As an excellent educator, you may need to write lesson plans. Writing lesson plans helps to accumulate teaching experience and continuously improve the quality of teaching. How should lesson plans be written? The following are 3 fifth-grade Chinese garden lesson plans I compiled for you. They are for reference only. Let’s take a look. Fifth Grade Chinese Garden Lesson Plan 1

Teaching Objectives

(1) Knowledge and Skills:

1 Accumulate words in mutual communication through independent recognition and reading of words , and figure out the meaning of the words.

2 Understand complex sentences containing causal relationships and use them correctly.

3. Accumulate famous quotes and aphorisms.

4 By reading "Collecting Information", I learned to collect and organize information, and learn to use it for my own use.

(2) Process and methods:

Give students sufficient time to learn independently and use a variety of forms for language training.

(3) Emotions, attitudes and values:

A good way to stimulate students' interest in language learning and explore knowledge.

Teaching focus: Correctly understand words and sentences.

Teaching difficulties: Understand the function of related words and be able to use them skillfully.

Teaching arrangement: 1 class hour

1. Study

"Read and see what you found":

1. Students Read words freely.

2. Read by name.

3. Discuss the meaning of these words in the group.

4. Communicate with the whole class to understand the meaning of the words.

5. Talk about what you discovered.

2. Learning

"Read and write sentences with dotted words":

1. Students read the sentences freely.

2. Talk about the function of the dotted words in the sentence.

3. The teacher explains the transition.

4 Write sentences using these linking words.

3. Learning

"Read once and take note": 1. Students read the sentences and read them by name. 2. Do you know the meaning of these sentences? Student exchange. 3. Recall the meaning of the sentence and try to memorize it.

4. Study

“Collect information”

1 Free reading.

2. What does the passage tell us?

3. What inspiration did studying this reading material give you?

Studying stories on the dinner table

Teaching objectives

(1) Knowledge and skills

1. The ability to express in a certain order And strive to be as detailed as possible.

2. Express concretely and fluently, and be able to use some good words and sentences accumulated in daily life.

3. Be able to modify your own articles.

(2) Process and methods

1. Observe and understand before class: communicate and sort out the collected materials during class, practice independently, teacher will inspect and provide guidance: exchange exercises, revise and improve.

2. Observation, experience life method, cooperative inquiry method, etc.

(3) Emotions, attitudes and values ??

1. Cultivate students’ observation and narrative abilities.

2. Cultivate students’ love for life.

Key points in teaching: Cultivate students’ observation and narrative abilities. .

Class hour division: 2 class hours

Teaching process:

First class period

1. Introduction:

There is such a story: One day, when our whole family was having dinner happily, I ate quickly in order to go out to play and put a lot of rice grains on the table. Grandpa saw it, stared at me seriously, and asked me to give the rice to him. When I picked it up, I thought it was dirty, so I said unhappily: "How dirty it is to spread it on the dining table! How can people eat it! Besides, I didn't mean it." Grandpa said: "Haven't you ever learned "Hoeing"? A poem? Food is obtained through hard work by the farmer uncle in the hot weather, with his face facing the loess and his back turned to the sky. Do you just see that the farmer uncle's hard work was wasted in the past? It’s not warm, and life is worse than life. I had to go out to help the adults when I was very young. Now that you are living a happy life, you still don’t know how to cherish it.” After listening to my grandfather’s words, I blushed and quickly threw it on the table. Pick up the rice grains and eat them. I will never forget that day and I will never waste food again. The dining table is always clean, and not a grain of rice is left in the bowl, forming a good habit of thrift.

2. Analytical skills

Are you familiar with such a scene? Ask the students to share their opinions on such a matter.

3. Review of life

1. Group discussion, review what happened at the dinner table at home.

2. Communicate with the whole class.

4. Narrative ability.

1. An organized introduction to dinner at your home. Tell a story about what happened at the dinner table at home. Make it clear and specific about the aspects that you think are important. You can write less about other less important contents or leave them out in one stroke. Don't forget.

