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5 sample Chinese lesson plans for the first volume of primary school

#一级# Introduction Chinese is a comprehensive subject of language and culture. It is a collective term for language skills and cultural knowledge such as listening, speaking, reading, writing, translating, and editing. It is also a combination of spoken and written language. It is the sum of the language rules and the speech activity process of the speech works formed by using the language rules. The following is the relevant information compiled by "Five Sample Chinese Lesson Plans for the First Volume of the First Grade of Primary School". I hope it will help you.

1. Sample Chinese lesson plan "Dou'er Yuan" for the first volume of the first grade of primary school

Teaching objectives:

1. Learn to read pinyin and read Chinese characters, and comprehensively use the original learning methods Understand the 9 new characters in this lesson through the literacy method, and be able to write 3 new characters correctly, focusing on the writing method of "zai".

2. By learning children’s songs, using familiar characters to consolidate the six compound vowels you just learned, and practice pinyin literacy.

3. Learn to read and recite texts correctly, fluently and emotionally.

4. By learning children’s songs, you can feel the joyful scene of harvest and appreciate the beauty of poetic language.

Teaching key points and difficulties: Objectives 1, 2, and 3

Teaching preparations: compound vowel cards, word cards, word cards, CAI courseware magnets, magnetic blackboards.

Teaching process:

(1) Guessing puzzles stimulates interest and leads to new lessons

1. Use cards to review vowels.

2. The riddle introduces the content of the lesson, the topic is written on the blackboard, and the topic is read together.

(2) First reading of the text, overall perception.

1. Listen to the teacher's reading demonstration, pay attention to the requirements of finger reading, and listen to the pronunciation of each word clearly.

2. Try to read the text aloud to yourself. If there are words you don’t recognize, put a small dot under them.

3. The primary school teacher demonstrates reading, and the other students listen carefully to the pronunciations of the words they do not yet recognize.

4. Read the text together.

(3) Read the text intensively, learn to read along with the text, and appreciate the language.

1. You all have read it. Do you understand it?

The first sentence: Dou'er is round, dou'er is fat, and dou'er lives in the pod

Follow the article to understand "fat" and "zai", and try to learn to use pinyin to read; and The camera provides reading guidance.

2. The second sentence: Autumn is here, the pods are opening, and the beans are jumping out.

With the article, you will learn about "autumn" and "arrival", try to learn to use pinyin to read, and create scenes to guide reading.

3. The third sentence: Assemble and line up quickly, and run into dad’s big pocket.

Follow the article to learn about "合", "platoon", "team", and "bag", and try to learn to use pinyin to read characters; understand the pronunciation characteristics of the word "bag", and use the camera to guide reading.

(4) The game consolidates the learned characters, focuses on memorizing 6 characters, and once again penetrates Pinyin literacy.

1. Train driving game.

⑴Run the train together to consolidate the pronunciation of the characters again.

⑵ Individuals drive trains and test individuals. If you read it correctly, just follow it. If you still can't read it, ask the teacher to teach you Pinyin.

2. Send pods game to once again consolidate the new words learned in this lesson.

3. Look back and read the poems beautifully.

4. Recite poetry.

(5) Guide to writing the word "在".

1. Figure out the stroke order.

2. Discuss the location of key strokes.

3. The primary school teacher teaches the teacher to write, and the teacher writes as a model.

4. After observing, practice writing by yourself.

(6) Summarize the whole lesson and end it.

2. Sample Chinese teaching plan for the first volume of primary school. Teaching objectives:

1. Cultivate literacy using a variety of methods and be able to recognize 6 new words. I can write 3.

2. Read the text correctly and fluently.

3. Understand the content of the text, feel the beauty of tropical fish, and inspire students to love nature.

Key points and difficulties in teaching:

1. Consolidate pinyin, literacy, writing and reading aloud.

2. Writing of the word "fish".

Teaching hours: one class hour

Teaching preparation: word cards, small blackboard, courseware, light music

Teaching process:

1. Exciting introduction

1. A friend came to our first-year (2) class today. Do you want to know who it is?

2. Show the tropical fish (picture), students, do you recognize it? Writing on the blackboard: Tropical fish

3. Mark the pinyin and read "tropical fish", leaving "fish" blank.

4. Who can tell me what kind of tropical fish this is? (Colorful and beautiful) After the introduction, put the pictures in the topic.

