The first grade Chinese teaching plan book 1

Five Chinese teaching plans in the first volume of senior one.

As a conscientious people's teacher, we should prepare lesson plans before class, which will help students understand and master systematic knowledge. The following is the first grade Chinese teaching plan I compiled for you. I hope you like it!

The first volume of the first grade Chinese teaching plan (selected articles 1) teaching material analysis:

This article depicts the vitality and beauty that sunshine brings to everything in a lyrical style, indicating that sunshine is more precious than gold. Reading aloud and words is the focus of this course, and understanding the last paragraph of the text is the difficulty of teaching.

Teaching philosophy:

Chinese class should cultivate students' thoughts and feelings of loving the language and characters of the motherland, guide students to correctly understand and use the language and characters of the motherland, enrich language accumulation, cultivate a sense of language, develop thinking, and enable students to have the ability to read and write to meet actual needs.

Instructional design:

According to the concept of consciousness, I designed the teaching of this course like this:

Step 1: Create situations through beautiful pictures and introduce students into the text.

Step 2: Let students "learn from learning", replace speaking with reading, and feel the beauty and preciousness of sunshine in reading from the beginning of enlightenment.

Third, literacy is an important learning task for lower grades. Through the reading and writing desire of students in game machines, students can actively participate in literacy activities, and they can know new words in the activities, killing two birds with one stone.

The fourth step is to let students choose their own homework according to their own abilities and realize autonomous learning. Homework is divided into three levels. The first level is to find new words in the text. (Suitable for students with average grades. The second layer: after-class extension, find new words with the word "day" after class. This design is suitable for students with average grades. ) Layer 3: Draw sunshine and write a few words. Students with good grades are not satisfied with boring study, they have the ability to draw their own imaginary sunshine through their own imagination. And I can write a few words through my own efforts. )

Teaching objectives:

1, feel the beauty and preciousness of sunshine.

2. Read the text correctly and fluently. Recite the text.

3. Know the new word 12, and can write the words "Ye, Chang, Shan and Chu". Know two strokes (vertical lifting and vertical folding) and one root (two ears).

Teaching focus:

1, know the new word 12, and can write four words.

2. Read the text aloud.

Teaching difficulties:

1, understand the sentence "The river is like a long brocade".

2. Understanding of the last paragraph.

Teaching methods:

Reading instead of speaking, intuitive teaching

Teaching aid preparation:

Multimedia courseware, small blackboard

Teaching process:

first kind

First of all, an exciting introduction.

1, riddle introduction

2. What is the function of the sun? Who can tell us about it?

Today, the text we are studying is Sunshine. Let's see what the sunshine has brought us.

Second, the preliminary reading of the text, the overall perception

1. Listen to the courseware and read aloud.

2. Read the full text and underline the new words.

3. Check reading aloud. Check the instructions sentence by sentence.

4. Read aloud and consolidate. Read aloud in groups and groups.

Third, consolidate literacy.

1, students, today, we are going to have a competition to climb the peak bravely. Let's see who gets to the top of the mountain first and win the red flag.

2. Students are really capable! Bravely overcame difficulties and won. Today, the teacher brought some sentences to everyone. Can you choose a book you like to read to everyone? (Courseware shows sentences. )

Learn to write four new words: Ye, Chang, Shan and Chu.

Fourth, read the full text.

Second lesson

First, review the new words.

Review new words in various forms.

Second, observe the pictures and introduce the topic

The courseware shows the sunshine pictures, observes the pictures and asks the students to say what they see. What are these scenes like? (design intent: intuitive teaching is the most acceptable teaching method for students. Show pictures with courseware, and let students learn the text in a beautiful environment. The picture is beautiful and the words are beautiful. Let the students talk about sunshine, and then compare it with the little author when learning the text. )

Third, in-depth perception, reading the text

1, listen to normal reading:

How do you feel after listening? Sunlight is beautiful and precious, and the little author likes it very much ...

2, excessive: the sun is really beautiful, see how the little author describes it.

Read the first paragraph of the text and tell me what you read.

4. Why is sunshine like gold? (colors are like, they are all shiny and precious. )

5, practice filling in the blanks: the sun is like, scattered, and.

6. Why is sunshine precious?

Name the second paragraph that the students read.

