The success of a class lies not only in the classroom lectures, but also in the lesson plans prepared by the teacher in advance! The following is the "Example Chinese Lesson Plan Template for the First Grade of Primary School" compiled by me for everyone. It is for reference only. You are welcome to read it. Sample 1 of the Chinese lesson plan template for the first grade of primary school
1. Design concept
Take reading texts aloud, imagining speaking, literacy and writing as the main theme of classroom teaching. According to the psychological characteristics of lower grade students, create a fairy tale atmosphere, bring students into the big forest, let students spread the wings of imagination, understand language, accumulate language, use language, feel the beauty of nature, and inspire through beautiful reading of texts and imaginative speaking. Students love the emotion of nature. Various activities are used to guide students to independently cooperate in literacy and writing, to feel the physical beauty of Chinese characters, and to cultivate students' interest in learning Chinese.
2. Teaching objectives
1. Understand the new words in this lesson and be able to write the words after class neatly.
2. Read the text emotionally, speak imaginatively based on the content of the text, and develop oral expression skills.
3. Understand the important role that forests play in maintaining ecological balance, increase environmental protection knowledge, and enhance environmental awareness.
3. Important and difficult points in teaching
Reading the text aloud, imagining speaking, and literacy and writing are the focus of teaching in this class. Understanding the huge role that forests play in maintaining ecological balance is a difficult point in teaching.
IV. Teaching preparation
1. Situation setting: draw a simple drawing on the blackboard or paste a forest picture with blow molding paper. If possible, you can also arrange forest pictures around the classroom. , to create a forest scene.
2. Teacher: Courseware or simple drawings, illustrations, word cards, and pictures of tents required for this lesson.
3. Students: Prepare some animal headdresses or pictures to learn about the role of the forest from people around you.
5. Teaching process
(1) Review old knowledge and introduce situations
1. Teachers and students *** performed and read the children's song "Mountain Grandpa" together.
2. Introduce the topic of what Grandpa Shan’s green robe is made of.
Teacher: What is Grandpa Shan’s green robe? There is a place with many trees! What's the name of that place?
Student: Grandpa Shan's green robe is made of trees. A place with many trees is called a forest.
3. Have you ever seen a big forest? What does the forest look like?
Method 1: Play the multimedia forest live video to let students feel the beauty of the forest.
Method 2: Let students describe what the forest they see looks like, and the teacher uses simple drawings to depict the forest. General view.
4. The teacher writes the word "forest" on the blackboard, and the students practice with the blank space on the blackboard to guide students to independently discover the word formation rules of "three trees are forest" and "two trees are forest".
Teacher: Write on the blackboard while describing: One tree, two trees, or three trees form a forest, and many, many woods form a forest. Students read the forest together.
5. (Guide students to use their imagination and enter the situation) Come, let us walk into the big forest together and say hello to it! (Students read the topic emotionally.)
(2) Read the text for the first time and learn to read independently
1. Teacher: Do you want to go into the forest and see it yourself? Read the text freely .
When you read the text for the first time, what do you want to remind everyone to pay attention to? The teacher reminds the children to pay attention to the new words with red syllables. After reading the text, read the words with red hats several times.
2. Students use pinyin to read the text, outline new words, and use self-made new word cards to read words, connect words, and memorize word shapes in the way they like. Tablemates check and evaluate each other, and learn other people’s good calligraphy methods.
3. (Show new word cards) Ask students to be primary teachers, reminding the pronunciation of easily mispronounced words and teaching new words.
Random reading, primary school teachers teach words that are easy to pronounce incorrectly. Back nasal finals: Bing, Yang, Zheng, Rang; Front nasal finals: Jian, Umbrella, Luan; Side sounds: Luan, Liu, La.
4. Communicate the difficult points collectively and let students talk about the words they can use the smartest way to remember.
5. (Play courseware: Small animals in the forest display new words without syllables, new word cards, or directly display new words on a small blackboard.) Male and female students compete in reading, driving a train, and pinyin recognition. Reading and other forms of recognition.
