Teaching Design of The Birth of the Monkey King

As an educator who gives lessons to others, we always have to write a teaching design, which is conducive to our scientific and reasonable control of classroom time. How should we write instructional design? The following is a model essay on the teaching design of the fifth grade Chinese "The Monkey King is Born". Welcome to reading. I hope you will like it.

The teaching design model essay 1 is the teaching goal of the fifth grade Chinese "The Monkey King is Born";

Knowledge and skills

1. I'm confirming to read eight new words I want to know.

2. Be able to read the text fluently and emotionally.

3. Feel the characteristics of ancient vernacular Chinese, experience the beauty of language of The Journey to the West, one of China's classical Four Great Classical Novels, and the rich imagination of ancient working people.

Process and method

With the help of intensive reading, skimming, silent reading, browsing and other learning methods, combined with related sentences, we can understand the personality characteristics of stone monkeys.

Emotions, attitudes and values

1. Experience the personality traits of the stone monkey "brave and tenacious, selfless and fearless".

2. Appreciate the charm of classics and stimulate students' interest in reading.

Teaching focus:

Understand the experience of the stone monkey from birth and feel its image; Read the language to stimulate interest in classical literature.

Teaching difficulties:

The text is ancient vernacular, and some words are different from modern languages. So it is difficult to understand the meaning of these words, read the relevant sentences and then understand the text.

Teaching preparation:

Teacher preparation

Multimedia courseware.

Student preparation

Look up the dictionary, look up the materials, learn the text by yourself, understand the difficult words and make comments, and mark the words that you really don't understand.

Teaching time:

One class hour

Teaching process:

A wonderful introduction, revealing the theme

1. Play the opening song of Journey to the West. Students listen and sing along.

2. Teacher: Is this song the opening song of that cartoon? (Student: Journey to the West) Who do you like best in Journey to the West? Can you say something about the Monkey King in your mind in a few simple words?

3. Transition: We all like the Monkey King, so where did the Monkey King come from and how did it become the Monkey King? Now, let's open the first page of this famous book and learn a short story-the birth of the Monkey King (writing on the blackboard to guide the writing of the word "monkey") for the first time. Look at the topic together.

Second, read the text for the first time and feel it as a whole.

1. Please look at the big screen. (Show the question) Who can understand? (Read by name)

Where did the stone monkey come from?

How did he become the Monkey King?

2. With these two questions, we scan the text quickly and mark the key points. (Students read the text)

Have you read all of them? Ok, let's look at the first question: Where did the stone monkey come from? Who can use the words in the article to tell everyone? (Students answer, look at the first paragraph)

4. Yes, to put it simply, this stone monkey jumped out of the stone. So, how did he become the Monkey King? Who can say it briefly in their own words? (biology)

5. The stone monkey dared to jump into water curtain cave first, but came out safely and became king. So, after reading this, what impression did this stone monkey leave on you? (biology)

6. Teacher's summary and transition: a stone monkey jumped out; Jump, jump out of a the Monkey King. The image of the Monkey King has always been vividly in our minds. So, what language did Mr Wu Cheng'en write to him? Next, let's walk into the text and feel it.

Third, read the language carefully, deeply understand the image of the Monkey King, and feel the classic charm.

(1) Read carefully the sentence describing "the stone monkey was born and lived in the mountains" and feel the characteristics of the stone monkey: carefree, carefree, naughty and lovely.

Teacher: A stone monkey jumped out, and a the Monkey King jumped out. How did Wu Cheng'en write it? Where is the charm of classics? In this lesson, the teacher will lead everyone into the text and appreciate the mystery. Please read the first and second paragraphs freely.

(Students can read freely)

1. Question: Which sentence do you think is particularly vivid in writing The Stone Monkey?

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Health: picking mountain flowers and looking for fruit. ...

Teacher: If you feel the same way, please raise your hand and read together.

Show it: monkeys jump in the mountains, eat vegetation, drink spring water, pick mountain flowers, find trees and fruits, keep company with wolves and insects, tigers and leopards as groups, roes as friends and apes as relatives; Spend the night under the cliff, in the cave at the top of the mountain. It is true that there are no children in the mountains, and the cold comes and the summer goes.