5. The home of tropical fish is also very beautiful. Do you want to visit it? However, it has made a small request for you. As long as you pass this level, it will take you there immediately.

6. Review "yi, wu, yu" (Can you guess the following words? Show the pinyin of the card "yi, wu, yu".)

7. Classmates They are very complimentary, and the tropical fish is happy to take you to its home now (enjoy the animation) - introduction information.

8. What are they doing? (playing games) Where do they play games? (Guide students to speak completely)

9. Let’s take a look at how the text is written?

2. Preliminary perception of the text

1. Watch the animation and listen to the reading.

2. After listening, do you want to read it too? Open the book to page 54 and read it.

Transition: Do you want to play games with them?

3. The naughty tropical fish babies want to play hide-and-seek with you. They are all hiding in the text. Who can use your sharp eyes to find them quickly? (Circle the new words)

4. Read the text freely, circle the new words in the new word list in the text, and then think of ways to solve them.

3. (Show the new word card) Learn new words.

1. The teacher will teach you to read new words.

2. Do you know the names of these tropical fish babies? Tell me how you came to know them? Communicate the methods of word recognition (listening to read and read, following the text to read, and reading pinyin to read).

3. Use a variety of forms to recognize reading and literacy (name a primary school teacher to lead reading, drive a train to read, and read as a whole class).

4. The performance of the students is so flattering. The fishes had a lot of fun with you and want to play another game with you. (Show courseware: game)

5. Okay! The fish have been out playing with the classmates for a long time. The fish mother will be anxious. Which classmate is willing to send them home?

 ⑴Show the text (erase the new words)

 ⑵Invite students to come to the stage by name, take out the new words in the order of the text content and paste them in the corresponding positions of the text.

IV. Insights from reading

1. Guide reading. How do the tropical fish feel about playing games in the water? (Happy) Who can read this children's song with a happy mood? (Referring to 2-3 people reading, group competition reading)

2. Freely choreograph movements, and boys and girls compete in reading.

3. The whole class reads it emotionally and adds actions.

5. Standard evaluation.

1. Write two of each new word.

2. Write stroke order.

Five:——————————

Ba:————————————-

Six. Expand (draw a picture)

Children! Do you like tropical fish? Such a beautiful tropical fish is really cute. Do you want to draw it? Now invite the little painters to start painting the beautiful tropical fish in your mind.

(Play background music)

3. Sample Chinese lesson plan "Drawing a Chicken" for the first grade of primary school

Teaching objectives:

1. Knowledge and skills

Learn the new characters and new words in this lesson

Perceive the relationship between Chinese characters and pinyin

2. Process and method

Read and recite the text

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Learn the diligent and non-lazy spirit of the rooster

3. Emotional attitudes and values

By studying this poem, students can be inspired by it and cultivate themselves to be diligent habits

Through the study of the new words in this lesson, students can understand the importance of pinyin to our literacy

Key and difficult points in teaching:

1. Master this lesson New words, listening, reading and literacy.

2. Use new words to guide students to understand the relationship between pinyin and Chinese characters

Teaching aid preparation:

Flip chart, small blackboard, multimedia courseware, new word cards

Class schedule: one class period

Teaching steps:

1. Review introduction

Students, we have been learning Pinyin for some time. The following is The teacher wants to test how well everyone learns Pinyin. Teacher, I want to play a game with the students. The name of the game is "I tell you to guess".

(A round face with pigtails a a small stick l a chair h

Upper left semicircle q Upper right semicircle p Lower left semicircle d Lower right semicircle b)

The students are awesome! (Show letter card j) Do students know this pinyin? (Show the new word card chicken), do you know this word? Today, a big rooster also walked into our classroom and wanted to study with us!

2. Use real objects to create situations

At the beginning of the new class, the teacher showed a picture of a big rooster and asked questions in a funny teaching language:

(1 ) Do students know what kind of animal this is?

(2) What are its living habits? (As many as the students can say) What everyone said is really good. In ancient times, there was a poet named Tang Yin who wrote a poem called "Painting Chicken". This poem is about this big rooster. Do you want to learn it? If you want to learn, please turn the book to page 47 (this introduction to the new lesson is real, concrete, and intuitive.)