(2) Can you tell us that digging the sun will make the seedlings greener and the young trees taller? Is the river like a long brocade? (Students discuss in groups and play freely) The courseware shows pictures to help understand the sentence "A spring river is like a brocade".

③ Girls read the second paragraph together.

④ Expansion: Who else is better because of sunshine? Son, because of the sunshine, it is higher. ……

7. Boys watch the third, fourth and fifth paragraphs together. Did the sun shine through your window? Can you tell me how you feel?

Teacher: Yes, the sunshine will jump into your window, my window and his window. Sunshine belongs to everyone.

8. Read the full text and students question it.

Why is sunshine more precious than gold?

Gold can't make seedlings green, nor can it make young trees grow tall. It is sunlight that brings life to everything. )

(Design intention: Through enlightening study, students can deeply understand the text step by step. By reading the text, they can know the relationship between sunshine and gold and the preciousness of sunshine. At the same time, by reading the text, students can have room for thinking, expand their imagination, get a preliminary emotional experience and feel the beauty of language. )

Fourth, review and consolidate two words.

1, pictophonetic character practice.

Courseware display: morning, evening, morning, spring, fragrance, sunshine.

Find out the characteristics of these words. (all related to "day")

Understanding of word combinations.

Design intention: Find out the characteristics of Chinese characters, create an observation platform for students, learn to observe and find out the connection. Let children understand the meaning of words through the combination of words, and let children learn to understand in real life. )

Verb (abbreviation for verb) runs a supermarket.

1. Look for new words with "day" in the text.

2. What other words with "day" do you know? Can you write it down?

3. Do you like sunshine? Please draw your imaginary sunshine and write a few words.

(Design intention: Only by accumulation can we learn more. Children have different learning abilities. Let children choose the tasks they can complete according to their abilities in the homework supermarket and try to learn independently. )

Teaching objectives of the first volume of Chinese teaching plan for senior one (selected edition 2);

1 learned the single vowel e, and can read the tone and its four tones correctly; Recognize shapes and write correctly.

Read and recite ancient poems under the guidance of the teacher.

Let the students learn the vowels and syllables in this lesson with the help of nursery rhymes and pictures.

Teaching focus:

Read and write e.

Teaching difficulties:

The pronunciation of e.

Teaching methods:

Guidance and reading guidance.

Learning method:

Autonomy, cooperation and exploration.

Teaching preparation:

Teacher: Projection.

Student: Pinyin card.

Teaching time:

1 class hour.

Teaching process:

Review A and O, and practice the tone again.

Teacher 1 make the mouths of A and O, and ask the students to guess what this vowel is.

2 identify the four tones of a and o, and focus on reading two or three tones.

Observe pictures, learn pronunciation and memorize glyphs.

What is painted on the small illustration of 1? What is it doing? How to pronounce "goose" of "white goose"?

2 what is the mouth like when the teacher sends an e? (Flat mouth, motionless, smiling, loud and long. )

Students practice pronunciation according to sentence patterns.

4 Look at the picture again: When you pronounce the E, what figure do you think of when you see the letter E? How to remember this e

Ask the students to form a rhyme with the pronunciation and glyph of the single vowel E, and do it accordingly.

Third, learn the four tones of e.

1 Let students learn independently.

Practice roll call reading, with the teacher's camera guidance.

Practice reading four tones in the following order, so that students can understand and master the rising and falling rules of four tones. Read horizontally first, then vertically, and finally read casually. Pay attention to the use of incentives to encourage students' interest in learning and arouse their enthusiasm.

ā ǎ

ō ǒ

ē ě

Four games consolidated the four tones of E.

1 Which sound is missing?

The teacher makes a dumb mouth gesture, and the students pronounce it.

Instruct writing and pay attention to posture.

1 students observe the position of e in the four-line grid.

Teachers carefully demonstrate writing while explaining the main points.

Students should start writing after their books are empty.

Four refers to three students writing on the blackboard and explaining the main points while writing.

Teachers inspect students' homework, correct it in time, and remind students to pay attention to the correct posture of writing and holding pens.

6. Read ancient poems and paint them.

1 Who can recite this ancient poem? Step back.

The teacher leads the students to recite.

Encourage students to paint their own colors with watercolor pens and add something to enrich the pictures in your textbook.