(1) What kind of picture did you see after reading these sentences?

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Health: I saw the stone monkey alive and kicking.

Health: Picking fruits.

Health: Go left, go right. ...

(2) What do you feel from this picture?

(Answer) Feel the happiness and freedom of the stone monkey and play with its skin. (blackboard writing: playing with cute skin)

2. Teacher: After reading this passage, all the happy and free stone monkey students realized it. So, how did Wu Cheng'en write the freedom and happiness of the stone monkey on paper? Let's focus on this article and see what's the secret of the language used by the author in this article. (Students can read freely)

3. Communication, teachers and students read the language rules in this sentence with the same taste.

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Teacher: What characteristics do you find in the author's writing style?

Student: The rhetorical device of parallelism is used.

Teacher: Which sentences use the rhetoric of parallelism? Can you read it to everyone?

(Original reading)

Teacher: Look, there are many secrets in writing words and sentences about stone monkeys.

(Show: Eat vegetation, drink spring water, pick mountain flowers and find trees and fruits)

Teacher: This kind of sentence is a parallelism sentence. What characteristics do you find in parallelism?

Health: Every sentence has the same number of words.

Teacher: What about the content of each short sentence? To put it simply, these four sentences are to write a word "food", and the contents are related. See if the sentence structure is the same. They are all the objects of a verb followed by an action. )

Teacher: Look at this set of parallelism sentences again. Do they have the same characteristics?

Show the sentence: "Keep company with wolves and insects, tigers and leopards as a group, roe deer as friends, apes as relatives", and guide the students to analyze by themselves. )

Teacher: Read these two sets of parallelism sentences by yourself, and realize with your heart when you read them: What are the characteristics of sentences using parallelism rhetoric?

(Original reading)

Teacher: What did you find?

Health: It reads very rhythmically.

Health: It reads smoothly.

Teacher: Yes, this is the characteristic of parallelism. Parallelism is used properly, and the rhythm is clear and catchy. In addition, reading this sentence makes the stone monkeys in our minds seem to jump. Can you show the image of the stone monkey to everyone with your own reading?

(Guide students to read these two sets of parallelism sentences)

Teacher: Keep reading, it's more interesting. What did you find?

(Show: spend the night under the cliff, facing the peak hole)

(Original reading)

Teacher: Everyone has read ancient poems, and the teacher tests everyone's "matching" ability. Night pairing-

Student: Chao

Teacher: Go to the right-

Health: swimming ...

Teacher: What does this remind you of what we have learned? By the way, this sentence is antithetical. What does the author use this sentence to explain the life of the stone monkey? Who will read these two sentences?

(Original reading)

Teacher: The author explained the situation of "food, shelter and intercourse" in the life of stone monkeys. Let's see what the last two sentences of the author have to do with the previous content. (abstract)

Teacher: Let's talk about some specific situations in the life of the stone monkey first, and then make a general summary, so that we can not only have specific details, but also have an overall impression of the life of the stone monkey in our minds. You see, isn't Wu Cheng'en very clever in writing? Sometimes we can learn from this writing when writing characters or scenes.

4. Read aloud in cooperation and read the rhythm and rhyme of sentences.

Teacher: Who can read this article together?

(Original reading)

Teacher: I read very well. Let's read together and I'll read the front.

(Students continue reading)

5. Next to the sentence, make a reading comment.

Teacher: What kind of stone monkey are you reading here? Write a note here.

(writing comments)

Teacher: Write it yourself. Let me know.

Teacher: The teacher also wrote, (writing on the blackboard: fearless). It is this language that makes us read a carefree, carefree stone monkey. Language and content are highly integrated, which is a classic.

(2) Read the sentence that describes "the stone monkey is king"

1. (Show reading tips: How did the stone monkey written in the text become the Monkey King? Read paragraphs 3-5 in the way we just learned, paying special attention to the sentences describing the characters' language and actions. Put a note next to the statement you think is excellent. (Students teach themselves)

2. deskmate cooperation and exchange, teacher patrol guidance.