3. Reading ancient poems for the first time and learning Chinese characters

(1) Listen to the recording of the text and circle the words you don’t know

(2) Name the students to read, and the students will read together

(3) Recognize the new words: Draw a chicken and snow, and create a thousand doors.

(Chinese characters have complex structures and are difficult to learn and remember. Therefore, when teaching literacy, teachers can use flexible and diverse teaching methods based on the structural rules of Chinese characters and the age characteristics of students to allow students to engage in interesting activities. Middle school literacy. )

For example:

1. Guess the word puzzle. Ping: One character has five strokes, which is a bit surprising, sixty is worse than eighty; Qian: One character has ten strokes.

2. Make up stories. Health (Niu 1): It is a small, strong cow, running on the track.

3. Look at the real thing. Door: Observe the door frame of the classroom and learn the word "door".

4. Practice and fill in the new words.

Painting a chicken

Wearing a red crown on your head does not need to be cut off, and you will walk into the future in vain if you are covered with ().

() Dare not speak softly, just call () thousands of people ().

(4) Learn to draw Chinese characters: Hirado Kai

Learn stroke order

Hing: one stroke is horizontal, two strokes are dotted, three strokes are left, and four strokes are horizontal. , five vertical strokes

Hold: one stroke horizontally, two strokes horizontally, three strokes horizontally, four strokes left open

Open: one stroke horizontal, two strokes horizontal, three strokes crossed, four strokes The pen is vertical

(5) Students practice writing new characters, and the teacher inspects and guides

4. Read ancient poems again and gain overall perception

1. Students read freely poetry.

The teacher asked: After the students read this poem, tell them what they learned.

2. While the students are talking, the teacher is summarizing and writing on the blackboard.

Appearance: Red crown on head

Color of the big rooster: Snow-white all over

Crowing: The door opens once it crows

3. Show the form Practice (oral answers).

5. Appreciate the words and sentences, and feel the poetry

1. Read the first sentence freely, look at the picture and think about it: What are the characteristics of the comb and feathers of this big rooster? ? (It has a red crown on its head and its body is covered with snow.)

(1) Show the picture and let students take a look at the comb and feathers of the big rooster and understand "red crown on its head" and "covered in snow and white" .

(2) Perform the "walking" look of the big rooster by name.

(3) Teacher summary: Students have already gotten to know this big rooster. Have you ever heard the crow of a big rooster in your daily life? Does anyone know when it usually calls? We will know when we study the second sentence.

2. Read the second sentence by name and think about it in relation to real life: How does the big rooster crow?

(1) Understand "call".

(2) Question: What do people do when the big rooster crows? The farmer uncle is about to get up and work. Is the farmer uncle diligent? So, the big rooster gets up earlier than the farmer uncle. Students, do you think the big rooster is hardworking? So, should we children learn from the hard-working qualities of big cocks? (After the students answer according to the content of the ancient poem, the teacher then guides the students to start imagining in connection with real life)

(3) Tell me about the general idea of ??this poem.

(4) Experience the hard work of the big rooster: Does the author of this poem like this big rooster? Why?

Big rooster

Appearance, color and crow

6. Emotional reading and recitation of ancient poems

1. Teacher’s model reading

2. Students read freely

7. Summarize the whole poem and draw simple paintings to stimulate interest

Tang Yin liked the big rooster very much when he saw it, so he wrote a poem for the big rooster. . Teacher, I also like this big rooster, but the teacher can’t write poems, so the teacher drew it, (shows the picture), then students, do you like roosters? So let’s start painting too!

7. Homework assignments

1. Learn to draw new characters: Hirado Kai

2. Recite the poem "Drawing a Chicken"

4. The teaching objectives of the Chinese lesson plan sample for the first volume of the first grade of primary school:

1. Able to read texts correctly, fluently and emotionally

2. Understand the content of the text, let students understand that the motherland nurtures us to grow, and we are the future of the motherland, and inspire students to love the motherland

 3. Practice speaking a sentence and cultivate students' oral expression skills

Teaching focus:

Understand the content of the text and know that everything is connected.