Look at your own paintings and recite this ancient poem beautifully.

Teaching objectives of the first volume of Chinese teaching plan for senior one (selected three)

1, know the new word 13, write four words of width, rise, foot and line, and know two radicals.

2. Read the text correctly and fluently and recite the text.

3. Understand the content of the text and stimulate the thoughts and feelings of loving Beijing and the motherland.

Teaching focus

Guide students to read the text emotionally and inspire them to love Beijing's motherland.

Teaching difficulties

Pronunciation of long sentences

Teaching time

Lesson 2

teaching process

first kind

First, introduce pictures and practice oral English.

1. Show pictures of Beijing scenery.

Beijing has a long history and charming scenery. Seeing such a beautiful scenery, do you have anything to say?

A child like you wants to go to Beijing very much.

(Show the topic) Read by individuals and read by the whole class.

Second, the first reading of poetry.

1, studying in normal school

Everyone listened carefully just now. Who heard what my mother said to me? What did I just say?

3. Read at the same table and divide the roles. Later, let's compare and see which watch reads well.

4, reading contest, reading at the same table-boys and girls in different roles-reading in the whole class.

Third, literacy.

1, read

(1) Many words in this poem are well used! Let's compare and see who can recognize it the fastest.

(2) Show the text, and students can read it freely.

(3) Comparison (driving a train, challenging reading and reading together)

Step 2 know new words

(1) There are many new words in the words we know just now.

(2) Read aloud to each other in groups of four.

(3) Read the whole class together

(4) The teacher reads aloud.

(5) Is there any good way to remember them in group study?

Fourth, read poetry.

1, read by role group.

2. Read the whole class together

Second lesson

First, check the import.

1, read the new word card.

Second, read aloud and recite poems.

1. What do you want to say most after watching _ Square Ceremony?

2. Instruct emotional reading (individual reading-teacher-student evaluation-teacher demonstration reading-free reading-whole class reading)

Step 3 enumerate

Third, write

1, observe the word structure

2. Compare glyphs and memorize Chinese characters.

3. Instruct writing (normal writing-students draw red)

Teaching objectives of the first volume of Chinese teaching plan for senior one (selected four)

1, can read "qun" and "zhe" and so on 1 1, and can read and recite the text fluently and emotionally.

2. Understand the content of the text, and know the different shapes of paws of chickens, puppies, ducklings and ponies and the characteristics of frog hibernation.

3. Students establish the consciousness of loving and being close to nature, and their observation, imagination, language expression ability and ability to collect and process information are improved.

Analysis of learning situation

First-grade pupils mainly think in images and like vivid and bright things. At the same time, as our children in the north, we are very familiar with the snow scene and have experienced all kinds of favorite snow activities. This class is easy to cause children to sing. The curriculum design based on childlike innocence is most suitable for teachers. At the same time, in the study of reading texts in the early stage of senior one, children already have certain literacy methods and learning methods, which also laid a solid foundation for the study of this class.

Important and difficult

Teaching focus:

Understand the content of the text and know the different shapes of claws of four animals: chicken, puppy, duckling and pony.

Teaching difficulties:

Understand the characteristics of frog hibernation and recite the text.

teaching process

Activity 1 Introduce the creation of the scene, introduce the new lesson and ask questions.

In class, students and teachers say hello to each other.

1, Teacher: Look here, children. Are you familiar with this photo?

(PPT with picture: the north wind whistling, the snowflakes fluttering, what a snow scene! )

Presupposition: The children are surprised and make a "wow" sound in their mouths. Student: It's snowing! It snows heavily! What a heavy snow! What beautiful snow!

2. The teacher asked: What do you do on snowy days?

Create scenes to stimulate students' interest in learning the text and combine language with pictures. )

Presupposition: Students answer interesting things such as snowball fights, sledding and making snowmen.

3. Teacher: There are so many interesting things in snowy days! So let's learn lesson 12 today. The teacher points out the topic and the students read it together-the little painter in the snow. )

4. Teacher: Do you have any questions when you see this topic?

Default: Students ask their own questions.

5. The teacher praised the child: You have so many questions. Let's walk into the text with questions and see if we can find the answer in the text!