2. You are introducing as the shop owner! After writing the essay, read it to the students. If all the students want to see your store, then your composition is successful.

3 Students write independently.

Lesson 2

1. Explain the modification requirements of the exercises and emphasize the methods and symbols of modification.

2. Exchange exercises and improve each other.

1. Exchange and review each other’s work within the group.

2. ***Colleagues review whether they have written "Story on the Dinner Table".

3. ***Same modification.

4. Recommend students in the group to read the exercises for everyone to appreciate.

5. Make purposeful comments on certain situations.

6. Collective modification.

3. Self-modification and extension outside the classroom.

1. Write and try to modify yourself to make the article more beautiful.

2. Read it to your parents when you get home, ask them to give you suggestions for revision, and revise it again.

4. Copy the revised and finalized exercises into the class homework book. Fifth Grade Chinese Garden Lesson Plan Part 2

Teaching Objectives

1. Review the content of this group of texts and understand how the author of the text uses scenes to express emotions and use objects to describe people.

2. Expand learning content, read and memorize ancient poems, and stimulate students' love for Chinese language and characters.

Key points and difficulties

Review the content of this group of texts, learn the writing methods of the texts, and stimulate their love for Chinese language.

Class schedule

1 class period

Teaching process

1. Communication platform

1. The western part of the motherland It has a vast territory, magnificent mountains and rivers, thousands of miles of grassland, and the boundless Gobi... After studying this group of texts, what do the students know about the western part of the motherland? Talk about your feelings based on the information.

2. Reading each beautiful text, we seemed to follow the author into the mysterious west, touch the fiery hearts of the frontier builders, and feel the strong national sentiment between Mongolia and Han. . In the texts "Prairie" and "White Poplar", how does the author express this feeling? Let us review the relevant sentences together.

The love between Mongolia and Han is so deep that we can't bear to say goodbye. The green grass at the end of the world talks about the setting sun!

Next to a tall poplar tree, several small trees are growing up against the wind and sand.

What do we understand from these sentences? How does the author express this feeling? (Use scenes to express emotions; borrow objects to metaphor people.)

What other such sentences are there in the article? Find out and read it, what can you experience? (Self-reading and sketching, group communication, whole class communication.)

Summary: This kind of expression can also be used in daily homework, it can make The article is implicit and profound, making people think about it and have endless aftertaste after reading it.

Do you have any other gains from studying this group of texts? Share it with your classmates.

2. Accumulation over time

Introduction: Reviewing the content of the text, the author shows us beautiful or majestic pictures, which add a strong touch to the western scenery. Looking back on history, Liu Yuxi, a poet of the Tang Dynasty, also used a heroic tone to describe the Yellow River in the west and the life of gold diggers in his poems, expressing his romantic ideals. Read the poem "Lang Tao Sha" freely and see how the poet expresses his feelings.

1. Students read freely, paying attention to the correct pronunciation of the characters.

2. Try to understand.

3. Students question and resolve doubts.

If there is something you don’t understand, the teacher can provide appropriate supplementary explanations. "Nine Bends of the Yellow River and Thousands of Miles of Sand" refers to the winding Yellow River flowing for thousands of miles, carrying a large amount of sediment. "Lang Tao" means rolling waves; "Wind turbulence" means rolling wind and waves. "The waves are rolling and the wind is blowing from the end of the world." It is written that the waves of the Yellow River are turbulent and come from the end of the world. "Now go straight to the Milky Way" is a romantic imagination of the poet, saying that the Yellow River goes all the way to the Milky Way. "Together we will arrive at the home of Cowherd and Weaver Girl", which is an exaggeration to say that we can reach the homes of Cowherd and Weaver Girl.

4. Recite poetry.

Transition: There are nine songs in the song "Langtaosha", and this is one of them. The teacher also found two other famous poems. Can you read them well?

Rizhao Chengzhou River mist opens, and gold-digging girls accompany Kuma all over the river.

