Teaching plan of Chinese micro-course in the first grade of primary school

Five teaching plans for Chinese micro-lessons in the first grade of primary school

A successful class often benefits from a vivid courseware, because students are fresh and full of new interests and expectations for each new text. The following is a lesson plan about Chinese micro-class in the first grade of primary school that I have compiled for you. I hope it helps you. Welcome to read the reference study!

Teaching plan of Chinese micro-class in the first grade of primary school 1 "Spring Thunder"

Teaching objectives

1. Know 8 new words such as "awake" and "thunder" and can write 6 words such as "talk".

2. Read the text correctly and fluently and recite the text. You can read aloud to perceive and feel the beauty of spring.

3. Be able to expand your imagination and discover the changes of things in spring with your own eyes.

Teaching emphasis: memorize new words, read the text with emotion, and perceive and appreciate the beauty of spring.

Preparation before class: multimedia courseware, new word cards.

first kind

First of all, stimulate interest and introduce new lessons.

1. Spring comes before you know it. Praise it with your favorite words.

2. Spring has come, what changes have taken place around? Write "the willow tree is awake" on the blackboard.

Second, read for the first time and master the words.

1. Normal school reading, students appreciate the teacher reading with music. Understand the changes of willow trees in spring.

2. Read the text by yourself with pinyin, and mark the new words while reading.

3. Which new words are your new friends? Read it aloud to everyone.

4. Do you have any good ways to remember them?

(1) radical literacy: branch, comb and tip

Comparison of similar characters: type a keyword (typing a keyword is less than typing a keyword)

Multimedia courseware assistance: lightning and bath (lightning and rain, bath water)

Idiom plus radical: sober, gentle (unitary+star = sober+short = gentle)

(2) Read the new words at the same table to see who can read them correctly. The teacher emphasized that "waking up" is a nasal sound, "bathing" is a flat tongue sound, and "branches, trees, tips and playing" is a tongue sound.

(3) Recognize new words in the group competition (branch, comb, sharp, beating, waking, thunder, softness and bath).

(4) read the word card (teachers can read, students can read as small teachers. )

Branches and treetops thundered with lightning.

Wake up after washing.

Third, read carefully and understand the text.

Study the first phase

(1) Read freely. Where did you know that the willow tree woke up? Use strokes.

(2) Read at the same table and imagine what Chun Lei would say to Liu Shu.

(3) Read and communicate in groups. What does it mean for the willow to wake up?

(4) Read the game and feel the scene described in words.

Learn the second part

(1) who bathed the willow tree?

(2) When studying in a normal school, students quietly follow and think about why the willow branches are soft.

(3) Watching the video of spring scenery, students feel that the willow branches in the activity scene become more beautiful.

(4) Read beautifully and feel the beauty of spring in reading.

Fourth, recite and feel the meaning of the text.

(1) freeback (2) actionback (3) musicback (4) back to back on the same stage.

Fifth, expand consolidation exercises.

1. Show the new words and let the students play the game of finding friends.

2. Oral training

The use of "-"is Liu Shu's good friend. (The words are pasted on the blackboard)

3. Draw a picture of everything reviving in spring.

Six, observation, correct writing

1. Students observe the word "Shuo" and its position in Tian Zige.

2. The teacher demonstrates the strokes that remind attention when writing. These two words should be narrow on the left and wide on the right; The dot next to the word should be written higher, to the right, and aligned with the "fold" in the horizontal fold.

3. Students draw one and write one.

4. Show evaluation.

Teaching plan 2 "Spring Thunder" of Chinese micro-class in the first grade of primary school

First, review and consolidate the words.

1. Read the words learned in the last lesson: thunder, bath, softness, sharp, comb, wake up, play and branch.

2. Read the words in the form of driving a train: thunder and thunderstorm

Second, the exploration of autonomous learning (section 3-5)

1. Read freely and tell me what problem you want to solve. (Discuss in the group first, and then assign the team leader to report. )

2. Each group asks questions, and the teachers and students sort out the questions to reach a * * * understanding.

Why is the willow tip green?

Chun Yan is playing hide-and-seek with Liu Shu. How did catkins fly?

(3) How does the willow play with children?

3. Guide students to choose the way to solve problems (grasp key words and understand the meaning of sentences, which can be learned by reading, drawing, thinking and discussing).