(3) Read the text again to guide understanding and guide reading
1. Read the text yourself and talk about whether you remember the Chinese character doll you just met.
2. Read the sections in sections, and think about the rest while listening. How did he read it? Comments.
3. Self-read in groups and share what you understand and what you still don’t understand.
4. Whole class communication, discussion, and focused guidance. Such as:
(1) Show pictures to understand the tent.
(2) Show the courseware or perform actions in conjunction with the pictures to understand the sentence "Hand in hand, shoulder to shoulder, a sea of ??green."
(3) Teachers and students *** exchanged the information collected before class, focusing on understanding the last paragraph of the text, and pointing out the role of forests in preventing wind and sand and fixing water and soil.
5. Students choose their favorite content and read it emotionally.
6. Show a paragraph you have read, and the teacher will guide you to read the key words "many, many, many, hand in hand, side by side" and the key sentences "Hello, big green forest".
7. Read by role, with teacher guidance. Separate the characters in the text and let students wear headgear to guide them. The bird's voice can be higher and clearer, and the deer should be read lively and cutely. Try reading it yourself and understand how to express the characteristics of different characters.
(4) Create situations and speak imaginatively
1. Read it and say it: Okay.
(1) The courseware shows the beautiful scenery of the forest or reconnects with pictures to guide students to read the phrases "many trees, such a big forest, such a beautiful home" emotionally.
(2) Use your imagination, practice speaking in a good form in connection with life situations, and experience the role of this structure in expressing emotions (to a greater extent).
2. Act out and say: The forest is my home.
(1) Students can freely expand from the small animals in the text to other small animals or plants they like, imitate the text and compile a few sentences related to the forest, and perform them in the group.
(2) Ask each group to recommend students to paste the animal or plant pictures they prepared on the forest picture on the blackboard and practice speaking. They can also wear headgear to perform.
(5) Self-enlightenment and sublimation of understanding
1. Let students talk about what they learned after studying this lesson.
2. Read the text again to deepen your feelings.
(6) Memorize glyphs and guide writing
1. Take a look: observe the text and describe the position of the characters in the grid. Find it: Find the word you think is the most difficult to write and give everyone a reminder.
2. How can you write these words well? You can also ask your friends or teachers to teach you the words you find most difficult to write. When students observe and communicate, the teacher demonstrates writing on the blackboard and guides students to feel the physical beauty of Chinese characters. Focus on guiding the writing of characters. Students practice writing, and teachers inspect and provide guidance.
3. Teachers write videos and descriptions for students.
4. Compare and evaluate: Show the students’ work, evaluate it as a whole class, and then find out the words you write poorly and the words you like to practice.
(7) Extracurricular development
1. Draw a picture of the big forest in your mind and write what you want to say on it.
2. Carry out the “Start with Me” activity to protect the environment and do something for the flowers, plants and trees in the community and campus.
3. The whole class participates in rehearsing the textbook play. Sample 2 of Chinese lesson plan template for the first grade of primary school
1. Learning objectives
1. To inspire students’ pride in becoming primary school students and initially cultivate students’ interest in learning Chinese characters.
2. Recognize and read the three new characters "小", "学" and "生", and learn to use good methods to remember the glyphs.
3. Guide reading "I am a primary school student." and initially learn to expand expressions.
2. Learning process
(1) Prompt students to talk and introduce topics:
1. Prompt: Children, today is a special day, who knew Is there anything "special" today?
2. Free communication with students: Today I am a primary school student; starting from today, I am in primary school. ……
3. Tip summary: Yes! Today is a special day for each of our children, because from today on we have all become a glorious primary school student. --Show the topic: I am a primary school student.
(1) The prompt refers to the reading topic, and students follow the reading.
(2) Name the topic for reading.
