Elementary school language lesson plans

As an outstanding teacher, it is often necessary to carry out the work of lesson plan writing, and the preparation of lesson plans is conducive to our accurate grasp of the key points and difficulties of the teaching materials, and then choose appropriate teaching methods. How should we write a lesson plan? Here is my help to organize the elementary school language lesson plans 4, for your reference, I hope to help friends in need.

Primary Language Lesson Plans Part 1

Teaching Objectives:

1. Learn the 3 vocabulary words in The Fishing Song.

2. Read "Fishing Songs" aloud.

3. Understand the meaning of "Fishing Songs" and cultivate the love of beauty.

4. Be able to imagine the scene depicted in "The Fishing Song".

Teaching Hour: 1

Board Design

Fishing Songs ( Words )

Zhang Zhihe

The white herons fly in front of Xisai Mountain,

Peach blossom water chuatsbugs are fat.

Green Ruo hat, green straw raincoat,

oblique wind and rain do not have to return.

The teaching process:

I. Review

Check the memorization of Jiangnan Spring.

II. Study "Fishing Songs"

1. Introduce the author. (You can play the video)

2. Solve the problem. Fisherman's Song, the name of the word.

3, self-study.

(1) Read freely and say what is the main story of the lyric?

(2) re-read the words, through the search for information, with the help of notes to understand the meaning of the words, encountered do not understand the place marked.

(3) The group exchange, say what you read. What other places do not understand.

(4) The whole class exchange.

① named to explain the understanding of the lyrics, other students can ask questions, can add, correct, the teacher to give appropriate instruction.

② students look at the picture to depict the scene described in the word.

③ Teacher's summary: This is a picture of fishing, white heron and red peach blossom dotted in between, the color was extremely sharp, but due to the oblique wind and rain cover, but also presents a misty mood. Compared with the loneliness and coldness of "fishing alone in the cold river snow" in Liu Zongyuan's River Snow, the peace and happiness expressed in this song naturally has a different flavor.

(5) Read the poem aloud with feeling.

Third, learn the words

1, the group exchange: How do you read the pronunciation of the words in this lesson, remember the shape of the words.

2, the teacher to guide the writing, focusing on guidance "Demoiselle" character.

Fourth, set homework

1, read aloud the whole text, to be able to recite the two words are memorized.

2, please match one of the words with a colorful painting, you can draw pictures, watercolor paintings, oil stick paintings, colored pencil paintings, hobby painting students, please use your paintings to show people the beauty of Jiangnan!

V. Homework design - inquiry activities

1. Self-study self-explanatory Tang Dynasty poet Du Mu's poem "Spring in the South of the Yangtze River" and Song Dynasty poet Su Shi's poem "Evening Scene on the Spring River in Huichong", but also their own choice of poems describing the spring to learn.

2. Students exchange self-study among themselves.

3. Read and memorize.

Primary Language Lesson Plan Part 2

Educational Objectives:

1. Understand the consonants g, k2 consonants, pronunciation methods.

2, learn the glyphs and pronunciation of g, k2 consonants, and write them in four-line grid.

3. Cultivate students' good writing and pronunciation habits.

Teaching Focus: Learn to recognize g and k and write them correctly.

Teaching Difficulties: Writing "g"

Teaching Aids: Classroom materials, an apple tree (pictures)

Teaching Process:

I. Review, introduction

1, show the classroom, let's review the learned consonants (students read together)

2, show the classroom, please choose one of these two questions to read

① b, m, f, p, d, n, l, t

② b -d m-n f-t b-p

Guide reading

3, this lesson we continue to learn the consonants, with our last few lessons to learn the consonants of the method to make up jingles, make up stories, I hope that the children actively open their brains, boldly We hope that the children actively open their minds, boldly raise their hands to speak, let's see which children are the smartest.

Second, teaching g

1, (show the class) see the picture you want to say what?

2, "pigeon" of the "pigeon" vowel is the first vowel we want to learn "g" (board)

3, the teacher teaching pronunciation:

In the pronunciation of g, it is the same as that of the other vowel. p>

When pronouncing g, the root of the tongue is raised to touch the soft palate, and the root of the tongue suddenly leaves the loose palate to let the air flow out.

① Watch the teacher pronounce the word, the children look and listen carefully.

② students follow the reading, name reading, read, read in unison, read in a small train.

4. Can you make up jingles or stories to remember it?

5. Guide the writing of g and its position in the four-line grid.

6. Students copy g in the Classroom Assignment, and the teacher roams around to guide them.

Third, teaching k

1, tell a story to lead to k (show the classroom while telling the story)

2, the difference between k, g, ask the children to put the palm of their hands to their mouths, think about what's the difference between reading g, k?

