2020 Excellent Sample Template for Chinese Literacy Speaking Lessons for the First Grade of Primary Schools

2020 Excellent Sample Templates for Chinese Literacy Speaking Lessons for the First Grade of Primary Schools

In classroom teaching, we should be close to the actual lives of students, with students’ main activities as the focus of teaching activities, and literacy as the main line. Create rich and colorful teaching situations, and use various methods such as song literacy, word puzzle literacy, story literacy and other methods to make students feel the fun of literacy. The following is the Chinese literacy lesson text I compiled for the first grade of primary school. I hope it can be provided for everyone's reference and reference.

Sample 1 of Chinese Literacy Speaking Lessons for the First Grade of Primary School

[Teaching Objectives]

Knowledge and Skills

1. Be able to recognize "蜻" ", Ting, Mi" and other new characters, and can write "Jian, Mi, Zao" and other new characters. Use the patterns of phonetic characters to learn Chinese characters.

2. Read children’s songs correctly and fluently.

Emotional attitudes and values ??

Understand the characteristics and living habits of these small animals, and cultivate interest in observing small animals.

[Key and difficult points in teaching]

Focus: literacy and writing. Read children's songs.

Difficulty: Understanding the meaning of words.

[Teaching hours]

1 class hour

Teaching process

1. Import from pictures

1. (Show the text illustration) Beautiful summer is here, let’s go to the river together. What did you see? What are they busy doing? (Guide students to speak completely and vividly, and randomly write insect names on the blackboard)

2. These small insects love summer. They add beauty and happiness to summer. Let’s get to know these beautiful elves together! 1. What insects do you know? Tell us.

2. Learn words

1. Read children’s songs freely, use “——” to draw the small animals hidden in the children’s songs, and read them aloud several times.

2. Drive a train and read children’s songs and words.

3. (Show words: dragonfly, butterfly, earthworm, ant, tadpole, _) They all ran out of children’s songs, do you still recognize them?

(1) Use Pinyin to recognize and read words.

(2) Remove the pinyin and read it again.

4. Game: Find friends (match pictures and words).

5. Observe the characteristics and recognize new words.

(1) Observe the new words and talk about what you found.

(2) Work in groups to use the rules of pictophonetic characters to memorize the new characters next to the word "worm".

蜻 - 青ANT - 马 Spider - ZHIZHU - Zhu

6. Continue to memorize new words.

(1) (Show the sentence in which the new word is located) Name and read aloud.

(2) Use your favorite method to learn and memorize new words. (Add one, add one, change one, etc.)

(3) The teacher guides students to memorize new characters and write semi-enclosed characters.

7. Read and continue.

Tibetan shí

Zao cáng

Food liáng

Food zh

Spider zào

< p> 3. Beginners to learn children’s songs and ask questions

1. Look at the pictures and talk about what the little animals are doing in summer. Who can say it in their own words? (Students use their own words)

2. Let’s take a look at how the text is written and read the children’s songs together.

3. After reading this children's song, do you think there are any words you don't know or questions you don't understand?

"Butterflies hide and seek among flowers", the flowers are very beautiful, Butterflies seek nectar.

"Earthworms build palaces in the soil" actually refers to earthworms loosening the soil underground.

4. Think about it, one after another.

Dragonflies hide and seek

Butterflies build palaces

Earthworms transport food

Ants spread their wings and fly

Tadpoles are busy building webs

_ Swimming in the pool

4. Emotional reading to stimulate interest

1. Students, how do you feel when you see so many cute little animals? ? How do you think this children's song should be read? Please read the children's song the way you think it should be, and then tell me which line you like best. How do you think this sentence should be read? (Students read the children's song again)

2. Let's have a children's song reading competition to see who can read the best.

3. Select the young champion. 5. Read it and take note of it.

Dragonflies spread their wings and butterflies fly

Earthworms loosen the soil and ants move house

Tadpoles swim and build nets

5. Extension of work

After learning this lesson, do you still want to know more about small animals? After class, students can observe the characteristics of a small insect or a small animal when it moves.