Activity 2 Teaching: Read the text for the first time and read the correct pronunciation and sentences.

1, Teacher: Now please read the text by yourself, read the correct pronunciation and sentences, ask more questions, check more, and practice more words and sentences that you can't read. Pay attention to the posture of students holding books, and the teacher helps students with learning difficulties. )

The teacher showed it to a classmate. (If anyone has incorrect pronunciation, find another classmate to read fluently. )

3. Teacher: You read it accurately. Other students read like him. (Students read. )

4.(PPT shows pictures after snow) The teacher asked: Look, children, what does the ground look like after snow? (2-3 students answered)

5. Teacher's guidance: Yes, the earth after the snow is like a big white canvas, which is why-(the teacher points to the question and the students answer: the little painter in the snow)

6. The teacher plays up the atmosphere: the house is white, the desk is white, the snow is under our feet now, and your little feet are stepping on the cotton-like snow. What will your mood be like? Happy, surprised, happy, etc.

7. Teacher: Our mood is really special on snowy days. Can you read your mood? Practice yourself below first. (Students practice)

Teacher: Who can read it to you? (1-2 students reading)

Teacher: Let's shout together and summon our little friends in the snow, shall we? Presupposition: The students are very excited and shout it's snowing! It's snowing.

8.PPT shows the photos of four young painters in the snow with words. Then the teacher pointed to the whiteboard and the students read together: a group of little painters came in the snow.

Activity 3 Professor explores and understands the content deeply.

1, PPT shows the question, and the teacher asks: Who are the little painters in the snow? What did they draw? Next, please draw the answers to the questions while reading the text.

(Students draw lots and teachers patrol. )

2. Teacher: Who can tell me your answer? (Student's answer) The teacher posted a blackboard written by Tian Zige in advance.

Oh, they are little painters in the snow. They drew so many beautiful patterns. Then let's read it together. The teacher pointed to PPT(PPT shows the third sentence of the text).

4. Who can read this paragraph to you? Students read aloud and the teacher guides them. )

Who can read more fluently?

6. Read on the blackboard, clap your hands, read pictures and read online.

7. Read with emotion and express the feelings of different small animals in different tones. (The teacher instructs reading aloud)

8. Do you want to know how they are drawn? (Student: I think) Let's see! (Click on the video)

Presupposition: Students show surprised expression and give a "wow" unconsciously.

9. The teacher asked: How did they draw it? (Student answers)

10, the teacher shows the PPT picture: Say it with the students (the chicken's footprints are like bamboo leaves, so the chicken draws bamboo leaves; Puppies, ducklings, ponies, etc.)

1 1, teacher: so they are-(the teacher points to PPT to guide the students to say) "You can make a picture in just a few steps without paint or pen!"

Teacher: What do you think of them? Students answer, and the teacher instructs how to read aloud with expression and emotion.

13, ask your classmates to have a look.

14, students practice reading by themselves.

15, boys and girls compete to read, and boys and girls cooperate to read.

16, Teacher: Today, the teacher invited several small guests. Let's see what they can draw. (ppt shows pictures of animals and patterns of their claws)

Presupposition: Students answer the names of different animals and tell the shape of their claws.

Teacher: Can you make up a text about children's Song Like? (Default: Students can answer. PPT shows the framework of children's songs. )

18, which is compiled by students of 1-2.

19. Homework after class: Please go home and continue to inquire about the claw shapes of different small animals and make nursery rhymes.

Activity 4 Activity Read the text and expand your knowledge.

Teacher: Can all the small animals come to be our small painters in the snow? Default: Answer: Frogs can't come.

2. The teacher asked three times in different tones: Why didn't the frog take part? A: He fell asleep in the cave. The whiteboard uses a spotlight to direct the spotlight to the frog. )

3. The teacher has doubts: Why are frogs so lazy? Sheng disagreed and pointed out that he was going to hibernate.

4. Teacher: Oh. Then let's take a brief look at hibernation! (Open the micro-lesson with whiteboard: hibernate)

5. Homework: Students go home and continue to look up information to find out which small animals need to hibernate.

Activity 5: Read the whole emotion and recite the full text.

Do you like this text? (Like) Then read this text from beginning to end with your favorite!

2. Who can read it to you emotionally?

3. Is she good at reading? (good)

Please look at the teacher's (PPT) picture and try to recite this text.