3. Teachers lead the conversation, students follow the reading.

4, you can also be like the children in front of you to make up a little jingle to compare k?

5. Guide the writing of k and its position in the four-line grid.

6, students in the "classroom work" copy k, the teacher circuit guide.

Fourth, consolidate the practice

1, the teacher found some friends for g, k, show: ge gu ke gu ke ke ku students spelling.

2, the game: picking apples

3, the teacher has an apple tree, the tree bears a lot of big and red apples, the children want to eat it, but to eat these apples need to spell these syllables, spelled correctly in order to pick the apple.

V. Summary:

Through the study of this lesson, we have learned two consonants, these two consonants can also make friends with many rhymes, the next lesson to learn together.

The Second Lesson

Design Concept

The teaching of pinyin "g k h" has been designed to utilize a variety of teaching principles, which are based on the students' needs, to create "anger" for learning, and to enhance the foundation of pinyin. In the process of teaching, the importance of students' emotions, attitudes and values, characterized by the following:

1. roaming in the fairy tale, the experience of the situation, the integration of the mind. The boring pinyin teaching content through the fairy tale, with the help of the situation to stimulate students to actively explore the interest of knowledge. In the childishness and childishness, the teacher integrates with the students' mind and dialogues with them on an equal footing, abandons the vague teaching that is detached from the students' emotional foundation, and focuses on the infiltration of emotions. Through the creation of the situation, audio-visual sensory feelings to achieve the students' minds and learning content combined realm.

2. Happy learning, activities in the performance, laughter in education. Let teaching and learning as much as possible in the game to start, in the activities of learning to feel happy and relaxed, in the laughter of the transmission of their unique experience.

3. Explore in cooperation, seek knowledge in law, and create in imagination. The Language Curriculum Standard advocates independent, cooperative, and exploratory learning. Teaching students many times in the group leader's leadership, their own spelling, find the corresponding card, and say the relevant words or sentences, and then exchange feedback. At the same time, respect for students' existing knowledge and experience and good learning methods, in the teacher's carefully designed teaching links and create a situation to expand the students' thinking and imagination space; respect for students' age characteristics and cognitive rules, teaching to fish.

Learning Objectives

1. Learn the 3 vowels g, k, h, read the sound, recognize the shape, and write correctly.

2. Read the syllables of g, k, h with simple rhymes.

3. Initially master the phonetic method of triple spelling.

4. Recognize 5 vocabulary words and read children's songs.

Teaching aids

CAI courseware pinyin cards and vocabulary cards

The teaching process

I. Stimulate the introduction of the syllables

1. I'm a flower fairy, say hello to me!

(At the beginning of the class, the role of the flower fairy sister and music into the classroom, the role of the teacher into the role of the student favorite equal. For "language learning, teachers and students equal dialog" to lay a good foundation.)

2. Flower fairy sister today invited some pinyin friends, see who can call out their names? (

ɡǔ hú ɡē ɡā kē hā

(Review the two pinyin syllables learned in the first lesson, compare and contrast them with the three pinyin syllables in the new lesson, pave the way for the learning of the three pinyin syllables, and stimulate the students' interest in learning)

The two pinyin syllables are in the same context, and the students are able to practise reading the three pinyin syllables

The three pinyin syllables are the same as the three pinyin syllables in the new lesson.

Teacher: children spelled so well, the flower fairy sister decided to take you to the flower fairy kingdom to play, but you have to pass the wisdom of the bridge before you can, guard the bridge of the small children will be raised 2 questions, the answer to the right to cross the bridge, have confidence?

1. Dot puts forward the first question: wearing green clothes, belly red flesh, more sons, all black face, guess a fruit.

(Riddle: watermelon)

2. Dot asked the second question: Who can spell out the syllable melon of watermelon?

(To the Kingdom of the Flower Fairies, crossing the Bridge of Wisdom, guessing riddles, and constantly creating scenarios. Let the students in the curiosity of learning with interest, not only further stimulate the students' desire to know, but also inadvertently led to the pronunciation of the three pinyin syllables "gua".)

3. Learning to spell the three-pinyin syllable gua:

(1) Teacher showed the syllable ga, the class read.

(2) Teacher inserts u into the syllable ga, introduces the vowel, and students try to spell it.

(3) Look at the little girl in the classroom to push the card, the whole class together to spell gua. (The classroom appears in the sound of the mother, the mother of the rhyme, and then the classroom demonstrates the process of "three sound touch" into a syllable.)