(2) Look at pictures, listen to stories, and talk:
1. Look at pictures: Who is drawn in the picture and what is he doing?
2. Student communication (The picture shows a little boy who goes to school.)
(Guide students to pay attention to the little boy’s expression and use the words “smiling, happy” " and other words; guide students to pay attention to the little boy's movements: use words such as "putting on a new schoolbag", "jumping around".)
3. Tip: Yes, the little boy's name is Fang Fang, like us, he is also a primary school student from today on.
Show four pictures:
(1) Tip: When he got up in the morning, his mother helped him get dressed, Fang Fang said...
(2) Tip: Eat At breakfast, grandma wanted to feed him, Fang Fang said...
(3) Tip: On the way to school, dad said: "Fang Fang, let me help you get your schoolbag." Fang Fang said...
(4) Tip: Fang Fang happily walked into the campus carrying a new schoolbag. He read children's songs as he walked
The sun was smiling and the birds were chirping. .
Putting on my small schoolbag, I went to school.
He thought to himself, I have grown up, I am no longer a kid in kindergarten, from today on...
4. Read "I am a primary school student" again and praise the words. Students who feel "happy, excited, proud" etc.
(3) Small activities between classes:
1. Tip: The children’s song Fang Fang recited on the way to school just now was so nice. Can we read it together with Fang Fang?
2. Show the picture: (There are prescriptions and children’s songs on the picture)
(1) Read the old prompt again.
(2) Students stand up and recite their own movements twice.
(4) Recognize and read new words:
1. Fang Fang is a primary school student like you, and he really wants to learn the three characters "primary school student".
2. Who will do the reading? (Be careful to pronounce "生" correctly)
3. Show three new word cards in random order: primary school, student, and student.
Who can help Fang Fang put the three characters "primary school student" in order? (Name and arrange 3-4 people)
4. Memorize the glyphs.
(1) Fangfang’s good friend Honghong has a good way to remember the word “小”, read the illustrations in the book, talk about and act out Honghong’s sayings.
What other good ways do you have to remember "small"?
(2) Where have you seen the word "learn"? (At the school gate, in textbooks, mathematics, etc.)
(3) When driving a train to read the word "生", do you have any good way to remember the word "生"?
5. Number guessing game.
(5) Expanded speaking:
1. Show the sentence: I am a primary school student.
(1) Read by name.
(2) Prompt to guide students to compare sentences and topics, and tell students that the small circle at the end of the sentence is a period. After you finish writing a sentence, add a period.
(3) Prompt reading: What am I? Who are primary school students?
(4) Tip: I can say: I am an old tip. What would your parents say?
(5) Expand your conversation.
2. Fang Fang and two children met on the way to school. Name three children to perform "I am a primary school student."
(1) What else can the second child say? (Inspire students to add the word "ye")
(2 ) What can you say to the third child? (Inspire students to use "we" and "all")
(3) Combine freely with three children as a unit and practice saying the above three sentences.
(6) Review:
1. "Primary school students" read cards and expand words.
2. Fang Fang likes to go to school as much as we do. We can also read this children's song on the way to school tomorrow and the whole class will perform the children's song. Example 3 of Chinese lesson plan template for the first grade of primary school
1. Learning objectives
1. Read the text correctly and fluently.
2. Understand the content of the text, know the characteristics of the four seasons, feel the beauty of the four seasons, and inspire a love for nature.
2. Teaching Focus
Understand the text content, know the characteristics of the four seasons, and feel the beauty of the four seasons.
Teaching difficulties:
Stimulate students’ love for nature through the study of texts.
3. Teaching tools
Pictures of scenery in each season, individual seasonal scenery pictures, and new word cards.
IV. Teaching process
(1) Import from the picture:
1. The situation is exciting.
Teacher: On the way to school today, the teacher met an old man with white hair and white beard. He is Father Time. Father Time asked me to bring some gifts to the children. Now I will hand over the first gift to you - talking pictures.
