5 Chinese lesson plan templates for the first grade of primary school
As a people's teacher, you usually need to use lesson plans to assist teaching. Teaching activities can be better organized with the help of lesson plans. So do you know how to write a Chinese lesson plan for the first grade of primary school? Below is a Chinese lesson plan for the first grade of primary school that I compiled for you. I hope you like it!
Chinese lesson plan for the first grade of primary school 1
Teaching objectives:
1. Learn to independently analyze the strokes of characters, and correctly write the words towel, clothes, notebook and teeth. word.
2. Listen to the story and discuss how to meet the snow child.
3. Initial understanding of the characteristics of Chinese characters.
Teaching time:
Two lessons
Teaching process:
First lesson
1. Chinese world Exercises for learning to write.
1. Independently talk about the stroke order of the four characters "kerchief", "yi", "ben" and "ya" and write blanks.
2. Play the game I said you wrote. When students say a word, for example: , find another classmate to write down the stroke sequence.
3. Writing. Let’s see who writes accurately and beautifully.
2. Little glyph magic
1. Show the wooden characters, read them out, and write in the empty space of the book.
2. Can you add a stroke to the wooden character to turn it into another character? Use your brain and think about it. (Ben, Shu, He)
3. Show your strength and ask you to do magic. Add two strokes and make it become another word. (to do, to do)
4. Show the word "ba" and ask you to add radicals to it to see what words it can become. (Bah, bar)
5. What other words can you do magic with? Talk to each other.
3. Read it and continue talking about the words.
1. Show the words: frog, hedgehog, bear, snake. What do you think these words mean? (Animals) What other animals can you name?
2. Category 2: yellow, red, green, which represent colors. Please talk about the words that represent colors.
3. The third category: scarves, cotton-padded clothes, and gloves represent clothing. Please tell us the words that represent clothing.
4. What other words can you say are of the same type?
4. Tell it like it is
1. Example: Winter is so capable!
2. Sentence pattern: Who is really like this?
3. Please say a sentence according to this sentence pattern.
Lesson 2
1. Read "Nine-Nine Songs"
1. Read aloud freely and see what you can understand from it.
2. Do you know what this children’s song means?
3. The teacher introduces the knowledge about solar terms. Lead students to figure out the meaning of children's songs.
4. Read it and try to recite it. I will recite it to my parents after class.
Listen to the story of the Snow Child. Tell me, how can I meet the Snow Child?
1. Listen to the teacher read the story twice, and ask the students to ask some small questions about the content to check whether the students understand.
2. Discuss in groups, how can we see the Snow Child again? Teachers should not talk too much about natural knowledge and let students ask and answer questions.
3. Try to continue telling the story. The next winter, it snowed again
Trilingual World’s study guidance: a preliminary understanding of the characteristics of Chinese characters.
1. Think about it, what did you find in these words?
2. Collect such words, write them in a notebook, and then share the characteristics of these words with your friends. Chinese lesson plan for the first grade of primary school Part 2
Teaching objectives:
1. Guide students to discover the rules of Chinese characters and learn how to write them on their own.
2. Have a preliminary understanding of polysemy.
3. Accumulate words.
4. Cultivate students’ observation and oral expression skills.
Key points and difficulties:
1. Guide students to use rules to learn literacy independently.
2. Create situations to improve students’ oral communication abilities.
Preparation of teaching aids:
1. Students make their own literacy textbooks (you can cut and paste, or ask parents to write out the words they can recognize).
2. Teaching courseware.
3. Literacy apple tree.
Teaching hours:
Three classes
The first class
Guide students to discover
1. Classmates Ladies and gentlemen, welcome to the Chinese Language Garden. (The teacher showed the icon while talking), let’s complete the first question together: My findings
(1) Look, what is the teacher holding in his hand? (Teacher shows a picture of big eyes)
(2) Use your big eyes to look at the words on the small blackboard and talk about what you found? (The teacher shows the flipchart and matches it with the first group in the book)
Student A: I found that the Chinese characters on the left have more radicals than the Chinese characters on the right.
Student B: I found that if you remove the left radical, it becomes the right Chinese character.