(4) Dot guided the method of spelling: the sound of the sound of the light, the medium of the fast, the rhyme of the sound, the triple spelling read together very smoothly.

(5) The students spelled again, and the teacher guided the spelling method.

(Before learning the ternary pinyin section "gua", let students transition from "ga" to "gua", which can help students distinguish the concepts of ternary pinyin section and bipinyin section. The concept of the three pinyin syllables and the two pinyin syllables. The method of spelling the three pinyin syllables is the focus of this lesson, and also the difficult part of this lesson. The class demonstrates the process of "touching" the three pinyin sections, which is not only visual, but also in the form of a song, which not only helps students understand the key points of spelling the three pinyin sections, but also teaches them how to learn the three pinyin sections. The students were then able to practice the spelling of the three pinyin syllables in small groups and individually, and the spelling skills were mastered very quickly.)

4. Practice spelling the other three pinyin syllables.

Teacher: Do you know how to spell? The Flower Fairy is going to test you again.

(The textbook shows: ɡ-u-ɑ──guɑ ɡ-u-o──guo kuɑ huɑ kuo huo)

(1) The students are free to spell.

(2) Work in groups to correct the pronunciation.

(3) Recognize the three pinyin syllables in a train. (Teacher reads the pinyin cards)

5. Spell out the three pinyin syllables with tones

Teacher: Look, we're in the Kingdom of the Flower Fairies, let's play the game of "Find a Friend", okay?

(1) Student-student interaction, small group learning, spelling syllables, look at the picture, find a friend, stick together, imagine and practice saying.

Teacher: the flower fairy sister just spelled those syllables into the syllables flower pasted on the blackboard, who would like to come up to spell a spell?

(2) Name someone to pick the syllable flower and be the teacher to lead the reading of the trisyllabic syllables.

(After a period of intentional attention learning, set up scenarios at the right time to transfer students from intentional attention to unintentional attention state.

Three: Rhythmic Movement

(Dance to the music of "Flower Fairy" in the "Kingdom of Flower Fairies"

Four: Combining Illustrations and Texts, Learning Vocabulary

1. Observe the picture, see what you see at the river? (The words appear accordingly in the classroom)

2. Connect with the reality and recognize five words

(1) In these words, which words do you already know? How do you recognize them? (Encourage and affirm students' methods of recognizing words: "Mom taught me!" "Spell pinyin to recognize!")

(2) What other words do you not know? Think of your own way to recognize it.

(3) Read the words together.

Teacher: I changed them from the picture, do you still recognize them?

(4) Show the word card, name and read.

Teacher: Take off the pinyin hat, can you still read?

(5) Remove the pinyin and read in the group.

(6) Read the individual words in a train.

(Preparation of both the textbook and the syllabus should be prepared more students, many students have recognized a lot of words before school, the teacher according to the actual students, first of all, affirmed that the students of various literacy methods, and then guided the students to use pinyin literacy, taught to fish. At the same time, it also enhances students' sense of achievement in learning pinyin.)

3. Consolidate word recognition in the game of "Walking the Maze".

Teacher: Look, the bear sister wants to eat the ice cream at the end of the labyrinth, but she does not recognize the words on it, can you think of ways to help her? Table two quickly discuss how to recognize how to go!

(1) table free reading.

(2) Name the words and walk the maze.

(Designed to "walk the maze" game, so that students can learn Chinese characters in a relaxed and pleasant, and experience life in the game.)

Teacher: the character friends are familiar with, guess the riddles must be no problem, right?

4. Read the children's song, guess the riddles

(1) Open the book and read the riddles to yourself, find the red syllables and spell them out!

(2) Follow the flower fairy sister while clapping and reading the riddle.

(3) Read the riddle together.

(4) Guess the answer.

(5) Teacher summary: we all have a pair of dexterous hands, it can write and calculate and also draw, you can go home and say the riddle to your mom and dad to guess, okay?

V. Return to the whole, summary

("Flower Fairy" music)

Teacher: children, today we read pinyin in the Kingdom of the Flower Fairy, recognize the Chinese characters, and play games, did you have a good time? Unfortunately, it's getting late, listen! The music is playing again, children, goodbye!

(Make full use of the content of the textbook, read the children's songs, guess the riddles, the boring pinyin, literacy become lively and interesting, and do not lose time to penetrate the moral education, truly embodies the "in the life of the study of language, in the language of the experience of life.)