4. Group cooperative learning, teachers patrol and guide, and find problems in time.

5. Students report and exchange, and teachers guide them.

(1) Students reported "Why are willow tips green?" When asking this question, guide the students to understand from the sentence "Spring breeze combs the hair of willow trees". The spring breeze gently paints the willow branches green and guides the students to read the third paragraph with emotion.

(2) Students reflect "How did catkins fly?" This question, to guide students to master the characteristics of catkin, can be demonstrated in kind, students observe, read and experience the fourth quarter.

(3) Students report "How do children play with willows?" When asking this question, guide the students to spread their imagination wings. In the season of flowers, willows, green grass and warblers flying, the children are happy. Guide the students to read the last section several times to deepen the reading experience.

Third, contest and recite the text.

Each group chooses a representative to comment on who recites well, and the teacher will guide the reading.

Fourth, understanding, extracurricular extension

1. Praise the five good friends of Willow.

2. In spring, what is there to wake up?

3. Express your love for spring in various forms. Read the text, write children's songs, draw pictures, sing, dance, etc. )

Verb (abbreviation for verb) Observe and write correctly.

1. Students observe carefully and say the characteristics of each word.

2. The teacher demonstrates writing and reminds everyone to pay attention to the strokes when writing. The key to the writing of the word "spring" is the first half: the three horizontal lines should not be long; the left and right sides should be extended to cover the word "day" below. Don't write the word "Gao" too long.

3. Write the word "friend", let the students observe it by themselves first, and then remind everyone what to pay attention to when writing.

Summary: The willow tree woke up, and so did the children. The season of the year is in spring. Let's make good use of this beautiful spring and seize the time to invest in new studies!

Teaching plan 3 "Spring Thunder" of Chinese micro-class in the first grade of primary school

First, the teaching objectives

Knowledge and ability:

1. Know eleven new words and write four. Understand the two radicals "Bi" and "You".

2. Know that "far" and "near", "have" and "have", "come" and "go" are words with opposite meanings.

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

Process and method:

1. You can read and recite ancient poems fluently through different reading forms such as free reading, deskmate reading and group reading.

2. Memorize the new words in this lesson with the learned literacy methods.

3. Find, read and understand the meaning of antonyms, and remember the antonyms in ancient poems.

Emotion, attitude and values: By observing the illustrations and studying the text, you can feel the dynamic scenes depicted in the poem, thus being influenced by beauty.

Second, the difficulties in teaching

Teaching focus:

1. Know eleven new words and write four.

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

Teaching difficulty: you can express the meaning of ancient poetry in your own words.

Third, teaching strategies

This course mainly adopts reading aloud, imagination, autonomous literacy and other teaching methods. By imagining the picture, connecting with real life, let students read the text with relish, stimulate their interest in learning, and let students study and read freely.

1. Complete students' perception of the text by reading aloud and looking at pictures.

2. Self-accomplishment, exchange of reciting methods, and timely guidance by keyword teachers.

3. Encourage students to expand their imagination in text interpretation and fully connect with real life, so as to gain emotional experience and feel the beauty of language.

Fourth, the teaching process

(1) Guess the import

1. The teacher asked the students to guess the crossword puzzle: an acre of land in an empty mountain. (The answer is "painting")

The teacher asked the students to guess the riddle again: looking at the mountain from a distance, but listening to the water quietly. Spring has passed, but there are still many flowers and flowers. People go nearby, but the birds are still not disturbed. (The answer is still "painting")

3. Introduction: The riddle we guessed just now is a poem written by an ancient poet, with painting as the answer. Next, let's learn this poem.

The design intention is to introduce riddles and stimulate students' interest in learning ancient poems.

(B) Self-learning words

1. Read the text for the first time and read the pronunciation correctly.

(1) Students read the text with the help of pinyin, and circle the words that can be read in this lesson while reading.

(2) Ask the students to compare the pinyin in the text and mark the students in the list with pinyin.

(3) Courseware can be presented as time reading, roll call reading and train reading.

(4) Teachers demonstrate reading and students are free to read the text.

2. Reading and communication guide.

(1) The courseware shows: "Far, Near and Back". Let the students talk about the similarities of these three words and understand "Gang".

(2) Courseware presentation: "surprise" and understanding "Hop".

(3) Ask students to choose any word they can read and try to form words.