3. The whole class exchanges and compares reading.

Teacher: I think all the students have gained something. Who wants to communicate with you?

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Health: "I suddenly saw a stone monkey jump out of the crowd", and I wrote the action of the stone monkey very vividly with the word "jump".

Teacher: Who painted this paragraph, too? Let's read together.

Teacher: I suggest you watch Monkey Talk. Who will read it again?

Health: "I'll go in, I'll go in!" " "

Teacher: What can you see?

Health: Very confident.

Teacher: Change it to "I'll go in."

Health: I feel forced by others.

Health: Hesitant.

Health: I was forced in.

Teacher: Read the sentences in the text again.

(Original reading)

Teacher: No wonder a master said: First-class works and second-rate works are often only a few words apart.

Teacher: Where else? Read it again.

Health: "nature, nature"

Teacher: What do you mean?

Health: luck.

Teacher: You don't have to be angry with God. How can you understand it?

(All students read together)

Teacher: Where else?

Health: No water, no water.

Teacher: It is suggested to add action.

(Students plus action reading)

(Life plus action, read together)

4. Read and write comments in combination with "The Stone Monkey Becomes King".

Teacher: What kind of stone monkeys have you read here? Write the comments on the side.

Health: Be brave in self-recommendation.

Health: Bold.

Health: Be brave and think of everyone.

Teacher: The teacher also wrote that (writing on the blackboard: miraculously outstanding) we all have our own image of the Monkey King in our hearts, not just a monkey, but more like a human being. Walking into the Journey to the West, you will think that he is a god. You don't need a reason to like this the Monkey King. This is the classic charm.

Fourth, retell the text and feel the writing style.

1. Tell me in my own words how the Monkey King became the "Monkey King".

2. What's the difference between the narrative in the comparative text and ours? Feel the simplicity and generalization of ancient vernacular Chinese. The language we use now is simple and easy to understand.

Fifth, homework, encourage reading classics.

1. Read the text with emotion and tell others the story of the Monkey King's birth.

2. Through the study of this unit, students are exposed to four great classical novels. Interested students can look at Romance of the Three Kingdoms, Water Margin, The Journey to the West and other classic works. I hope students have a good reading habit, take notes while reading, and also write down their feelings after reading in their diaries.

The fifth grade Chinese "The Birth of the Monkey King" teaching design model essay 2 learning objectives;

1. Feel the linguistic features of classical literature, experience the linguistic beauty of The Journey to the West, one of the classical Four Great Classical Novels in China, and the rich imagination of the ancient working people.

2. Understand the content of the text and experience the brave, tenacious, selfless and fearless personality of the "stone monkey".

3. Learn new words and read the text fluently and emotionally.

Teaching focus:

Clear up the ins and outs of things, and experience the Monkey King's brave, tenacious, selfless and fearless qualities.

Teaching process:

First, reveal the topic.

In ancient Buddhism in China, the world was divided into four continents. They are Dongsheng Shenzhou, Xiniu Hezhou, Nanshan Buzhou and North Ju Luzhou. Dongsheng Shenzhou has a land called Ole Kingdom. This country is close to the sea, and there is a mountain in the sea called Guo Huashan. When it comes to Huaguoshan, who will we think of? _ _ _ _ the Monkey King, the monkey king of water curtain cave in Huaguoshan, today we will learn that the Monkey King was born, and also learn about Wukong's legendary experience from birth to becoming the Monkey King. The Monkey King on the blackboard was born. In order to learn the text better, let's get to know the author Wu Cheng'en first.

Second, reading the text for the first time

Some sentences in this text are difficult to understand. Please read after the teacher.

Next, please read the text aloud with questions. What is the main point of this text? It can be divided into several parts. What is written in each part? Please help the teacher finish the blackboard writing. Content paragraph of blackboard writing

(This article mainly tells the legendary experience that the Monkey King changed from a stone monkey to a monkey king. According to the order of things, the text can be divided into three parts. The first part tells the birth and life of the stone monkey. The second part tells the story of the stone monkey and the group of monkeys looking for the source of the mountain stream and coming to the waterfall. The stone monkey jumped into the waterfall first and found water curtain cave. The third part is about monkeys entering water curtain cave to worship stone monkeys as kings. )

Third, remove the obstacles of writing.