4. Write an observation diary.

Sample 2 of Chinese Literacy Speaking Lesson for the First Grade of Primary School

. Past vs. Present

1. Design Description

When designing the teaching of this lesson , strives to be close to students' real life, takes students' main activities as the focus of teaching activities, takes literacy as the main line, creates rich and colorful teaching situations, and uses various methods such as song literacy, word puzzle literacy, story literacy and other methods to make students feel literacy fun.

2. Teaching Objectives

1. Correctly read the words "round, severe, cold, cool, hot, cool, morning, fine, morning, rosy, evening, and Yang" in this lesson. Etc.

Among the twelve new characters, I can write the seven new characters in the Tian character grid, including "古, liang, xi, xi, li, yu, and xiang".

2. Read the text correctly and fluently and understand the content of the text.

3. Feel the beauty of language contrasts, and develop an interest in collecting pairs and pairs.

3. Teaching is important and difficult: learn the new words and words in this lesson. Understand the content of the text and feel the beauty of the contrast between languages.

4. Preparation before class

Make word cards and make multimedia courseware; (teacher) preview the new words and make word cards. (Student)

5. Class schedule: 1 class hour.

6. Teaching Process

(1) Introduction of activities, understanding "the past versus the present"

1. Interactive Activity 1: Students, have you played " Is the opposite action correct? If the teacher says to raise your right hand, raise your left hand. Whatever I say, you just do the opposite of me, do you understand?

2. Interactive Activity 2: The students react really quickly. If I turn this game into "Opposite Word Pairing", Do you know how? For example, if I say left, you say right.

3. The teacher writes "ancient" and "present" on the blackboard. Introduction: Can you use these two words to form a word? (Ancient times, today) "Ancient" means ancient times, and "today" means now. What is the relationship between these two words? (Opposite meanings) The ancients wrote such words as pairs. (Write "right" on the blackboard)

4. Read the topic together and learn the word "ancient".

(1) How do you remember this word? (Charade: ten mouths.)

(2) Trace the word in red. (Note: The first horizontal line in the upper half should be longer; if you want to write the word "口" well in the lower half, it should be bigger at the top and smaller at the bottom.)

(2) First reading the text, understanding New words

1. Introductory question: What did you find? (There is a word "right" in each sentence.)

2. Students try to read the rhyme and use horizontal lines to draw Read and recognize the words before and after the word "pair". If you don't know them, you can use pinyin, or you can ask teachers and classmates for help.

3. Report what corresponding words were found.

(1) The courseware shows the corresponding words in the text (named to read, drive the train to read, men_read together, etc.)

(2) Can you find these corresponding words? Is there a new word in the word? Please circle it and pronounce the pronunciation correctly.

(3) Use word cards to recognize new words

1. Students report the words they can recognize in the text, and the teacher puts the word cards on camera and puts words with the same structure together.

2. Collaboration at the same table: take out the vocabulary cards and have the students at the same table read and test each other.

3. Start reading the word cards on the wheel and correct any mistakes in time. Note that "summer, morning, and morning" are pronounced with a raised tongue; "liang, xia" are three-pin syllables.

4. Independent literacy (classification)

(1) Characters with left and right structures: cool, cool, thin, chao, and yang.

Choose a word you like, and while looking at the word cards, talk about any good ways you can remember this word. Teacher camera guidance.

Cool: Children's Rhyme Memory: I will tell you when you are young.

Plus one plus: unitary + gao = cool. (Scorching heat, love, coldness)

Cool: Change the method: replace the left side of the word "surprise" with two dots next to the word "cool". The two dots next to water in this character are related to low temperature, such as: ice, cold, frozen, etc. (Cold, cool water, cool air)

Fine: Guess the word puzzle: Luffa is grown on the edge of the field.

North Korea: Zige: Tenth October. (Chaoyang, Zhaoxia)

For polyphonic characters, cháo is also pronounced. (Dynasty, Han Dynasty, Chaonan)

Yang: Change: replace the radical of the word "Chang" with "木" and pronounce "Yang". (willow, poplar, poplar)

Pictophonetic character literacy: next to the word "木" it means it is related to trees.

(2) Words with upper and lower structures: cold, summer, morning, and clouds.

Students hold up word cards and report and communicate in front of the blackboard, and the teacher takes the camera to guide.