The beauties’ jewelry and royal seals all come from the bottom of the waves in the river.

Don’t say that slanderous words are as deep as the waves, and don’t say that moving away is like the sinking sand.

Although it is hard work to search for thousands of pounds, you will only get gold after blowing all the sand.

3. Interesting Chinese

1. Conversation introduction: Chinese language and characters have endless charm. On many occasions, different combinations and different usages can produce magical powers. Not only is it fun to read, but it can also bring people back to life! Let’s enjoy an interesting Chinese story in the textbook and see what’s so interesting about it? (Students read the story and exchanged their feelings: the sentences are different, but they are still good sentences.)

What other interesting Chinese stories do you know? Tell them to everyone.

2. Fun little homework:

A family entertains guests. At the banquet, guests and hosts were enjoying themselves while drinking and drinking. But when I returned home in the evening, it started to rain. The guest had to stay because the road was muddy. The host was not happy, so what should he do? He picked up a pen and wrote a couplet, hoping that the guests would take the initiative to go home after reading it. This couplet is: Stay with me every day when it rains.

Since the couplet has no punctuation, different readings will have different meanings. Guess, have all the guests left? Please add punctuation to explain why.

Small exercise:

Passers-by are not allowed to urinate here

There is a girl in a certain family who is very ugly and does not have a pair of good feet

I'm so unlucky this year that I won't have to go to court

3. Summary.

Punctuation must be appropriate. It is like a person's facial features. Just because it is not a word does not mean it is insignificant. If the punctuation is wrong, the meaning will change. Fifth Grade Chinese Garden Lesson Plan Part 3

Teaching Content

"Oral Communication Exercises 1" in the second volume of the fifth grade primary school Chinese experimental textbook published by the People's Education Press.

Teaching objectives

1. Cultivate students’ thinking orderliness and language expression ability through planning activities.

2. Understand the ways and methods of interacting with others through oral communication, and inspire students to care for others.

3. Know how to write in letters in an organized manner and express true feelings.

4. Learn to evaluate and correct exercises, communicate with others through letters, and share the joy of exercises.

Teaching process

First lesson Oral communication

1. Create an atmosphere and stimulate interest

1. Play the courseware. (Use courseware to show the learning and living conditions of primary school students in some places, as well as pictures and text materials of some mountains and scenery)

2. The great motherland has a vast territory, with water towns in the south of the Yangtze River, scenery beyond the Great Wall, and western plateaus, and unique geographical features. , very different customs, as Chinese, we feel extremely proud and proud!

2. Clarify the theme and make suggestions

1. Today we are going to plan a "hand-in-hand" activity with distant friends to make more friends and understand their Study and living conditions, have a deeper understanding of their scenery and products, and show love to each other when necessary.

Writing on the blackboard: Planning a "Hand in Hand" activity

2. What is the first preparation we need to do to hold hands with friends far away?

Based on the students’ answers, write on the blackboard: Establishing connections

3. Our friends in distant places are far away from us, separated by thousands of mountains and rivers. However, modern science and technology are so advanced, we always There will be many ways to establish contact with them, think about it carefully and tell everyone your method.

4. Students communicate in groups.

5. Communicate with the whole class.

(For example, chat tools on the Internet, dating columns in newspapers and magazines, detailed addresses stated in composition books, students introduced by TV programs...)

Blackboard writing: online newspapers Magazines, various books, TV programs...

3. Brainstorm and plan

1. After establishing contact with distant friends, we must start thinking about how to carry out "hand in hand" ” activities to enhance mutual understanding.

(1) In what ways do you think you can improve understanding with your friends?

(2) Although our friends from afar are under the same blue sky as us, there are still many of them who cannot enjoy high-quality educational resources like us, and some even drop out of school because of family poverty. How can we help them?

I believe everyone must have their own ideas and opinions. Please discuss and communicate within the group first.

2. Students discuss in groups. Teachers participate in the discussion activities of each group and provide specific guidance on the feasibility of the activities and what useful things can be done for each other.