Student C: I also found that the pronunciation of these words is somewhat similar.
(3) They said it very well (a picture of the big eyes of the student who spoke was awarded), please read it and take note of it.
(4) Use your big eyes to look at the second set of words (shown by the teacher) and tell us what you found?
Student A: The characters on the left of this group have fewer radicals than the characters on the right.
Student B: I found that adding a radical to the Chinese character on the left can turn it into the Chinese character on the right.
Student C: The pronunciation of these words is also somewhat the same.
(5) You will really find out (reward students with pictures of big eyes). Please read it and take note of it.
(6) The teacher shows the new word cards (ticket, yuan, dan, zhi, pian, bai) and asks the students to read them and form words.
(7) Summary: Smart students, tell me about your method of memorizing words.
Student A: I memorized these words by removing radicals and adding radicals
Student B: I memorized the first three words by removing radicals, and then memorized the last three words by removing radicals. I use the radical to mark these three words.
Teacher: The method of summarizing by the students is great. Many Chinese characters can be summed up with plus one plus. Use the subtraction method to memorize it. Think about it. Can you name some more? (Let students give examples) 2. Next, we continue to discover.
(1) Look at these words (shown by the teacher) and read them.
Post a picture and look around
Grandpa Zhang opens his mouth
(2) Use your brain to think about the secrets in these dotted words. ? Someone tell me. (After the students find out, name them and tell them. If they can tell the different meanings)
(3) Can you still name words with the word Zhang? Ask students to expand their vocabulary by naming them.
The second lesson
Lead students to accumulate
1. I can read
1. Show an apple tree and the number of apples It is covered with red apples (words that I can read are written on the apples).
2. Group learning: A group of four people take turns reading the new words that I can read and correct each other’s pronunciation.
3. Each group takes turns (drive the train and each person reads a word) to see which group picks more apples.
2. Read and memorize
1. Group study.
a. Four groups read the poem "Shoes" together and corrected each other's pronunciation.
b. Tell me what this poem means.
c. Read the poem aloud with facial expressions (actions can be added)
2. Read "Shoes" by name, and students will comment.
3. Recite the poem "Shoes" freely.
4. The whole class recites the music.
The third lesson
Oral communication: what should I do
1. Oral communication.
1. Create situations and stimulate desire for communication.
Students, in this unit we have studied several texts about honoring parents and respecting elders. Many children are learning to help their parents with housework at home, but two days ago, I received a message from a classmate In a letter, he told me about his troubles. Do you want to know what they are? Can you guess what's going to bother you first?
2. Reveal the mystery and introduce social topics.
(1) The teacher reads this letter and reveals what is bothering him?
(2) Find students with similar distress.
(3) Reveal communication topics: come up with ideas and find solutions.
3. Guide the communication topic and carry out discussions and exchanges.
(1) Find the root cause: Why don’t parents let these students do housework?
(2) Come up with ideas: How can we convince our parents? Why?
(3) Think of a way: under what circumstances, how to do it?
4. Perform roles, evaluate and encourage.
(1) Role-based practice within the group.
(2) Select representatives to perform on stage, evaluate and encourage.
2. Literacy exchange, arena competition.
1. Take out your own Chinese character accumulation cards and conduct a literacy competition as a group. Select the student who knows the most Chinese characters while watching TV.
2. The winners of each group will compete again to select the winner of the second period. Awarded a doctor's hat.
3. Arrange the content of the next challenge: see who has accumulated the most food trademarks.
Content summary: This article introduces the teaching design of Chinese Garden 2 in the second volume of the first grade of primary school Chinese. I hope it will be helpful to you! Chinese lesson plan for the first grade of primary school 3
"Bird on the Balcony"
Teaching philosophy:
Take students as the main body and pay attention to students' emotions, attitudes, Cultivation of values. According to students' interests, we bring them into the world of care and love, so that students can feel the beauty of true love in the world in a specific language environment.
Teaching objectives
1. Recognize 13 new words and be able to write 9 words. Learn 3 new radicals, "xi", "both ears" and "女".
2. Read the text correctly, fluently and emotionally.
3. Realize my sincere emotion of worrying about the bird in the rain, and learn to care for the weak.
Teaching focus:
Guiding literacy and writing.