Teaching difficulties:

Let students understand that the motherland has nurtured us, the motherland is our home, and stimulate students' patriotic emotions

1. Reveal the issue

1. Conversation leader: Each of our children has his own home. Today we are going to learn a new text (blackboard writing: Home)

2. Ask the children to think about their own home and tell us what do you think of it? Please read it well

2. Guide to reading pictures

Tell me what you understand? (Instruct students to talk about what is on the picture from far to near, and from top to bottom)

3. First reading of the text

“Whose homes does this text introduce to us, and where are their homes?”

1. Read the text softly (make a request: use pinyin to read the text carefully without losing or adding words)

2. Name and try to read the correct pronunciation of the camera

4. Read the text carefully

“Whose home does the text introduce to us, and where are their homes?”

Require students to use “The text introduces us to…’s home, Their homes are respectively in..." Sentence-based answers

Based on the students' answers, show the corresponding sentences one by one

(1) Blue Sky

1. Show: The blue sky is the home of white clouds

2. Read aloud

3. The teacher said: White clouds float in the blue sky. The blue sky sets off the white clouds. The white clouds are inseparable from the blue sky, so the blue sky is the home of the white clouds.

(2) Woods

1. Show: The woods are the home of birds

2. Read aloud

3. Why is it said that the woods are the home of birds? (What do birds do in the woods?)

(Little birds build nests in the woods and fly around freely. Birds cannot leave the woods, so the woods are the birds’ home. )

(3) Small river

1. Show: The river is the home of fish

2. Read aloud

3. Can you use "inseparable" to explain why "the river is the home of the fish"

(The fish cannot live without the river water. If there is no river water, the fish cannot survive, so it is said that the small river is the home of the fish. (son’s home)

(4) Soil

1. Show: Soil is the home of seeds

2. Read aloud

3. Why is it said that "soil is the home of seeds"?

(Seeds cannot take root, germinate, grow leaves, or bloom without soil. There are many nutrients in the soil that seeds can absorb, so soil is the home of seeds)

(IV ) Motherland

1. Show: We are the flowers of the motherland, and the motherland is our home.

2. Read aloud

3. How do you understand this sentence?

4. The teacher said: The motherland is our grandfather, grandmother, father, and mother. It is the place where our ancestors have lived for generations, and it is our own country.

Our country is like a big garden, and we are the flowers in the big garden of our motherland. There are warm sunshine, fresh rain and dew, and fertile soil in the big garden of the motherland. Our growth is inseparable from the nurture and cultivation of the motherland, so the motherland is our home.

5. Singing "Wahaha"

5. Read the full text

Six. Speaking practice

1. In addition to what is mentioned in the text, do you also know (what) is (whose) home?

2. The blackboard shows: (what) is (whose) home.

3. Inspire students: What’s in the river? What's in the forest and the sea?

4. The blackboard shows: (what) is (who), (who), (whose) home.

5. Speak according to this sentence pattern

7. Painting--education and joy in it

Ask students to draw a picture of their home

5. Teaching design of the Chinese lesson plan sample for the first volume of the first grade of primary school

1. Teaching content:

1. Recognize 7 Chinese characters from the two sentences in "Learning to Write".

2. Writing posture and understanding of five basic strokes.

2. Teaching objectives:

1. Read two sentences correctly and recognize 7 characters through listening, reading and other methods.

2. Master the correct writing posture and initially understand the five basic strokes.

3. Cultivate students’ habit of not asking questions and studying seriously. Instill a sense of cooperation.

3. Key points and difficulties in teaching:

Key points: Learn the basic knowledge of writing and master the correct posture for writing. Recognize words.

Difficulty: Master the skills of writing. Guide students to learn independently and cooperatively.

4. Teaching preparation:

Word cards, new word cards, flash courseware, and books.

5. Teaching process:

(1) Create situations and introduce texts.

1. Children love to listen to stories. The teacher would like to invite everyone to listen to a very interesting fairy tale.

(Play the animated courseware "Writing is Very Useful") Note: (Production of the courseware: Three pictures of ants and bees are animated, with grass in the background, accompanied by the children's poem "Writing is Useful" . When the courseware was played, a few words appeared on the screen: "Learn to write quickly, writing is very useful.")

2. The ants and the bees said that writing is very useful, but who knows what the use of writing is?

(Student: I can write letters to good friends. I can write my own name. I can write a diary. It helps me remember a lot of words...)

3. What the classmates said Great, who can write? What words have you written?

Students raised their hands to show that they could write.

