaching objectives

1. Guide students to discover literacy methods through word recognition.

2. By reading sentences, you can find polyphonic words; different pronunciations have different meanings.

3. Guide students to accumulate good words, sentences, and excellent paragraphs.

4. Oral communication, cultivating language expression ability and hands-on practical ability.

Key points and difficulties

Learn independently and actively accumulate vocabulary.

Teaching hours

3 hours.

Teaching process

First lesson

1. Introducing excitement

Teacher: Children, welcome to the Chinese garden! The owner of the Chinese Language Garden is greeting us! Let’s take a look at what’s in this garden?

(Show Chinese Language Forum 4)

2. I discovered

Guide students to discover patterns and learn to read independently.

Please open the book, read the Chinese characters in this part of my discovery, and see what the patterns are.

Student A: I found that the words next to the word "eyes" are related to eyes.

Student B: I found that the words next to the word "month" are related to the body.

Student C: I found that the words next to the word "foot" are related to feet.

Student D: I found that the words next to the handle are related to hands.

1. Let’s read these words.

2. Name and read the words you are required to recognize:

Rub, copy, pick up, throw, pull, block, touch (the teacher shows the new word card), practice word expansion, and say sentences , you can also ask students to do actions to understand the meaning.

3. Teacher’s summary:

The pictophonetic characters are divided into two halves. Half the form, half the sound. The same form means the same type, but the different meanings change. From these Chinese characters, we can see that the radicals always have something to do with the meaning of the character. Can you still name some Chinese characters with radical meanings?

(mosquito, ant, dragonfly) (catch up, get up) (recognize, speak, speak)

2. I can read

Accumulate vocabulary and enrich language .

1. The teacher shows the question board and the students observe these sentences. Is there anything special in the sentences?

(Some words have been added with dots below)

2. Teacher’s model reading, listen, what did you find?

(The dotted words have different pronunciations and different meanings)

3. Free reading:

Pay attention to the pronunciation of the dotted words.

4. Read by name and read together.

Second Lesson

1. Show the picture and ask:

Have you been to the beach? Then you must have seen waves, and I am proud to tell you what waves look like?

2. For students who have never seen waves, don’t worry, read this short article and you will know.

3. Teacher’s model reading.

4. Students try to read and read the sentences smoothly and coherently.

5. Ask the students to read the short article.

6. Tell me:

What do you know now? What do you think of the waves?

(Cute, naughty)

7. Read together, by name:

(Guide to read aloud)

Show a cute smile, Read the passage with a smile. After reading the short article, it made others feel like they had actually seen the naughty waves.

8. Read short passages with music.

The third lesson

Oral communication: Continue to tell stories

1. Create situations

1. Show illustrations.

2. Show the illustration of the little rabbit:

One day, the little rabbit was walking on a country road. The scenery on both sides was beautiful, but he was fascinated by it. The little squirrel appeared again and walked towards him in a hurry. Why is the little squirrel in such a hurry? What do you want to do when you come to Xiaotu? When the teacher reaches this point, he can't go on. He asks the students for help. Look at the pictures carefully, use your imagination, and tell the story to the end to see who can tell it better.

Tips:

What might the little squirrel be looking for in a hurry to find the little rabbit? What would Bunny say?

How to help the little squirrel?

⑴ Speak freely and tell it to your classmates.

⑵ Communication within the group.

⑶ Nominate your name to go to the stage to read. The other students listen carefully and find out what is good about the story he tells.

⑷ Evaluation (learn to evaluate the advantages of classmates, and then add your own opinions).

Transition: Everyone spoke really well and more vividly, and the teacher was fascinated. Now, if you are smart, please draw a picture of the story you told and see who can draw it better.

2. Draw a picture

1. Students draw freely while the teacher inspects.

2. The students who drew first put them under the physical projector for students to appreciate and evaluate.

3. Group communication.

4. Evaluate young painters.

3. Development activities

Based on the pictures you drew, tell the complete story to your family or friends. First-grade Chinese "Chinese Garden 4" lesson plan 3

Teaching objectives:

1. Through word recognition, students are guided to discover literacy methods.

2． By reading sentences, you can discover polyphonic words; different pronunciations have different meanings.