5. The teacher praised the students and asked them to bring their own actions and expressions and perform with emotion. If not, stand up and perform again. )

The teacher praised and encouraged all the students.

Activity 6 activity teacher summary

We have finished learning this lesson. Do you have all the answers to your questions? Let's take a look! (The teacher leads the children to review the text and strengthen their knowledge.) I hope the students can enrich themselves by adding more knowledge after class, love our nature more, observe life more attentively and think about our unknown world. Class is over!

Activity 7 Homework

Please go home and continue to inquire about the shapes of claws of different small animals and make them into children's songs.

Activity 8 homework after class

Students go home and continue to look up information to find out which small animals need to hibernate.

Teaching objectives of the first volume (selected text 5) of Chinese teaching plan for senior one.

1. Learn "Little Painters in Snow" and get to know the new words 10.

2. Read the text correctly and fluently. Feel the joy of the "little painter" painting in the snow and feel the innocence of children's songs.

3. Lead students from in-class reading to out-of-class reading, recite and read children's poems, feel the beauty of language and rhythm of poems, initially apply what they have learned, expand association and imagination, and create simple poems.

Emphasis and difficulty in teaching

Recite and read children's poems, feel the beauty of language, apply what you have learned initially, expand association and imagination, and create simple poems.

Teaching preparation

Multimedia courseware, watercolor supplies, snowflake pictures, pictures of chickens, ducklings, puppies and ponies and their footprints.

teaching process

First, stimulate the introduction of interest, revealing the topic

1. The teacher introduced that he drew a picture in the water, which aroused his curiosity: "No paint, no pen, just a few steps."

2. Active atmosphere: Teachers and students do "small hand warm-up exercise" together.

After the students finished drawing, the teacher told them what they had drawn.

4. reveal the topic.

Transition: Good student! No paint, no pen, a few steps and a picture! A word from xu teacher-(blackboard writing: little painter). There are a group of animals who are good at drawing in the snow. I hear you paint very well! I want to compete with you. They are "little painters in the snow". (Write "in the snow" on the blackboard to complete the topic)

Design intention: Painting with water will bring students into interesting activities, which will greatly stimulate students' interest in learning and inspire their imagination, and also pave the way for understanding the following "You can make a painting in just a few steps without paint or pen".

Second, create a situation and walk into the text

1. First reading the text, overall perception.

(1) Presentation learning requirements: read the text freely, pay attention to correct pronunciation and read sentences. Read the difficult sentence several times. Think of the little painters coming in the snow.

(2) Health report, the teacher posted pictures of "chicken, puppy, duckling and pony".

Design intention: Read the text for the first time, and let the students read the pronunciation and words correctly. Clear the reading obstacles and lay the foundation for understanding the content of the article.

2. Learn the first sentence of the text "It's snowing, it's snowing!"

(1) Show the dynamic snow scene.

The teacher exaggerates the atmosphere: winter is really a magician. Blow gently, and the snow will fall all over the sky! Students, tell your friends the good news quickly!

(2) Learn the first sentence of the text "It's snowing, it's snowing!" And guide emotional reading.

Design intention: Most students in the south have never seen snow. The multimedia snow scene shows the heavy snow falling from the air and white everywhere, which makes students feel more intuitive, creates the following situation for students and quickly brings them into the text study.

Teacher: It seems that the students like the snow this winter as much as xu teacher. Xu teacher is thinking, I wish I were that beautiful snowflake! If I were a snowflake, I would float into the river and become a drop of water. If you were a snowflake, where would you go?

(3) Imagine speaking: If I were a snowflake, I would.

(4) Appreciate the poem "If I were a snowflake" and read it aloud with the music of teachers and students. The teacher summed it up and wrote "beauty" on the blackboard.

Design intention: to guide students to expand their imagination, express their individuality and integrate into their own unique experience in learning, so as to feel the linguistic beauty of children's poems, cultivate a sense of language in reading and be infected by emotions in reading. Transition: Such a beautiful snow scene attracted a group of young painters.

3. Learn the second and third sentences of the text.

(1) "A group of little painters came in the snow." Read it together.