Summer and Chen: These are a pair of "blood brothers". Let's tell the story of these two Chinese characters for brothers! (The "日" above the word "summer" represents the sun, and the "Zhe" below represents the sun. People, when the sun climbs to people's heads, people will be very hot, so "shu" was created; "chen" under the word "morning" means stars. The sun appears in the starry sky at night, which means morning. Come, so "morning" was created)

Han: The character with the character "Gai" is generally related to "home". The following two points mean two drops of water flowing from the frozen ice at home, that is. "cold".

Xia: The prefix for rain means that it is related to the weather.

(3) Words with a fully enclosed structure: circle.

Step game: Students hold up the word cards "Yuan" and "Yuan" to stand at the same starting point, name the words and form words. The corresponding word card takes a step forward to see who reaches the end first. For example: students say "team member", and students who say "member" take a step forward.

(4) Single characters: Yan, Xi.

Word guessing puzzle: Ya has a small tail (Yan); more than half (Xi).

(4) Send word palindrome and recite rhyme

1. Drive the train and read the rhyme, each person reads one line. Read the verses in sections, requiring fluency.

Sample 3 of the first-grade Chinese literacy course script

Teaching objectives

1. Use the method of radical classification to accurately memorize the words next to the word "month" .

2. Write dotted words such as "lord, book, door" correctly, standardly and neatly. Experience the writing rules of "dot" in different positions and different stroke orders. (Key points)

3. Be able to correctly read words with soft syllables and feel the pronunciation of words with soft syllables. (Difficulty)

4. Read poetry correctly and fluently.

Preparation before class

1. Create multimedia courseware. (Teacher)

2. Make word cards. (student)

Teaching process

First lesson

1. Game breakthrough, literacy refueling station

1. Introduction: Students , in this lesson we first play a little game of "I'll point, you tell", okay?

2. The teacher points to different parts of the body such as the nose, eyebrows, mouth, etc., and the students observe carefully. Say the names of different parts quickly. Encourage students to compete to see who can speak quickly and correctly.

3. Tutoring: Seeing us playing games, Officer Judy from "Zootopia" also came. Officer Judy also wanted to take us to play and visit Zootopia. We are shopping, do you want to go?

4. Breakthrough game: read the words.

(1) The teacher explains the requirements of the level-breaking game: accurately read the words on the castle gate and stick it to the corresponding part of Judy's body.

(2) Multimedia courseware is presented: the castle gate is covered with pictures of word cards. Students browse word cards.

(3) Students first work together in groups to read the words correctly, and then compete with each other to read the words correctly.

Words: eyebrows, nose, mouth, neck, arms, stomach, calves, toes

(4) Students who read the correct pronunciation of the word will receive word cards and put the word cards on the corresponding parts of Judy's body. (One student posted it on the blackboard, and the other students acted as judges to see if it was correct.)

5. Memorize the new words—eyebrow, nose, and mouth.

(1) Transition: We can correctly pronounce words indicating body parts, so what is a good way to remember them?

(2) The word "eyebrow" Remember: Eyebrows are the hairs that grow under the forehead and above the eyes, so the bottom of the "eyebrow" is the "eye".

Multimedia courseware presents: the evolution of the word "eyebrow".

(3) Memorization of the word "bi": People often point to their noses to express their meaning, so the word "bi" is above the word "zi".

(4) Memorization of the word "mouth": When mentioning mouth, the first thing that comes to mind is "mouth", then the "corner" of "mouth corner", and then adding "this", it is "mouth" .

6. Accurately recognize and memorize the words next to the word "month".

(1) The teacher instructs the students to observe that the radical that appears most often in words on the blackboard is "月 character next to".

(2) Collaborate with deskmates to find the words with "the word "月" next to them.

Default: neck, arms, belly, legs, feet.

(3) Work in groups to talk about what other words you know with the word "month" next to it.

Default: arms, brain, shoulders, gallbladder, skin, fat...

(4) Guide students to observe and find that the word "month" next to it means a certain part of the body parts.

7. Summary: Through game interaction, students correctly recognized and read words related to body parts and successfully passed the level. Multimedia courseware display: The castle door opens.

Design intention: Through various methods such as level-breaking games, group cooperation to read words, classification and literacy, etc., it is concluded that the words with "month" next to them are related to the body, and breaks through the difficulties of "interesting literacy". This builds a system of "playing games - recognizing names - students' characters".