Teaching difficulties:
Emotional reading and understanding of the emotions involved.
Teaching process:
First lesson
1. Introduction situation:
1. Courseware presentation: In the rain, a little bird It flew around, its feathers were all wet, and finally stopped on the balcony of a house.
2. Question: Students, what will you do when you see this little bird?
3. Today, we study Lesson 6: The Bird on the Balcony.
4. Writing topics on the blackboard.
5. Read the topic together. Pay attention to reading the new character "台" well.
2. First read with questions and learn to read independently.
1. Read the text freely. When you encounter words you don’t know, use your best method to read them.
2. Tell me what method you used when encountering a word you didn’t recognize?
3. Read the text again and mark the natural paragraphs.
3. Combine with the text and read the new words.
1. Show the self-made vocabulary cards and let the group read them.
2. Guide students to use the methods they have learned to recognize and read new characters, and learn to recognize and memorize new characters. Combined learning of new radicals: 阝 (yang) 女 (mother) 西 (外)
3. Read to each other at the same table, read by name, other students comment on the correct pronunciation.
4. Play the game of "picking fruits". (Paste a big tree on the black paper. The tree is full of red fruits with serial numbers. On the back of each fruit is a new word, and let the students pick one and read it one by one.)
5. Group into groups and play the game of “finding friends”. (Ask each student to read a new word, other students use the new word to write a word, and another student uses the word to say another sentence. That's right - you have found a friend).
6. Focus on writing guidance: body, family, and needs.
Second Lesson
1. Introduction of new lessons.
Students, in the last class we saw a beautiful bird flying around in the rain, and finally stopped on the balcony of a house. Now, do you want to know how the owner treats the bird? Teacher, let’s go to the host’s house with you to have a look!
2. Perceive the text content as a whole.
Students read the text in sections independently. Find out how the owner treats the bird.
3. Create situations and experience emotions.
1. Read the first natural paragraph. Draw sentences from the book that describe what birds look like.
2. What did I think when I saw this bird? How was it done? (Write on the blackboard: Look quietly)
3. Who can read the second natural paragraph.
"Ah, poor little bird!" How should you pronounce this sentence? Who will try?
4. Name the person on the podium and make gestures and expressions of sympathy and care while reading.
5. After reading, students will comment and the whole class will read it together.
What did I do when my mother found out that it was raining and wanted to collect clothes?
4. Learn the third and fourth natural passages.
1. Read by name.
2. Find the verb "I care about the birds" in the book and draw it with "".
Guide and understand "stop quickly" and "speak softly".
Read the first sentence of the fourth natural paragraph repeatedly. Ask students to tell you what you understand from these two words.
Writing on the blackboard: Pull quickly
Say softly
The rain has stopped. How did I do it?
5. Enter the situation and realize it again.
1. Read the fifth natural paragraph together.
2. Draw what I say when I am happy.
Based on the students’ answers, write on the blackboard: Say happily.
3. Use your favorite actions to demonstrate your happy mood while reading.
4. Read by name and comment after reading.
5. The whole class reads the full text emotionally.
6. Do you like the children in the text? Tell me why.
7. Read aloud the thoughts and sentences in the text according to the roles.
6. After-school extension, expand your life.
What would you do if you encountered small animals in your life? Chinese lesson plan for the first grade of primary school 4
1. Brief analysis of teaching materials
"The Color of Spring Rain" is a fairy tale. It shows us a story through the argument of a group of birds. The colorful and vibrant spring makes us feel the preciousness and magic of spring rain. The full text has six natural paragraphs. The first and sixth natural paragraphs describe the sound and shape of spring rain. The second to fifth natural paragraphs are where the birds express their own suggestions. The content of the article is simple, the language is vivid, and it is full of childlike interest.
2. Multiple Intelligence Teaching Design
Course Name: The Color of Spring Rain
Course Goal: Students learn the text through eight intelligent modes and become familiar with and understand the text content. Understand the magical changes that spring rain brings to the earth, feel the colorful spring, so that students can be influenced by beauty and inspire a love for nature
Expected results for learners: understand the text and be able to use Chinese and logic- Show your understanding of the text or your love for spring through mathematics, music, body movement, etc.