Teacher: After knowing the general content of the text, let the teacher check the students' mastery of new words. The teacher asked a classmate to read.

Fourth, reread the text and deepen your understanding.

After removing the dyslexia, let's read the first paragraph of the text quickly and think about where the stone monkey came from. Draw the relevant statements. On the top of that mountain, there is a fairy stone, which is three feet six feet five inches high and two feet four feet round. There are no trees to shade all around, and there are orchids around. Since Gai's opening up, every naive performance has made him feel beautiful and bright for a long time, so he is well informed. Fairy cells are bred in it and burst in one day, producing a stone egg the size of a ball. Have it both ways, turned into a stone monkey. Simply put, this stone monkey jumped out of a stone. Knowing the birth of the stone monkey, what word do you want to use to describe it? )-Magic

Yes, this natural passage is full of magical colors. Free reading. Think about where else you can feel this magical color.

Preset: "Monkeys can walk and jump in the mountains, eat vegetation, drink spring water from streams, pick mountain flowers and find trees and fruits;" Keep company with wolves and insects, tigers and leopards as a group, roe as a friend and apes as relatives; Stay under the cliff at night, in the cave at the top of the mountain. "

Teacher: After reading this sentence, you seem to see what the stone monkey is doing.

Health 1:. Health 2: He is picking fruit in the mountains. Health 3: He is playing in the mountains. Health 4: He is alive and kicking in the mountains, walking around. Pick a mountain flower and drink some spring water.

Teacher: (You are very imaginative. This passage describes the smart, brave and free life of the little monkey. ) So what rhetorical method did the teacher use to test everyone?

Teacher: Yes, in this sentence, the author wrote the life of a stone monkey in the mountain with a few strokes in parallel and concise language. Please read this sentence again and feel the function of parallelism.

3. Next, let's watch the video together to further appreciate the magic of the birth of the stone monkey.

4. After knowing the life experience of the stone monkey, let's take a look at how the stone monkey became the Monkey King step by step. Now I ask the students to read the second paragraph of the text in roles. (White Stone Monkey (I go in, I go in) Monkey)

(Interviewing students who read stone monkeys) Why do you read like this? What qualities do you feel from the language of stone monkeys? (Be brave, volunteer, don't let go)

Teacher: So how did the stone monkey get into water curtain cave? Please find out the sentence that the stone monkey entered water curtain cave.

5. Show the sentence "He squatted with his eyes, plunged vertically into the waterfall spring, suddenly opened his eyes and looked up, but there was no water and no waves, and the bridge was clear." Ask the students to find out the characters of the stone monkey's movements and appreciate their writing characteristics.

1 (squat, squat, jump, open, lift, look)-Your eyes are really sharp.

2. What qualities (courage and extraordinary skills) do you appreciate from these movements?

3. Yes, this sentence is described by action, language, manner, etc., and the characters are vividly portrayed. Combine the characteristics of people with those of monkeys.

6. Know how the stone monkeys entered water curtain cave, and how to make the monkeys fulfill their promises? Please find the key sentences.

"The stone monkey sat on it and said," The ranks,' people don't believe it, I don't know what they can do. You just said that if you have the ability to get in and out, you will worship him as king without hurting your health. Now I came in and went out, I went out and came in, I found this cave and slept with you, and each of us enjoyed the happiness of getting married. Why not worship me as king? "

Imagine the expression of a stone monkey reading aloud with emotion while talking. Tell me what kind of stone monkey do you feel now? (Aggressive, confident and conscientious)

7. After learning this text, I understand the process of the Monkey King changing from a stone monkey to a monkey king. What impression did the Monkey King leave on you? Talk about your impression of the Monkey King. Brave and tenacious, selfless and fearless, stubborn and lively, etc. Interested students can look at the original Journey to the West.

Verb (abbreviation for verb) assigns homework.

1. Choose a natural paragraph and retell the text in your own words. What's the difference between the narration of the text and ours? I feel that the language of the text is concise and general, and the language we are using now is simple and easy to understand.