3. Students communicate with the whole class about the planning status of each group. Teachers make timely comments and write on the blackboard.

(1) Your planning is touching. Look, there are caring support activities, sincere correspondence, concise and smooth situation introductions, colorful social activities, and Convenient and fast online communication...

Blackboard writing: support activities, letter exchanges, introduction to social activities, online communication...

(2) The design of each activity is permeated with classmates their thoughts. But every activity should have its feasibility. Please talk about the feasibility of your own activity design.

The feasibility of the design of student exchange activities can inspire other students.

(3) When facing partners from different regions, what can we do for each other based on our current conditions? Students communicate freely.

4. In-depth discussion and extracurricular extension

1. Do you want to put into practice your carefully planned activities?

2. After the discussion just now, you must still have many ways to establish contact with your friends. Please collect some more after class. We will tell them our suggestions in the next class. I hope that our "Hand in Hand" activity will be carried out in a lively and exciting manner, allowing us to hold hands with our friends far away.

The second and third lessons, exercises and corrections

1. The format of recall letters

1. The writing method and format of communication letters.

2. Students read the second natural paragraph of the textbook by themselves.

3. Which part do you think the focus should be on?

Write on the blackboard in a timely manner based on students’ answers: introduce yourself (omitted)

State your thoughts (omitted)

Make suggestions (detailed)

4. In the oral communication in the last class, each of us had our own ideas and carefully planned them. If we want others to understand our ideas, we must write them in a certain order and in an organized manner.

2. Teachers and students write together and express their opinions

1. Students write letters themselves.

2. After a brief inspection, the teacher also writes together with the students.

3. Exchange appreciation and learn to make corrections

1. Based on the observations during the inspection, the teacher asked several students to read the drafts of the exercises, and the whole class made comments.

Evaluation direction:

(1) The narrative is clear and organized.

(2) The suggestions put forward are feasible.

(3) The statements are accurate and the ideas are reasonable.

(4) The format of the letter is correct.

2. The teacher reads his own essay to the students, asks the students to make comments, and compares it with the students' homework to stimulate students' interest in the homework.

3. Based on the typical problems that arise during the evaluation, students will revise the draft of the composition themselves.

4. Group communication and review.

5. The teacher summarizes the composition situation after the correction.

6. Students use their spare time to copy exercises.

4. Learn to write envelopes and send letters

1. The students not only carefully planned the "hand in hand" activities, but also carefully wrote letters. We all really want to get to know our friends far away, so we must send these letters to our friends far away.

2. Students read the third natural paragraph of the textbook and have a preliminary understanding of how to write an envelope.

3. Show the envelope format diagram to learn more about how to write an envelope.

4. The teacher sends the envelopes, letters and stamps prepared before class to the students. Students write envelopes, affix stamps, and send letters as required.

5. Summary

I wish your wishes will come true soon. We believe that no matter how far apart we are, we and our friends far away will continue to grow in the "heart-to-heart, hand-in-hand" activities and reap a beautiful and happy tomorrow!

"Review and Development 1" Teaching Design

Learning Objectives

1. Review the content learned in this unit and exchange learning and insights.

2. Accumulate ancient poems.

3. Through the study of "interesting Chinese", you can feel the charm of punctuation marks.

Class Arrangement: 2 Lessons

Teaching Process

First Lesson

1. Communication Platform

1. Think about it, what gains and experiences have you gained from studying this group of texts?

2. Conduct classroom communication freely.

3. Select key points to discuss.

(1) Talk about your understanding and feelings about the West. Teachers can help students clarify their ideas and allow students to express their understanding of the West in an organized manner, such as: the history of the West; the natural environment of the West; and the development of the West.

(2) Talk about your understanding of the characteristics of text writing.

①What are the characteristics of the writing style of the article "White Poplar"? Find relevant examples in the text. (Using the character of poplar to metaphor and imply the quality of western builders, etc.)