2. Show the picture.
⑴Teacher: Look (show the first spring scene picture), what is this picture? (Students: Cao Ya, Xiaoniao) Did you hear what Cao Ya said to the bird? (Written on the blackboard: I am spring)
⑵ Next, show the pictures and sentences of summer, autumn, winter, etc. one by one.
⑶ Teacher: Spring, summer, autumn and winter are the four children of Father Time. Today, Father Time sends four beautiful pictures to everyone in the hope that everyone can get to know his children well.
(2) Reading the text:
1. Children read the text softly by themselves and ask for accurate pronunciation.
2. When reading in men’s and women’s competitions, praise them in a timely manner.
3. Show Father Time’s second gift: the word card.
⑴Teacher: Father Time hopes that we can all become knowledgeable children, so the second gift he gave us was some word cards. Once we understand these words, our knowledge will be richer.
⑵ Use word cards to read the words in the text, and paste the word cards on the picture after reading.
⑶Look at the pictures and word cards, and the students in the normal school will try to read out the text.
(3) Acting out the text:
1. The teacher guides the creation of the action "The ear of grain is curved, it bows and says: I am autumn." and the students lead the reading of the text. .
2. Divide into groups and designate the movements of spring, summer and winter.
3. Each group exchanges the choreographed movements, and the teacher uses the camera to guide them on the meaning of "naughty".
4. All students in the class will lead the students to read the text together.
(4) Text editing:
1. Practice speaking in the group: Which season do you like best? Why?
2. Name the students to explain their ideas, and the teacher will show different scenery in each season and paste them on the blackboard.
3. Teacher Example: Look, are the grass buds talking to sleep? What is it saying? Did you hear that? Yes, it is saying to the bird: "I am spring." Who else can it talk to? (Health: peach blossom, spring rain...) So if these scenery were gathered together, what would they say? (Example: The peach blossoms are red, and they say to Chunyu: I am spring.)
4. Work in groups to compose children's songs, and the teacher will provide guidance.
5. The group sends a representative to show the creation results, and the teacher praises them promptly.
(5) Development activities:
After class, collect scenery materials, draw a scenery painting of your favorite season, and give it back to Father Time. Example 4 of Chinese teaching plan template for the first grade of primary school
1. Design description
The method of forming pictographic characters is to depict the outline of an object and highlight the characteristics of the object. As the original method of character creation, pictographs are of great significance to the understanding and memorization of Chinese characters used today. Therefore, this teaching design highlights the following features: First, it guides students to understand the origin of Chinese characters and recognize pictographic characters through interesting stories; second, on the basis of understanding the character-formation characteristics of pictographic characters, it guides students to transform their learning interests into motivation for inquiry. , promote students to carry out independent inquiry activities, thereby discovering the rules of word formation and generating interest in literacy.
2. Preparation before class
1. Word cards. (Teachers and students)
2. Pictures corresponding to the new words in this lesson. (Teacher)
3. Courseware. (Teacher)
3. Class schedule
1 class period.
4. Teaching process
(1) The conversation is exciting and the pictures are imported:
Import: There are 8 new Chinese character babies in the Chinese Character Home. However, They are all hidden in the paintings, and only children who observe carefully can find them.
Design intention: Interest is the best motivation for learning. With the help of childlike language situations, students' subjective initiative in learning can be stimulated.
(2) Combining pictures and texts to guide literacy:
1. Learn the word "日".
(1) Courseware demonstration animation (the sun graphic evolves into Oracle ""), Introduction: This is the first new word baby we are going to get to know. Can you name it? If you can't name it, you can use your little hands to draw what it looks like. (日)
(2) The teacher reads the word "日". Communication: How much do you know about the word "日"?
Default:
I know that "日" refers to the sun, and I can make up words for the word "日": sunlight, days, sun and moon, etc. I can write the stroke order of "日": .
2. Learn the word "月".
(1) Courseware demonstration animation (moon graphics evolve into oracle bones ""), guide students to observe carefully and communicate: What did you find? (The body that covers the moon becomes the two horizontal sides of "月".)