Learning resources: "The Colors of Spring Rain" multimedia teaching software (including videos related to spring scenery), the song "Where is Spring"
Necessary preparatory knowledge for students before class: Observing the spring rain has What characteristics. Look for spring around you. Prepare colored pens.
3. Learning activities and evaluation methods
Chinese intelligence: Able to read texts correctly and fluently with the help of pinyin. While reading aloud, you can initially feel the beauty of spring and inspire your yearning for nature and beauty. Read and understand the text and be able to tell the color of spring rain in your mind. Collect and recite poems describing spring rain.
Logic-Mathematics: Find out which part of the picture is described by each natural paragraph in the text. Understand the impact of spring rain on nature.
Visual-spatial: Use watercolors and other pigments to paint a beautiful world nourished by spring rain in your mind.
Body-space: Use your imagination to recreate the scene of three birds arguing.
Music intelligence: Sing spring songs to express your love for spring.
Interpersonal relationships: group cooperative learning and communication. Solve each other's problems, either yourselves or others'.
Introspective intelligence: Find ways to express your emotions and thoughts; listen to other people’s opinions, compare yourself, understand the unreasonableness of your original understanding, and constantly improve yourself.
Natural Observation: Understand the characteristics of spring rain and feel the changes brought by spring rain to all things in nature.
Course sequence (see study plan)
Evaluation method: Evaluate "little literacy star", "little painter", "little actor", "reading king", "story king" ", "Little Singer"...
4. Multiple Intelligence Study Plan
(1) Introduction Design
1. Problem Introduction: Guide students to talk What is the difference between spring rain and summer rain? (Appearance, speed, sound...)
2. Language introduction: The spring rain is as thin as silk, and the spring rain is like the tulle on a spring girl, fluttering with the wind; the spring rain is as soft as water, nurturing like milk It touches all things in the world and makes the earth full of vitality. "Sneaking into the night with the wind, moistening things silently." What color is the spring rain? Let's listen to the argument of a group of birds. (Blackboard writing topic)
(2) Reading the middle school perception text
1. Students read the text freely and find out which part of the picture is described by each natural paragraph of the text.
2. Think about it: Teachers read the first natural paragraph. Ask the children to close their eyes and imagine the scene of a thin spring rain falling gently.
3. Comment:
①As an activity in the group, read the first natural paragraph to your friends and see who can express the lightness and softness of the spring rain through reading aloud.
②Invite the children to read the first natural paragraph and bathe in the soft spring rain along with the text.
4. Talk about it: Show multimedia courseware: In the spring rain, a group of birds in the field are arguing about an interesting question. Think about when will you argue with others?
5. Read: Students read 2-6 paragraphs in different roles. The teacher reads the narrative language, and the students choose their favorite characters to read aloud - the little swallow, the sparrow, the little oriole. (Focus on the guidance of reading "wrong, wrong" and further understanding of "argument")
6. Search: Find the words describing the falling spring rain in the article and mark them (fall, rain, sprinkle,
①Think about what these words have in common? (Both have "シ")
② Divide into groups and perform these movements to see who can use movements to express these words most accurately.
③ Nominate a student to come to the podium and perform an action, and other students will guess which word he is performing.
7. Act out: work in groups, perform in roles
①Group freely, perform short fairy tales in roles, and try to use the words in the text. The teacher shows the words: argumentative, interesting, falling, drenching, sprinkling, and dripping.
② Name and perform on stage wearing a headdress. (Provide multimedia courseware and create performance scenes)
(3) Expansion and extension
1. Let’s talk about it: classmates, what is the color of spring rain? What color does spring rain look like to other small animals?
2. Sing a song of spring.
3. Draw a picture: Let us take out the colored pens in our hands and draw a picture of the beautiful world moistened by spring rain in our minds!
(4) Evaluation
Judge the "little literacy stars", "little painters", "little actors", "reading kings" and "storytellers" who performed well in this class. "The King"...