Material Analysis

This lesson belongs to the picture blasphemy rhyming literacy, will indicate the traditional festivals and folk customs of the words together for the students to recognize, is divided into three parts: the first part of the picture and words. The second part is the 8 vocabulary words and 1 word that can only be recognized but not written. The third part is practice. With the help of drawings and paintings to learn words to recognize things, by guiding students to observe the joyful scenes of dumplings, dragon boat races, moon watching, as well as the solemn scenes of the revolutionary martyrs, so that the students feel the happiness of today's life and the hard-won happiness of life.

Teaching Requirements

Moral Objective: To have a preliminary understanding of some traditional festivals and folk customs.

Intellectual goal: to learn the nine words in this lesson, the small Tianzigui on the one word only know not recognize the "hand character side"; understand the words composed of mountain characters.

Teaching Key Points and Difficulties Recognize the nine characters, according to the stroke order correctly write the eight characters in the field grid according to the structure of the word to write the word correctly and evenly.

Teaching Preparation : Character cards, slide show.

Teaching time

Two hours.

Lesson 1

I. Unveil the topic of the introduction

There are some traditional festivals in China, children want to know? Literacy 1. board book topic: literacy 1 (read together)

Second, the initial look at the picture, read the rhyme

1. Observe the picture on the book, see what traditional today's activities are pictured on the map, what people do in these festivals.

2. Read the rhymes freely, requirements: see the syllables, read the words accurately.

Third, the guide to see the picture, show part of the vocabulary

1. Show the first picture, observe and speak.

(1) Children, what holiday activities are pictured? What is the family doing around? [Camera to show the word card: dumplings]

(2) Spring Festival, friends and family visit each other to express congratulations on the holiday, what is this called? [Camera show word card: New Year's greeting]

2. Show the second picture, observe and speak.

(1) What festival is pictured? (Qingming Festival)

(2) The teacher introduces Qingming Festival: one of the twenty-four festivals, the folk used to sweep the graves on this day.

(3) On the day of Qingming Festival, the pioneers came to the monument with reverence to the revolutionary martyrs, which is sweeping the tomb.

(4) before and after the Qingming Festival to the countryside to walk and play, it is called: trekking.

Fourth, name and read the vocabulary words, read the vocabulary words

Fifth, the students study the vocabulary words

Requirements: read the pronunciation of the words, see the shape of the words. Look at the wall chart and think about the meaning of the words

6. Teachers check the self-study situation and provide guidance

7. How do you memorize these words?

3. Teach the teacher to write the characters.

4. Students trace the characters in the book.

5- Let the students trace red, imitate shadows and write the vocabulary characters in the "Study Book".

6. Teacher visits and corrects the `students with incorrect posture.

The second lesson

I. Review check

1. Read the cards of raw characters and new words.

2. Read the words according to the stroke order of "扫、拜、墓"

2. Continue to learn the vocabulary by looking at the pictures

1. Show the third picture, observe and speak.

(1) What are the people doing? What traditional festival is this? [Camera shows word cards: dragon boat, Dragon Boat Festival] Teacher introduces "Dragon Boat Festival".

(2) Dragon Boat Festival day, people like to race dragon boats, but also like to eat what? The teacher introduced "Dragon Boat Festival".

(2) In addition to dragon boat racing, what else do people like to eat on this day? Do you know? Teachers introduce the "Mid-Autumn Festival".

(2) What is the family doing sitting in the yard on the Mid-Autumn Festival? [Camera show word card: mooncake]

(3) students see the picture of the people are together, this is called: "reunion" [Camera show word card: reunion]

(4) students with the help of pinyin to read the above vocabulary words.

(5) Name the students to recognize and correct the pronunciation.

For example, the last word in "dumplings, mooncakes" is pronounced softly.

3. Summarize: just now we learned two groups of words, you know what two traditional festivals? (Dragon Boat Festival, Mid-Autumn Festival) Dragon Boat Festival, what are the folk customs? (Packing dumplings, dragon boat racing) Mid-Autumn Festival? (The whole family should be reunited, eat moon cakes)

Third, guide to read the rhyme

A variety of forms of practice reading, read out the joy of the festival.

Model reading, free reading, reading each other, reading.

Fourth, guide the writing, test the effect

1. Say how you remember "group, dumplings, cakes, end"

2. Teacher teacher write the words.

3. Students trace the characters in the Chinese character box.

4. Trace, copy and write the characters on the (exercise book).

5. Recognize the words after the lesson.

6. Trace, copy and write the words in the Workbook.

7. Dictate the words, test the effect and give timely feedback.

Literacy

Teaching Material Analysis

This lesson is a comparative literacy lesson. The text focuses on two groups of words that are easy to confuse. The first group of words introduces the names of some trees and wood products; the second group of words introduces some things related to crops; the third group of words introduces three kinds of bamboo products; the fourth group of words introduces some plants. The words are easy to read, rhyme and memorize. Students learn the Chinese characters and increase their knowledge at the same time.