2. Breaking through the game, using words and sentences

1. Transition: The students continued to move forward under the leadership of Judy, closed their eyes, and walked along with the music. , let's go... open your eyes and look (multimedia courseware). The orchard of the castle is full of apple trees. The apple trees are full of red and big apples, which must be very sweet.

2. Game breakthrough: picking apples. (Compare to see which group picks the most apples.)

(1) The teacher points out the requirements to pass the level and reads the words on the apples accurately to get the apples.

(2) Multimedia courseware provides words: courage, zongzi, mirror, father, mother, brother, story, moon, time.

(3) Students first work in groups to read the pronunciation of the words correctly. The group sends a representative to read the words, read the words correctly and pick an apple. Compare to see which group picks the most apples.

3. Use words to make sentences.

(1) Tutorial: The students really gained a lot and picked so many apples. The teacher can also make sentences using two or three favorite words on Apple. (The teacher demonstrates how to speak with his favorite words)

For example: When I was young, my mother would tell me many interesting stories before going to bed every day.

In the past, I was very timid. My father told me many heroic stories, and gradually I became brave.

(2) Students work in groups and communicate using two or three words they like.

Default: During the Mid-Autumn Festival, the moon is big and round, like a big jade plate.

I like to eat the glutinous rice dumplings made by my mother.

(3) Group communication, student representatives report, the teacher writes the better sentences on the blackboard, and the whole class reads them together.

(4) Guide the reading of words with soft syllables in sentences. As students read, teachers provide timely corrections and guidance.

4. The whole class will present a report and say the words they know with soft syllables.

Default: Grandpa, Grandma, Mosquito, Cucumber, Fox, Pretty, Grape.

Design intention: Through the competition of level-breaking games and the use of words and sentences, students can accurately recognize and read words and summarize the rules of words with soft syllables.

3. Play through the game and write Chinese characters

1. Tutorial: The students picked so many apples and were so happy. Next, Judy will lead us to the animal castle. Visit the amusement park. However, we need to complete the following tasks to enter.

2. The multimedia courseware provides task cards: write Chinese characters correctly and beautifully.

(1) The teacher demonstrates on the blackboard how to write the word "主" in the correct stroke order. The student Shukong and the teacher write the word "lord" together.

Compiled volume "Chinese Garden 4" for the first grade of primary school Chinese. Compiled volume "Chinese Garden 4" for the first grade of primary school

(2) Teachers and students compete to write the word "door" simultaneously. See who writes the strokes in the correct order.

(3) Representatives of male and female students compete to write the word "book" on the blackboard, and other students serve as small judges.

(4) Tablemates compete to write the word "I". The teacher reminds you to follow the correct frame structure and stroke order when writing single-character characters. Teachers inspect and observe.

3. Summarize the rules of Braille writing.

(1) Guide students to observe and discover that there is a unique stroke "dot" in these words.

(2) Summarize the rules of writing with braille: when the stroke "dot" is at the top or upper left of the character, write dot first; when the "dot" is at the upper right of the character, write dot last.

(3) According to the writing characteristics of "dot", guide students to write dotted words in the correct stroke order.

Design intention: Through a series of activities such as game breakthroughs, teacher-student competitions, male competitions, desk-mate interactions, etc., students will write Chinese characters with dots in the correct stroke order on writing cards, and summarize the writing with braille law.

4. Review the full text and assign homework

1. Introduction: Did you have fun following Judy today? Who can tell you what you gained today? < /p>

2. Summary: In this lesson, Judy took us to the Animal City. Through the level-breaking game, we recognized and read the new words with the word "moon" and accurately read the words with the soft tone. , can also write a sentence using two or three words, and write Chinese characters with dots according to the correct stroke order. Not only did we have fun, we also gained a lot of knowledge. Let's say goodbye to Judy in the sound of music!

3. Homework assignment: Use your favorite method to remember the new words in this lesson.

Design intention: Summarize and review the gains from this lesson, guide students to sort out the knowledge learned in this lesson, feel the joy of learning again, and cultivate students to develop a good habit of summarizing. The assignment of homework strengthens students' ability to read independently. Under the guidance of teachers, students have their own ideas and methods to memorize Chinese characters.