(5) Homework
1. Arrange this story into a textbook drama and perform it among the students.
2. Find poems describing spring, read them, and memorize them.
5. Teaching reflection
Every child has his own world, and has his own perspective and language for interpreting the world.
Dare to let children see things from their own perspective and describe things in their own words, which is the prerequisite for teachers to develop children's self-confidence.
When designing this case, I mainly positioned the teaching goal at the cultivation and development of students' multiple intelligences in Chinese classes. The introduction link has always been an important part of classroom teaching and is regarded as a key step in stimulating students' interest in learning. During the introduction, I used my verbal intelligence, which I am good at, to connect students’ hobbies and learning content, and to connect real life with the classroom. I tried to stimulate students’ enthusiasm for learning from the aspects of verbal intelligence, physical intelligence, interpersonal intelligence, etc., and make the classroom more enjoyable. It’s fun from the get-go. In the process of in-depth understanding of the teaching materials, I did not emphasize uniformity like traditional teaching, that is: the answers to the questions are unique, and the students' feelings about the text are also unique... Focus on the "diversity" of the theory of multiple intelligences: the diversity of students' feelings when reading, the diversity of expression forms, the diversity of classroom teaching content... For example: When understanding the word "argument", I did not explain it mechanically. Instead, I used various methods to guide students to think and express by connecting them with the actual life of the students, using multimedia, and reading aloud by role. The experience and understanding is richer and deeper than just using words to describe it. The details of text reading are also a place to develop students' personality and intelligence. Commenting, painting, performing, singing... diverse learning methods suitable for students' personalities mean that the essence of multiple intelligence theory has been deeply integrated into Chinese classroom teaching, and students are In such a happy and pleasant environment, you can familiarize yourself with the text content, understand the magical changes brought by spring rain to the earth, feel the colorful spring, and be influenced by beauty. Chinese Lesson Plan for the First Grade of Primary School Chapter 5
Teaching content: Lesson 25 "Ode to Mount Hua" in the second volume of the first grade of the Jiangsu Education Edition
Teaching objectives:
1. Able to recite and read texts correctly, fluently and emotionally.
2. Learn the new words in this lesson and understand the meaning of the words in context.
3. Feel the majesty of Huashan Mountain through reading aloud, and be able to compare poems with prose to understand the meaning of ancient poems.
Teaching focus: read the text emotionally and recite the text.
Teaching difficulties: being able to understand the meaning of ancient poems with the help of texts.
Teaching preparation: multimedia courseware.
Teaching process:
(1) Introduction to the topic
Teacher: Students still remember where in the lotus lantern, agarwood split with an ax to save her mother A mountain?
Born: Huashan.
"Huashan" is written on the blackboard and read by name. Correct the pronunciation of the multi-phonetic character "华" (four tones).
Many years ago, a seven-year-old child climbed Mount Huashan and couldn't help but write a poem praising Mount Hua. The title of the poem was "Ode to Mount Hua" ("Ode" written on the blackboard) Can you tell me what "yong" means? (Praise)
Teacher: When you see this question, what do you want to know most? students questioned.
Teacher: I have questions about learning. After reading the text, I believe the students will find the answer on their own. The teacher is going to take everyone to Huashan Mountain today. Do you want to go?
(Design intention: At the beginning of the class, doubts have arisen, students’ interest and emotions in seeking knowledge are ignited, and students’ interest in learning new texts is stimulated.)
(2) First reading of the text< /p>
1. Read the text freely. (Read the text accurately) Requirements:
(1) Read the pronunciation of each word accurately.
(2) Read each sentence thoroughly, and read it several times if it is not clear.
(3) Write a serial number for each natural paragraph.
2. Check the status of self-study.
Show the new words and put the phonetic notes on them.
(1) Practice reading by yourself and see who can read accurately and remember quickly.
(2) Read by name and correct the pronunciation collectively.
(3) Erase the syllables, practice reading with your deskmate, and read by finger.
3. Read the text again. (Read the text through)
Put the words in the text and read the text again. Requirement: Read difficult sentences over and over again until you have read the text. After reading, mark the paragraph numbers.