3. Guide students to accumulate good words, sentences, and excellent paragraphs.

4． Oral communication, cultivating language expression ability and hands-on practical ability.

Teaching focus and difficulty:

Learn to read independently and actively accumulate vocabulary.

Teaching hours: 2 hours

Teaching process:

1. Introduction of excitement

Teacher: Children, welcome to Chinese language Garden! The owner of the Chinese Language Garden is greeting us! Let’s take a look at what’s in this garden? (Show Chinese Language Forum 4)

2. I discovered

Guide students to discover patterns and learn to read independently.

1． Please open the book, read the Chinese characters in the "My Discovery" part, and see what the patterns are.

Student A: I found that the words next to the word "eyes" are related to eyes.

Student B: I found that the words next to the word "month" are related to the body.

Student C: I found that the words next to the word "foot" are related to feet.

Student D: I found that the words next to the handle are related to hands.

1． Let’s read these words.

2． Name and read the words that are required to be recognized: rub, copy, pick up, throw, pull out, block, touch (the teacher shows the new word cards), practice expanding words, saying sentences, and let students do actions to understand the meaning.

3. Teacher's summary: The pictophonetic characters are divided into two halves. Half the form, half the sound. The same form means the same type, but the different meanings change. From these Chinese characters, we can see that the radicals always have something to do with the meaning of the character. Can you still name some Chinese characters with radical meanings? (Mosquito, Ant, Dragonfly) (Catch, Get Up) (Recognize, Speak, Talk)

2. I can read

Accumulate vocabulary and enrich the language

(1) The teacher shows the question board and the students observe these sentences. Is there anything special in the sentences? (Some dots are added below the words)

(2) Teacher’s model reading, listen, what did you find? (The dotted words have different pronunciations and different meanings).

(3) Read freely, paying attention to the pronunciation of braille.

(4) Read by name and read together.

First-grade Chinese "Chinese Garden 4" lesson plan 4

Teaching objectives

1. Master a literacy method: recognize words from body parts.

2. Read words accurately, especially softly spoken words.

3. Master the stroke order rules for writing Chinese characters.

4. Accumulate ancient poems.

Teaching focus

Master a literacy method, master a stroke order rule for writing Chinese characters, and recite and memorize ancient poems.

Teaching Difficulties

Develop a good habit of accumulating new words, words, and poems.

Teaching process

1. Review introduction

Students, we have learned several literacy methods and approaches this semester. Recall, what are some of them? kind? (Literacy through weather, literacy through numerals)

Today, we will learn through a new method.

2. Interesting literacy

1. Show new words and words:

Eyebrows, nose, mouth, neck

Arms, belly, calves, toes

2. Read these new words and phrases to each other at the same table, and mark the new words that you cannot read.

3. Read by name and everyone will pronounce correctly.

4. Tell me what you found?

5. Summary: These words are all about body parts.

6. Collaborate at the same table. One student says the words for body parts, and the other student points.

3. Read it

1. Show the words.

Courage Zongzi Mirror

Mom, Dad, Brother

Story Moon Time

2. Read these new words and phrases to each other at the same table, and understand the meaning of the words. Mark the new words that you can read.

3. Read by name and everyone will pronounce correctly.

4. Tell me what you found?

5. Summary: Add "子, 儿, tou" after nouns and pronounce them softly. Such as: table, old man. Nouns with repeated words are pronounced softly, such as: doll, orangutan.