3. Memorize glyphs and understand the meaning of words.

(1) The courseware shows the stroke order of "Man, Fire, Literature and Six", and asks students to memorize the glyphs according to the stroke order.

(2) The whole class and teachers are all empty words "people, fire, literature and six".

(3) Students use the words "people, fire, culture and six" respectively.

The design aims to encourage students to recognize and learn words with the literacy methods they have learned, and guide students to read actively.

(3) Look at the pictures and read the text

1. Look at the text illustrations, read the ancient poems and think about it. What does each line mainly say about painting?

2. Classroom communication, the teacher summed up: mountains, water, flowers, birds.

Ask the students to find these four words in ancient poems and circle them.

4. Instruct students to read ancient poems, and pay attention to the words "mountains, water, flowers and birds".

The design intention is to guide students to grasp the key words of each line of poetry and understand the general idea of ancient poetry through graphic reading.

(D) Understanding poetry

1. Imagine the picture and understand the meaning of the first and second lines.

(1) Read the first and second lines while reading the imaginary map. After reading it, talk about mountains and water.

(2) Students talk about "mountains" and "water".

(3) Introduction: In the distance, green hills are continuous, and a clear spring flows through the mountains. Please read these two lines with emotion.

(4) Ask the students to put their ears close to the illustrations in the book to see if they can hear the sound of running water and feel that the water in the painting is real.

2. Contact life and understand the meaning of the third and fourth lines.

(1) Read the third line freely and talk about what flowers are like in spring and how they are said in the article. I feel that the flowers on the painting are always in full bloom regardless of spring, summer, autumn and winter.

(2) Read the fourth line by name and talk about the birds in life resting on the branches. What will happen to this bird if someone comes to look for it? I feel that the birds in the painting are not afraid of people.

3. Read and recite ancient poems.

(1) Read ancient poems with emotion according to the prompts.

Looking at the mountains/colors from a distance,

Close listening/water/silence.

Spring is gone/the flowers are still there.

People come/birds don't panic.

(2) Recite ancient poems in the order of "mountains, water, flowers and birds".

4. Find the antonym in the poem.

(1) Students find three groups of antonyms in ancient poetry. (far and near; Yes, no; Go, come)

(2) Courseware shows "I can speak" and students practice saying antonyms.

(3) Divide boys and girls into two groups and hold an antonym contest to see which group speaks more.

Design intent 1. By imagining the picture and connecting with the reality of life, the boring meaning of ancient poetry is visualized and vivid. 2. Instruct students to read and recite ancient poems with emotion with the help of underlined words and key words.

(5) Guiding writing

1. The courseware shows: "Man, Fire, Culture, Six". Students observe what these four words have in common.

2. Students observe and communicate.

(1) all four words have "left": the "left" in the word "person" is "oblique left"; Skimming in "fire" and "literature" is "vertical skimming"; The "left" in the word "six" is "short left".

(2) All three words have "points": the first "points" of "fire", "text" and "six" are "short points"; The fourth point of "six" is "long point".

(3) All three words have "si": "man", "fire" and "Wen" all have "si".

3. The teacher writes "Man, Fire, Literature, Six".

4. Students color it in red and practice writing "People, Fire, Literature and Six".

Teaching plan 4 "Oriental Pearl" of Chinese micro-lesson in the first grade of primary school

first kind

First, the introduction of passion, revealing the theme

1, Introduction of Oriental Pearl.

2. Show the topic. Read the questions by name and pay attention to pronunciation.

Second, look at the picture and perceive the content of the text as a whole

1, reflecting the picture of the Oriental Pearl.

2. The teacher narrated in the music: Children, now we have come to the Huangpu River in Shanghai to enjoy this beautiful Oriental Pearl.

3. Enjoy reading aloud with music.

Third, the first reading guidance

1, let students read the text aloud with the help of pinyin, which requires:

(1) is pronounced correctly.

(2) Draw the new words you meet and read them several times.

(3) Circle the words you don't understand.

(4) Mark the number of the natural paragraph.

2. Show new words.

3. Name three people who read the text in the natural paragraph.

Fourth, intensive reading training.

1, learn the first paragraph.

(1) Scroll and tell me what you know.

(2) call the roll.

(3) Can you introduce the location and name of Shanghai Radio and Television Tower in your own words?

Do you like this tower? Why?

(5) Guide to read the first paragraph in a favorite tone.

2. Try to recite.

3. summary.