4. Check the reading.
Read by name in sections, and promptly correct errors that occur during the reading process. Teachers and students *** jointly review students’ readings.
(Teachers use encouraging language, such as: It’s amazing that you can read this sentence so well for such a long sentence; read it a few more times, I believe you will read better. It’s great to be able to correct mistakes in reading by yourself. ! Wait. In this way, we can give motivating comments to students’ reading and lay a good emotional foundation for the following emotional reading.)
(Design intention: We know that we will not start teaching if we are not familiar with the text. . This link allows students to read fully, read a lot, give students enough time, and teachers can summarize and give timely feedback to mobilize students' interest in reading, so that they can read the text correctly, read smoothly, and read fluently, and then build on the foundation of understanding. (3) Read the text intensively. Teacher: After reading the text, what do the children think of Huashan? (High)
Teacher: Do you think Huashan Mountain is high? Which sentences in the text can tell about the "highness" of Huashan Mountain? Ask the students to read the second paragraph of the text silently and underline the relevant sentences.
Students read the text silently and draw while reading. The teacher inspects and provides guidance.
Students report, the teacher seizes the sentences found by the students, and gives key points and understanding:
1. "They climbed up the mountain top with difficulty along the mountain road." Seize "difficulty" "To understand the difficulty of climbing the mountain, imagine yourself as a husband and a child, how they panted and climbed up Mount Huashan step by step, and then guide the reading.
2. "Ah! Huashan Mountain is so high! In addition to the blue sky, the mountains far and near are all under my feet. The sun seems so close, and there are white clouds floating on the mountainside."
< p> Teacher: Standing on such a high mountain, what do the students want to do most at this time?Students can speak freely and express their feelings.
Teacher: Do you know what the teacher wants to do most now? What I want most now is to draw Huashan. (Draw a simple drawing of "mountain" on the blackboard) Who can help the teacher draw the mountains in the distance? Baiyun? sun?
Ask the students to read the relevant sentences in the article and discuss:
Where is the distant mountain painting? (Understanding the feet)
Where are the white cloud paintings? (Understanding the mountainside)
How should we draw the sun? (The sun is very close to the mountain, and then I realize how high the mountain is)
(Design intention: In this process, students’ enthusiasm for classroom participation is mobilized. The teacher’s simple drawings not only create a language situation, but also help Students can better understand the language and characters, and at the same time, students can read and experience it in a personalized way. Students are full of interest, and teachers and students create ancient poems together after this process. Due to the previous understanding and reading, students can quickly I can explain the meaning of the poem in connection with the previous article. It has solved the difficulty very well.)
3. When the children saw how high Mount Hua was, they couldn’t help but recite the poem "Ode to Mount Hua". Let us recite this ancient poem together again and experience the majesty and magnificence of Huashan Mountain.
Read together: Only the sky is above, and there are no mountains with it.
The red sun is approaching when you raise your head, and the white clouds are low when you look back.
Requirements: Read the poem with actions, memorize it, and use the actions to understand "raising the head" and "looking back"
4. Connect the second paragraph and read it Read it and memorize it, return to the whole, and feel the "high" of Huashan again.
5. Teacher: How does this poem sound? What would you say and do after listening? (Students express freely)
Teacher: This old gentleman’s reaction is the same as everyone else’s, (Read the third paragraph by name.) Add actions while reading.
6. The fourth natural paragraph :
Teacher: This kid is really extraordinary. Can anyone introduce who he is? What can you understand from the word "talent"? (Younger ones) Instruct them to read aloud and pronounce the word "cai" well.
(4) Summary of the full text.
1. Teacher: Such a good poem was recited by Kou Zhun, who was just 7 years old. Do you know how he recited it? What do children want to learn from Kou Zhun?
Teacher’s summary: Kou Zhun’s ability to recite such a good poem is all the result of his serious study of Chinese. Children in our class should also be like Kou Zhun and learn Chinese well from elementary school and use it well when they grow up. language.
2. Read the full text emotionally
Teacher: Let’s go to Huashan with our children and husband to have a look. Read the full text with music and recite the full text.