(2) Communication: Do you know this word baby? What do you know about it?
Default:
I know that "月" is the moon in the sky. I can use "month" to form words and sentences: The moon - the moon in the sky is curved, like a boat. March 4th--My birthday is March 4th.
3. Summary of learning methods: The characters just now look very similar to the things they represent, and they are also pictographic characters. We learn Chinese characters by looking at pictures and observing the evolution of characters. These are the main methods of learning pictographic characters.
Design intention: Taking "sun" and "moon" as examples, through specific and vivid animation demonstrations, students can form an overall perception of the glyphs based on active observation. Initial experience in learning pictographic characters, paving the way for learning other new characters.
(3) Cooperative learning, teacher’s instructions:
1. Group cooperation: Carefully observe the 6 pictures sent by the teacher to the students, and look for the 6 words hidden in the pictures Baby. Try to call them by name.
2. Student report: Name the baby, and tell us how you guessed its name?
Default:
(1) I found "山", the shape of "山" is like several mountain peaks connected together. The teacher's camera shows the animation of the word "mountain".
(2) I found "水". The shape of "水" is like flowing water patterns. The teacher's camera shows an animated demonstration of the word "water".
(3) I found "fire". The ancients wrote "fire" based on the shape of fire when it burned. The teacher showed the animation of the word "fire" on the camera and told the story of the Sui man making fire.
(4) I found "田", and people wrote this word based on the shape of the field.
The teacher's camera shows the animation of the word meaning of "田".
(5) I found "Stone". The stone painted in the picture is what "Stone" looked like in ancient times. The teacher's camera shows an animated demonstration of the word "stone".
(6) I found "禾", the shape of "禾" really looks like a small seedling. The teacher showed the animation of the word "禾" on the camera, and pointed out: The plants have a good harvest in autumn, and they are heavy, so there is a "ski" on the character "木", which means "禾".
Design intention: inherit the literacy method of "sun" and "moon" from the previous link, guide students to learn literacy independently with the help of word science and pictures, and give full play to students' observation and imagination abilities. On this basis, teachers give Necessary guidance, demonstrations, and supplementary information enable students to gain an overall understanding of the glyphs and meanings of the six new characters.
(4) Comprehensive understanding and repeated practice:
1. Show the word cards and let students read, read freely, read in groups, and read together.
2. To consolidate the game, two students are in a group. One student performs a performance based on the glyph or its pictographic characteristics, and the other student guesses which character it is.
3. To use new words, choose your favorite word baby among the 8 new words, compose a word for it, and then say a complete sentence.
Design intention: Lower grade students are younger and have a strong desire to express themselves. Through repeated reading exercises and games, students' enthusiasm for learning is fully mobilized, and new words are repeatedly reproduced, which consolidates students' understanding of the subject. Knowledge of new words.
(5) Guide writing and master stroke order:
1. Emphasize writing habits.
2. The animation shows the stroke order of "日", "田", "禾", and "火". Students observe and write blankly at the same time.
3. Teacher-student communication: In the process of emptying the book just now, which strokes did you not recognize? Which strokes are difficult to write?
4. The teacher answers students’ questions and introduces the strokes “捺” and “点” with the camera. Note that the second strokes of “日” and “天” are both horizontal fold hooks. And provide model writing for difficult strokes.
5. The teacher writes 4 new characters in full and explains the position of each stroke in the Tian character grid while writing.
6. Students complete the writing exercises in the book, first write the stroke order in the blank, then observe the position of each stroke in the grid, focus on the writing method of difficult strokes, then trace the red strokes, and finally practice write. (Remind students to pay attention to their writing posture.)
7. Teachers patrol and provide guidance to individual students.
Design intention: Writing guidance must be in place. In this link, methods such as observation, explanation, demonstration, and writing practice are used to guide students in writing. Key strokes are repeatedly emphasized and practice is repeated to deepen students' understanding of Chinese characters. Understand the rules of stroke order and finally write every Chinese character well.