Five, guide the writing

1, remember the font and remind you.

2. Draw red on the book in the order of strokes.

3. Directing writing in Tian Zige.

4. Students write temporarily in red on the "copybook". Teachers' itinerant guidance.

Second lesson

First, review the introduction.

Second, continue intensive reading training.

1, learn the second paragraph.

Refracting the Oriental Pearl.

(1) Look at the picture and learn the first sentence. Say in your own words what the Oriental Pearl looks like. Say its name. Look at the text.

(2) Xiu: This tower, with blue sky overhead and feet on the ground, looks like a giant. Read by name. What kind of people are "giants"? Read by name and evaluate collectively.

(3) Look at the picture and learn the second sentence.

Show me that sentence: at night, the lights on the tower are all on, colorful and very beautiful.

Read by roll call. Imagine a beautiful night scene. Until you read aloud.

2. Learn the third paragraph.

(1) Little tourist, what will you sigh involuntarily when you see this?

(2) Show the sentence: Shanghai Radio and TV Tower is really a beautiful Oriental Pearl.

(3) Guide reading praise tone.

3. Try to memorize the second and third paragraphs.

Third, consolidate

1, the little guide introduces the Oriental Pearl.

Imagine what those foreign tourists will say when they see this beautiful Oriental Pearl.

Fourth, guide writing.

1, read.

2. Guide writing.

3. Students practice painting red, imitating shadows and scribbling on the Chinese character book.

Teaching plan five "thinking at night" in Chinese micro-class of grade one in primary school

Introduction and presentation of topics in (1) conversation.

Students, today we are going to learn an ancient poem, the title of which is Thinking on a Quiet Night (writing on the blackboard). The writer is Li Bai, a poet in the Tang Dynasty.

(2) Read the text for the first time and clear the obstacles.

1. Read the text by yourself with the help of pinyin and read the pronunciation correctly.

2. Read the new word cards and clear the phonetic barriers.

3. Read the text again and ask questions.

(3) Read the ancient poems and understand the words in the poems and the meaning of the whole poem.

1, understand the meaning of the topic.

(1) Guide students to talk about the meanings of words such as "quiet", "night" and "thinking". Look at the pictures and choose the words. Quiet, quiet. Good night. Good night. Thinking, missing.

(2) Look at the wall chart and talk about "thinking at night", that is, when is the poet? Reminds me of my hometown on a quiet night. )

2. Understand the first line of the poem.

What does the moon mean? A bright moon. ) blackboard writing: bright moonlight

Tell me the meaning of this sentence. There is a touch of silver moonlight on the ground in front of the bed. )

3. Understand the second line of the poem.

Which word in (1) line is "may have frost?" Don't you understand? Explain the word "suspected frost" emphatically. The original meaning of doubt is doubt, and here it is like, as if. Frost, instruct the students to look up the dictionary. When the temperature drops below zero degrees Celsius, the water vapor contained in the air near the ground condenses into white ice crystals on the ground objects. )

Who can tell me the meaning of this poem? (There seems to be frost on the ground) The blackboard says: There is frost on the ground.

(3) Combine the meaning of one or two lines of poetry.

4. Understand the third line: Look at the picture. What is the poet doing? Look up at the moon in the sky. Which word in the poem means to lift? (For example). Writing on the blackboard: Look up and say the meaning of this poem. Look up at the moon in the sky. ) Looking up at the bright moon of (). Concretize the meaning of this sentence. Look up at the bright moon hanging high in the sky.

5. Understand the fourth line. Look at the picture, look at the poet's expression, and talk about what he is thinking. (He misses his hometown) Read the fourth line. Writing on the blackboard: (homesickness) Tell the meaning of homesickness. Who can tell the meaning of this line? When the poet saw the bright moon, he couldn't help lowering his head and thinking of his hometown. )

6. Read the whole poem by name and talk about its main meaning.

7. Summary: The first two sentences of this poem describe the scene of "quiet night", using frost to compare moonlight, rendering a quiet realm in the dead of night and showing the lonely life of a stranger. (writing on the blackboard: I feel lonely in a foreign land) The last two sentences are written as "thinking". The poet looks at the scenery under the moon and misses his hometown. From raising my head to lowering my head, I touched my homesickness and fell into deep thoughts. (blackboard writing: I miss my hometown; Miss the person you love)

8. Instruct reading aloud and pause where you draw "/".