IV. Writing Chinese Characters

1. Observe the Chinese characters in the field grid and talk about what structure they are?

2. One stroke of these words is the same. Can you please tell me which stroke it is?

3. Guess, in what order should such Chinese characters be written? When do you write? (Click directly above or on the upper left, write the dot first; click on the upper right, and write the dot later)

4. Teacher guidance.

5. Students write and teachers inspect.

5. Accumulation over time

1. Instruct students to read "He who seeks hermitage will never meet" for the first time.

(1) Read freely with the help of pinyin, read the pronunciation of the characters and read the poems thoroughly.

(2) Read by name and check the effect of reading.

(3) Teachers read the book and arrange for students to listen and look at the illustrations in the book while thinking: What is this poem about?

2. Read and recite emotionally.

(1) The teacher guides the students in reading.

(2) The tablemate performs a reading.

(3) First try to read by yourself, then read by name, read and comment, and if possible, read aloud with music.

(4) Recite.

6. Read it

1. Read "Niu Niu Drives the Cow" by yourself with the help of pinyin, and read the pronunciation of the characters correctly.

2. Students at the same table read to each other. If there are words that they don’t understand, they should be treated as little teachers.

3. Read aloud by name, and evaluate by teachers and students. (Whether you read the pronunciation of the characters accurately, read the text thoroughly, and whether the voice is loud)

4. What did you discover after reading "Niuniu Drives the Cow"? Have you ever read a tongue twister like this before?

5. Go home and read with your parents and compete to see who can read faster and more accurately.

VII. Summary

1. What did you gain from this lesson?

2. Finally, let us memorize "The One Who Seeks Hermitage Will Not Meet" and read "Niu Niu Drives the Cow" together, and end today's Chinese class with the sound of recitation and recitation. First-grade Chinese "Chinese Garden 4" lesson plan 5

Teaching objectives:

1. Guide students to complete "accumulation over time and month" independently and cooperatively, guide students to accumulate seven-character idioms, and enrich students' vocabulary accumulation.

2. Through reading activities with adults, you can consolidate pinyin, improve reading ability, and stimulate interest in reading.

Teaching focus:

Guide students to accumulate seven-character idioms and enrich students' vocabulary accumulation.

Teaching difficulties:

Encourage students to cooperate, communicate, and think innovatively to improve students’ literacy skills.

Teaching process:

1. I love accumulation

1. Introduction: Students, what numbers have you learned? Let's count them together. What words with numbers do you know? (Students communicate freely) Chinese characters are very rich, including not only four-character words with numbers, but also seven-character idioms with numbers! Let’s accumulate together!

2. The courseware shows the words in "accumulation over time".

3. Students work together in groups to try to read the seven-character idiom.

4. The class reads the words by name, and the teacher pronounces them correctly.

5. Read idioms in various forms, gain insights while reading, and understand their meaning. (Teacher leads the reading, classmates compete in reading, class rushes to read, and drives the train to read.) "A year's plan lies in spring" is an experience summed up by the Chinese working people in thousands of years of production practice. It means that plans for the year should be considered and arranged in the spring. It means that you should plan everything in advance and hurry up at the beginning. It emphasizes the important position that spring plays in the four seasons of the year. "The day's plan begins in the morning" means that you should make plans for the day in the morning. It means that preparations should be made as early as possible for what is to be done. It also means cherishing the good time in the morning. "One inch of time, one inch of gold" means that one inch of time is as expensive as one inch of gold. Time is very precious. "An inch of gold cannot buy an inch of time" means that an inch of gold cannot buy an inch of time. It describes that time is very precious and should be cherished.

2. I love reading

1. Introduction: Reading makes people progress, and reading makes people happy. Let's study together, shall we?

2. Introduction: What can we do when we study together?

3. After the discussion, the students made it clear: when everyone is reading together, try to stay quiet and not disturb others, and be quiet when asking others questions.

4. The courseware provides "reading with adults" content - "Little Squirrel Looking for Peanuts".

5. Teachers and students read together.

(1) Transition: read quietly and enjoy it beautifully. Does this feel good? What did you gain from the story "Little Squirrel Looking for Peanuts"? You can also talk about your feelings after reading this story.