Choose what to do:

2. Read the following two clips several times, draw words describing actions with your favorite symbols, realize the benefits of this writing, and then write a clip of students' labor or activities.

(1) He squatted down with his eyes closed and jumped into the waterfall spring. Suddenly, he opened his eyes and looked up. There was no water, no waves, and it was a clear bridge.

(2) Those monkeys were bold and jumped in; Timid, one by one, scratching their heads, yelling for a while, pestering for a while; They all went in. Jumping over the bridge, grabbing pots and bowls one by one, occupying the kitchen for beds, moving around has the stubbornness of monkeys, there is no so-called peaceful time, only moving around is exhausted.

Blackboard design:

The Monkey King was born.

Content paragraph12,34: Born-Into the Cave-Become a King

The fifth grade Chinese "the Monkey King was born" teaching design model essay 3 teaching objectives

1 Know 8 new words. Read and remember the words "well-informed, bursting, summer vacation, regular script, nature, possessions, stubbornness, bright and clear, in heaven, heaven is perfect, stretch your head and shrink your neck, scratch your head".

2. Use intensive reading, skip reading, silent reading, browsing and other learning methods to read the language, feel the image of the stone monkey, and experience the personality characteristics of the stone monkey.

3. Appreciate the charm of classics and stimulate students' interest in reading.

Teaching focus

Understand the experience of the stone monkey from birth to becoming a king and feel its image; Taste language and stimulate interest in classical literature.

Teaching difficulties

The text is ancient vernacular, and some words are different from modern languages. So it is difficult to understand the meaning of these words, read the relevant sentences and then understand the text.

Teaching preparation

1. Multimedia courseware.

2. Students' preparation: Look up dictionaries and materials to teach yourself the text, understand difficult words and make notes, and mark words that you don't understand.

Teaching time

One class hour

teaching process

Pre-class interaction:

Play the theme song "Monkey Brother" of Journey to the West cartoon.

Teacher: Who is this? He is one of the protagonists in the four classic novels The Journey to the West. Do you like him?

Teacher: Say the Monkey King in one or two sentences.

Yes, his magical, witty and brave image has entered thousands of households. Today, we learn the text about him. the Monkey King was born. Let's read the topic together.

First check the preview and pay attention to the tips.

Teacher: Yesterday, all the students previewed the text. How do you preview?

Premise 1: Circle the new words and read the text well.

Teacher: You are a careful child. Can you read these words? Please bring your classmates to read together.

Premise 2: read the text with notes.

Teacher: You are really a child who can read. Let's read the notes together.

Default 3: Preview according to the prompt.

Teacher: What a clever boy. Did you find the problem? (Show prompt)

Clarify two questions.

Second, read the text at the beginning to understand the origin.

Teacher: Please read the text silently and find out the answers to these two questions.

Communication:

1. Let's talk. Where did the stone monkey come from? Who can say it in the article?

Teacher: Simply put, it jumped out of a stone. Knowing the birth of the stone monkey, what do you think? ...

2. How did it become the Monkey King? Tell me in your own words.

Looking for water and a place to live, in short, I became the Monkey King myself. )

(Jump in and come out again. )

After reading this, what impression did the stone monkey leave you at this time?

We can also divide the text into two parts according to these two questions. (blackboard writing: born king)

Third, learn the first paragraph and experience the sentence patterns.

Teacher: A stone monkey jumped out, and a the Monkey King jumped out. How did Wu Cheng'en write it?

1, please read the first paragraph freely. Draw a sentence about the stone monkey.

2. Communication: Which sentence is about the stone monkey?

Teacher: What do you seem to see after reading this sentence? What kind of stone monkey? )

3. Instruct reading: Read alone. (Happy, free, lively, naughty, lovely and carefree)

4. Teacher: Pay attention to language. What secrets have you discovered from the perspective of how to write? (rhetorical devices such as parallelism and antithesis are used. )

You have a pair of discerning eyes, and you found the parallelism sentences more than 300 years ago. (read alone)

5, read again, there are still many secrets in writing the words and sentences of the stone monkey.

(There are three words, the first word is a verb) Please read it again. How do you feel?