The word indicator card recognizes the "group" with the text, and the little teacher brings new words. Show pictures of "a child" and "a group of children", "a duck" and "a group of ducks" respectively. Let the students say a word with the word "group" and understand the meaning of "group".

Design intention: Through picture comparison and language training, let students realize that the word "group" means a big number.

The teacher asked the students to study in groups: read the text again. What did the little painter draw in the text? Draw a picture with "".

(2) check the learning situation:

A. health report and paste animal footprint map.

B Why does the article say that "the chicken draws bamboo leaves, the dog draws plum blossoms, the duckling draws maple leaves and the pony draws crescent moons"? Guide the students to observe the pictures carefully and report them in complete sentences.

Show the word cards "bamboo" and "teeth" at will, and the students will read them. Show the pictures of bamboo leaves and ivory again and guide the students to find the connection between words and pictures.

Design intention: Show the pictures of bamboo leaves and ivory by visual method, establish the connection between words and pictures, and guide students to remember the glyphs clearly through graphic symbols.

Teacher: It turns out that bamboo leaves, plum blossoms, maple leaves and crescent moons refer to the footprints left by small animals in the snow. It seems that writing poetry requires imagination. (blackboard writing: imagination)

Design intention: Use intuitive pictures to make students feel what metaphor is, and train students' language organization and oral expression ability, and cultivate students to speak complete sentences.

(3) Learn Cat Drawing with the text and read aloud in various ways. Teacher: Do you like this children's poem? Why? It's fun to scribble on the blackboard

Design intention: Let students read aloud rhythmically, and let students feel the fun of children's songs. Teacher: Yes, the little painter is really interesting! They paint easily with their little feet, adding infinite vitality and vigor to nature. No wonder the book says, "No paint, no pen, a few steps and a picture!" " "

4. Learn the fourth sentence of the text: no paint, no pen, a few steps and a picture!

Guide reading, and read "Use", "Count" and "Step" with the text. Show the word card to distinguish between "Ji" and "Er" Design intention: By comparing and distinguishing similar words, deepen students' memory of the new word "Ji" in this lesson.

5. Learn the fifth and sixth sentences of the text. Teacher: Why didn't the frog take part? Health: It fell asleep in the hole!

You can read Wei, Shen, Jia, Dong and Zhe with essays. Guide students to read in their favorite way. For example, comparison: one plus one for-do: strength+mouth = crossword puzzle: a classmate is soaked to the skin. (Answer: Cave) "Zhe" is a polyphonic word. In this lesson, read zháo in the word Sleep as a verb. Read Zhu; On the word "clothes"; Read the word "zhe" in the word "watch"

Design intention: Guide students to memorize new words in various forms, stimulate students' interest in literacy, guide literacy methods and cultivate literacy ability.

Teacher: It's so busy in the snow. Why doesn't the frog exercise in the snow?

(1) Play a frog hibernation video.

(2) Expansion: Do you know which animals need to hibernate? There are many words. Understand the little knowledge of hibernation.

Third, read the full text, emotional sublimation

1. Emotional interpretation of The Little Painter in the Snow.

Teacher: Students, let's follow the footsteps of small animals in the snow, singing and dancing, and record the vibrant scene in winter. Next spring, bring this joy to the hibernating animals, will you?

2. Sing and dance the song "Little Painter in Snow".

Design intention: By watching videos, students' thirst for knowledge will be stimulated, and the space of Chinese teaching will be expanded, which will help students learn Chinese in a broad life. Singing and dancing brought the integration of disciplines closer, and the written content quietly entered the students' hearts in a pleasant atmosphere.

Fourth, comment on paintings and write poems.

Teacher: It will be very interesting if we write the pictures we made before class into poems!

1. Guide students to write poems.

2. The teacher's paintings are accompanied by poems and read aloud.

Design intention: expand students' thinking space and stimulate students' creative thinking. Apply what you have learned initially, expand association and imagination, and create simple poems. Let students learn and use Chinese in their daily lives and feel the joy of learning Chinese.

Verb (abbreviation of verb) summarizes the full text and assigns homework.

1. Summary.

2. Homework:

(1) Read the text aloud to your parents.

(2) Read Reading and Application of Chinese in Primary Schools (the first volume of Grade One), Animal Hibernation Hotel and Animals Sleeping in Summer with adults.