Teaching Requirements

Moral Education Goal: To develop good study habits.

Intellectual goal: 1. Learn Feng class 12 characters, of which 3 characters on the Tianzigui only know not write; understanding by the new words of the characters.

2. Comparison of the "wood", "bamboo" two groups of easy to confuse the side, look at the map to read familiar with the words related to this.

Teaching Focus and Difficulties

1. Learn the 12 vocabulary words in this lesson, write 9 vocabulary words correctly according to the stroke order in the Chinese character grid, and write the words correctly and evenly according to the structure of the words.

2. Distinguish between close form and close radicals.

Teaching Preparation : Character cards, slide show.

Teaching time

Three hours.

The first lesson

I. Reveal the subject

The previous two lessons and this one are all about reading rhymes, but this one is also about comparing the shape of the characters.

2. Read the rhymes freely, requirements: see the syllables, read the words accurately.

Third, show the table (a), review the "wood side", "Wo side"

1. Observe the physical drawings and ancient writings, to understand the original meaning of the side.

(1) What does the ancient character for "木" look like? (Like a tree)

(2) Review the "wood character side".

(3) What does the ancient character for "禾" look like?

(4) Review the "Wo" character.

Fourth, guide to see the map, show some of the words

Show the wall chart, learn the words.

1. What are these trees? Can you say their names? [Pine, cypress, willow]

2. Do you know what is different between pine, cypress and other trees? (The pine tree, cypress tree's call is green all year round.)

3. Show the word card: tables and chairs

4. Spring is here. What do the farmers put in the fields? [seedlings]

5. Autumn is here, the seedlings grow up to maturity and bear fruit, far away from the account, a large golden, so delightful scene ah! What is that golden expanse, [camera show word card: rice]

6. "Seedlings", "rice" these crops in the ground what is called? [show word card: crops]

V. Teacher summary

Just now we learned two groups of words, the first group of words is what? (wood character side) Why are all wood character side? (Because most of these words are related to trees.) What is the second group of words? (禾字旁)Why are they all 禾字旁(because most of them are related to crops)Do you find Chinese characters interesting? Chinese characters have a long history, you should study them carefully!

Six, the students self-study words presented

Requirement to read the pronunciation of the word, see the shape of the word.

VII. Teachers check the self-study

1. Named read, read together.

2. Use "willow", "chair", "rice" to expand the word.

VIII. Guide writing

1. Students look at the stroke order diagram, memorize the stroke order of "willow, rice".

2. Say how you remember these words.

3. Teach the teacher to write the six characters in this lesson. Let the students note that all the characters should be written with the left narrow and the right wide in the Tianzigraph.

4. Students trace the characters in the book.

5. Let the students trace, copy and write the characters in the "Workbook".

The Second Lesson

I. Review and Check

1. Read the cards of new words and new words

2. Listen and write the words.

3. Check the dictation.

2. Continue to learn the words by looking at the pictures

1. Look at the pictures in the book and see what things are drawn on the pictures.

2. Read the rhyming text freely.

Third, show the table (2), review the "bamboo", "grass"

1. Observe the physical drawings and ancient texts, to understand the original meaning of the radicals.

2. Read by name and in unison.

Fourth, guide to see the map, show some of the words

Show the wall chart, learn the same words.

1. These are bamboo products, can you wash out their names?

2. What is the favorite drink of the elderly in China? [Camera to show the word card: tea]

3. There is a kind of fruit with many hard spines outside, but the taste is very good, sweet and sour delicious, do you know the name of this fruit foot what? [camera word card: pineapple]

4. There is a kind of spring flowers, light green leaves, smell a light flavor, do you know what this is the flower? [Camera show word card: orchid]

V. Teacher summary

Just now we have learned two groups of words, the first group of the name of the side star what? (bamboo character head) why are bamboo character head, (because these products are made of bamboo, mostly related to bamboo) the name of the second group of partial side of what? (Cao Zi Tou) Why are they all Cao Zi Tou? (Most of them are related to some plants)

Six, the students study the words presented

Seven, guide writing

1. Name the stroke order of "basket, basket".

2. Say how you remember these words.

3. Teach the teacher to write the words.

4. Students trace the characters in the Chinese character box in the book.

5. Let the students trace, copy and write the words in the Wordbook

Lesson 3

I. Review and check

Write the words to test the effect,

II. Guidance on reading rhyming words

1. Group the words according to the requirements.

(1) Which words introduce the names of some trees and wood products?

(2) Which words introduce some things related to crops?