(Student: I can write my name. I can write numbers. I can write the word "good"...)

4. In this class we have to learn to write. (Blackboard writing topic: learning to write)

Let’s read the topic together.

The word "write" is a new word. Who can read it?

Ask a group of children to read.

Animated stories are used at the beginning of the evaluation class to attract students’ attention, allowing students to start learning with beautiful pictures and moving stories. This kind of arrangement respects the psychological age characteristics of students and allows students to enter a good state emotionally. It also uses the question "What is the use of writing?" to diversify students' thinking, followed by "What words have you written?" to stimulate students' desire to write and express themselves, making students' learning full of vitality.

(2) Reading, guiding students to practice writing and penetrate literacy.

1. Listen to how the teacher reads it below.

(Courseware: Show two sentences) The teacher uses the pointer to point at the model word by word.

2. Who is willing to read with the teacher?

(Children who raise their hands are asked to read with the teacher)

3. Ask the children to open the book to page 4, lay it flat on the table, point at the words with their little fingers, and read all the words. Read together as a class. Children who can read read aloud, while those who cannot read follow in a low voice.

4. Who knows what to learn to write?

(Students: Learn how to write well. Learn strokes. Learn which stroke to write first and which stroke to write later...)

Explain based on students' answers: Strokes: the points that make up a word , horizontal, vertical, skimming, pressing, etc. Stroke order: The order in which the strokes of a word are written. )

5. (Courseware: Tintin ran out) The children said it was so good that Tintin also came to participate in our study.

(Play courseware: Ding Ding talks, "Children must have correct writing posture if they want to write well. Do you know what correct writing posture is?")

( Student: Sit upright. Don’t tilt your head. Don’t look too close to the book...)

6. (Play the courseware: Show the sitting posture and pen holding diagrams) Carefully observe how the children sit in the picture. , how to hold the pen.

Once you see it clearly, make the correct writing posture. The tablemates check to see if each other is correct, and reward each other with a small red flower if they get it right.

The teacher inspects and corrects students’ postures.

7. Does anyone have any tips to help you remember the correct writing posture?

(Students think and discuss.)

(Student: My mother taught me the "Three Ones": chest one punch away from the table, eyes one foot away from the book, hands away from The tip of the pen is an inch away.)

What you said is great, this is what the "Golden Key" tells us. Please open page 5 of the book and read it together.

8. Please use the correct posture to trace the two pictures and five basic strokes on page 5.

(Students start to trace, the teacher inspects and corrects their posture)

What do you think of your tracing? (Encourage students to praise each other)

9. Read the text together. Check to see if there are any words you don’t recognize. If there are any words you don’t recognize, ask immediately.

The main task of this section of evaluation is to enable students to use listening, reading and literacy methods to recognize words and master correct writing postures. Reading it over and over again clearly penetrates the learning method into the students. Use lively and interesting courseware and practical activities that students like to help students understand the text, so that students can master writing methods in a relaxed and enjoyable way. The design feature of this link is that teachers are always inspiring and guiding, and students learn through discovery and exploration. The change in learning methods reflects the interaction between teachers and students and brings into play the subjectivity of students.

(3) Learn words and recognize characters.

1. (Show word cards: Chinese class, us, writing, strokes)

Who wants to be a little teacher and lead everyone to read? (One student leads the reading, and the other students follow.)

2. These word dolls are very naughty and ran out of the book. Do you still recognize them?

(Show the new word card) Let the students raise their hands to indicate the words they know and find out which words the students do not know.

Put the unknown words individually on the blackboard.

Who can tell me any good way to remember these words?

(Student: You can make up word puzzles. You can form words. You can find tips. You can read it a few times...)

Use the method just mentioned to solve the problems that you don’t know. Remember the words.

3. The train driving game consolidates new vocabulary.

Commentary on the process of learning words and recognizing characters in this lesson is a process of cultivating students' independent learning. This link fully embodies the teaching style of serving students, which is student-centered. Students should learn which word they have problems with. Allowing students to use their brains to think of solutions embodies the concept of "stimulating students' initiative and enterprising spirit and advocating independent and inquiry-based learning methods" in the new curriculum standards.

(4) Talk about feelings and leave homework.

This class is coming to an end. What do you want to say to the teacher or the children?

(Students talk about their feelings)