②What are the characteristics of the writing style of the article "Prairie"? Find relevant examples in the text. (The layout of the scenery, the lyrical expression of the heart, etc.)

(3) The experience of understanding sentences with profound meaning.

①Look for sentences with profound meanings in this group of texts and briefly talk about their meanings.

②Tell me how you understand the meaning of the sentence? (Connect with the context, life experience, understand the meaning of individual words, etc.)

2. Accumulation over time

1. Introduction

The ancients said: read carefully There are three hundred Tang poems, and he can recite them even if he can't compose them. This shows the importance of accumulation. Today, we will study a poem called "Lang Tao Sha" written by Liu Yuxi, a great poet in the Mid-Tang Dynasty who was known as a poet.

2. Students can read aloud freely. If there is something they do not understand, the teacher can give appropriate supplementary explanations.

"Nine windings of the Yellow River and thousands of miles of sand" describe the Yellow River's winding flow for thousands of miles, carrying a large amount of sediment. "Lang Tao" means rolling waves; "Wind Chu" means rolling wind and waves. "The waves are rolling and the wind is blowing from the end of the world." It is written that the rough waves of the Yellow River come from the end of the world. "Now go straight to the Milky Way" is a romantic imagination of the poet, saying that the Yellow River goes all the way to the Milky Way. "Together we will arrive at the home of Cowherd and Weaver Girl", which is an exaggeration to say that we can reach the homes of Cowherd and Weaver Girl. The first two sentences describe the majestic momentum of the Yellow River rushing thousands of miles; the last two sentences use exaggerated techniques to describe the long history of the Yellow River, as if it is flowing down from the Milky Way.

This poem describes the majestic momentum of the Nine-Meander Yellow River, and unfolds unique imagination to express the author's yearning and pursuit.

3. Guide students to read and recite emotionally.

4. Guide students to find some poems by Liu Yuxi to read outside class.

Lesson 2

Interesting Chinese

1. Introduction to conversation.

Teacher: When correcting essays, we often find that some students use punctuation marks as they please. Either "," is used at the end, or the whole article is not used, and just clicks on it when they think of it. This shows that these students pay very little attention to punctuation marks. Today we are going to read a story about punctuation marks. After reading it, tell us what you think.

2. Students read the story in the article.

3. Exchange feelings after reading.

4. The teacher provided a story:

There was a rich man who was stingy by nature. When he hired a teacher, he explained that the meal supply was very meager. At that time, the teacher agreed immediately. But the excuse may not be valid, so he wrote a contract without punctuation: "No chicken, duck, fish, or a plate of vegetables is enough." The rich man based his subjective wishes on it. It was understood that "It's okay without chicken or duck, it's okay without fish, a plate of green vegetables is enough." He signed happily. Unexpectedly, when we ate the first meal, the teacher yelled: "Why are there only vegetarian dishes and no meat dishes? Didn't we agree that 'no chicken, duck, no fish, but also meat; one plate of green vegetables is enough' "What?" This made the rich man dumbfounded, so he had no choice but to follow the contract.

5. Practice adding punctuation points to make them have different meanings.

①On rainy days, guests are welcome to stay here.

②Passers-by are not allowed to urinate here

③There is a girl in a certain family who is very ugly and has no pair of hair. Good feet

④I am so unlucky this year that I won’t have to file a lawsuit

6. Summary.

Punctuation must be appropriate. It is like a person's five crowns. It cannot be insignificant just because it is not a word. If the punctuation is wrong, the meaning will change.

Classroom Reflection

Before students start writing, they must be guided to recall the content of the oral communication class, how to write a letter to a complete stranger, and what should be written in the letter; then consider first What to write, what to write again, what to focus on, so that students can have a preliminary conception and arrangement of the content of the exercise. You can introduce yourself first, and then talk about your ideas and suggestions for carrying out the "Hand-in-Hand" activity. You can also write down your activity ideas and suggestions first, and then introduce yourself at the end. You can also write from other perspectives.