You are reading a book. How do you feel? You read it, too. How do you feel?

(Jump, rhythm, jump)

6. Teacher: Keep reading. What's new?

(four-word parallelism. )

Teacher: Are they randomly arranged?

(Health: Animals come first, and the relationship between people comes last. )

7. Teacher: Reading is more interesting. What did you find?

(display: spend the night under the stone cliff, facing the peak hole. ) antithetical sentences, also called antithetical sentences, are opposites. Read poetry.

8. Teacher: Who can read together?

I have to jump. After reading three words, take a deep breath, so that you can read better.

9. What kind of stone monkey did you read here? Please write it next to the first paragraph.

Fourth, learn the second to fourth paragraphs and experience the language of the Monkey King.

1, Teacher: In the process of the stone monkey becoming king, we felt a different the Monkey King. Draw a sentence that reflects the image of the Monkey King, read it, taste it, and write down your feelings and experiences beside the sentence.

2. Communication:

(1) called for three times, but suddenly a stone monkey jumped out of the crowd and shouted, "I'm in! I'll go in! "

Teacher: I suggest you watch Monkey Talk. Who will read it again?

Teacher: Boys study.

(2) Teacher: What can you feel?

(very confident. It seems that I can do anything. If I go in, I can come out. I will be a monkey king. )

(3) How did you learn this from the monkey's language? Students should be guided and instructed from the perspective of "how to write". Simple repetition, conciseness, exclamation point)

(4) Comparative experience. Teacher: Change it to "I'll go in, I'll go in."

How's it going? How do you feel?

3. Browse quickly, find sentences with the same sentence pattern, draw a picture and read it.

(1) In heaven, stone monkey, quickly pull himself out and go outside. He squatted down with his eyes closed, jumped out of the water and said, "Good luck! What luck! "

Teacher: What do you mean by great luck? (health: luck. )

Teacher: You don't have to be angry with God. How can you understand it?

(2) The stone monkey said, "There is no water! No water! It turned out to be an iron bridge. On the other side of the bridge is home in heaven. "

Look alone.

(3) The stone monkey squatted with his eyes closed, jumped in and shouted, "Come with me! Come in! "

I suggest reading it with action.

4. Teacher: What kind of the Monkey King did you read from this part?

(Bold, brave, positive and confident)

Write your comments in the article.

5. Summary: In reading, we found that language description is indeed an important way to shape characters. Let's review the text we have learned before. Is there such a wonderful language description and dialogue description? Let's feel the feelings again.

Examples: Song Wu (fearless) in Jingyanggang, Zhuge Liang (thoughtful and ingenious) in Grass Boat Borrowing Arrows, and Lin Xiangru (witty and brave) in General Peace. You see, a wonderful dialogue description can make people feel the vivid image of the characters immediately. If we can also pay attention to language description when writing a composition, it will definitely make our article more vivid and exciting.

Verb (abbreviation of verb) summarizes this lesson and encourages reading Journey to the West.

Teacher: Through the study of this class, we all have our own image of the Monkey King. It is not only a monkey, but also a confident and brave person. When you walk into the Journey to the West, you will feel that he is a magical god. You don't need a reason to like this the Monkey King. This is the classic charm. Please be sure to read Journey to the West again. At the same time, pearls of language can be seen everywhere.

Sixth, unit summary, read through the classics.

Teacher: Through the study of this group of texts, we have learned about The Journey to the West's Water Margin, Romance of the Three Kingdoms and Historical Records, a famous historical novel in China's four classical novels. China's classic works are vast. Besides these four novels, there are four classic novels: Dream of Red Mansions, Scholars and Strange Tales from a Lonely Studio. In these masterpieces, there are many vivid characters and fascinating stories, waiting for us to get close and savor! Let's start the journey of masterpieces at once and stay with the classics for life!

Seven. homework

1, choose the wonderful sentences you like to read, recite them, or extract them.

2. Read the text in different roles, or perform the textbook drama The Birth of the Monkey King.

3. Use the methods learned in this lesson to read the famous books of Journey to the West, such as Water Margin and Romance of the Three Kingdoms, and exchange reading feelings with classmates. (optional)