(2) Students freely communicate their gains or feelings from reading. First-grade Chinese "Chinese Garden 4" lesson plan 6

Textbook analysis:

1. Combine the previous unit's instructions for "handle", "foot" and "grass" Character classification, consolidate the learning of characters "beside the wooden character", and recognize characters by combining various daily character plates.

2. Distinguish words with similar shapes and use word combinations to explain;

3. Oral communication teacher prompts, layering and deepening.

Teaching objectives:

1. Students can distinguish words with similar shapes and be able to say sentences using "yue...yue...".

2. Able to read pictures and operate, and speak complete sentences orally.

Key points, difficulties and breakthroughs:

1. Classifying new words by radicals is a way to understand radicals, and it is also a process to help students review new words. Let students recall more and supplement extracurricular vocabulary.

2. Focus on explaining the meaning of "Yue...Yue..." so that students can use "Yue...Yue..." to say a complete sentence after understanding the meaning.

3. Oral communication in this unit is a combination of hands-on operation and communication. Speaking is only required for first-grade students to speak complete sentences. The teacher should give students a hint: use: first...then..., and finally the teacher will give an example to give students a hint and let them practice it several times.

Model method: cooperative learning using pictures and teacher tips.

Assignment design: Use sentence patterns to speak, look at the pictures and say one or two complete sentences.

Discussion points of teachers in the group:

1. Students should recall more, recognize more characters, and classify new characters through radicals.

2. Students learn Chinese characters by recognizing billboards and trademarks based on real life situations.

3. Similar words are easy for students to confuse. Let students speak more and explain more. Students can deepen their memory in the process of speaking.

4. When looking at pictures, speaking should be taught in layers, with layered prompts, so that students can speak in a certain order on the basis of speaking fluently, and gradually improve students' oral expression skills. First-grade Chinese "Chinese Garden 4" lesson plan 7

1. Introduction to excitement

1. Do you like games?

Let’s play a guessing game first. (Courseware) Briefly introduce Chinese oracle bone inscriptions, which are a kind of hieroglyphics.

2. Students read the courseware and play word guessing games.

"Moon" "Bird"

3. The students gained a lot through careful observation. In life, we need to open our eyes and observe carefully, so that we will make more discoveries and gain more.

4. Next, continue to observe the things around us in our lives. What do you find? (Courseware)

5. Observe the students and talk with their classmates.

6. Name the person and describe your findings in one sentence.

2. Talk about the discoveries in life

1. Yes, there are mysteries everywhere in life, as long as you observe carefully. Listen, what did these three classmates say? (Courseware)

2. What have you discovered in your life? Group communication. Requirement: Listen carefully to your classmates’ speeches. How many of your classmates’ findings can you remember?

3. Reporting and communication: What findings did your group make?

Students speak freely.

4. Which content are you interested in? Please ask this classmate to explain in detail. Or you can ask questions about the content and ask him to answer to suit your interests.

5. Students speak freely. Teacher camera guide.

3. Watch the video and talk about your findings

1. Name individuals.

2. Can you describe your observations in more detail and clarity? Talk to a few classmates in the group. Whoever you think speaks more clearly, follow his example.

3. Take groups as a unit and communicate with the whole class.

Other students, listen carefully. What do you think is good about what they say?

The teacher’s camera guides.

4. Show the observation diary (courseware) written by the students. Feel free to read it. Can you tell me how well he writes?

5. You can also write down your observations in life as an observation diary. Communicate in the next class.

IV. Summary

There are secrets that we all want to know hidden everywhere in life. As long as we are willing to observe carefully, we will find them everywhere.

The third lesson

Writing guidance

1. Show students’ homework

1. Student comments. What do you think is the advantage of this article? What do you think would be better if changed?

2. Student *** Same modification.

3. The teacher will guide you. The more careful and conscientious you observe, the clearer your observation diary will be written, and the more you will gain.

2. Students revise their own homework.

3. The whole class communicates, and the teacher reviews the outstanding students’ work.