The sixth grade Chinese teaching plan "Monkey King in Huaguoshan"

As a teacher, it is inevitable to compile teaching plans, which are teaching blueprints and can effectively improve teaching efficiency. So what kind of teaching plan is good? The following is the lesson plan template of the sixth grade Chinese "Monkey King of Huaguoshan" compiled by me for your reference, hoping to help friends in need.

Teaching plan template of the sixth grade Chinese "Monkey King in Huaguoshan" 1 teaching objectives

1. By exchanging information, we can get a preliminary understanding of The Journey to the West's significance to China's culture and literature, and stimulate students' interest in reading classic works.

2. Through quick reading and circle communication such as sweeping and jumping, we have a preliminary impression of the Monkey King's image and stimulate the enthusiasm for exploring characters and plots.

3. By reading aloud and discussing, feel the function of environment and the advantages of neat and lively language, and stimulate the enthusiasm of exploring descriptive techniques and language charm.

Key points and difficulties:

1, feel the Monkey King's extraordinary performance and its role in the later book.

2. Understand the advantages of generalization and neatness of classical vernacular, and stimulate the exploration of the artistic characteristics of books.

Description:

This lesson focuses on quoting classics. Students have known Wukong since childhood and are generally interested in Wukong. Exploring his "birth contract" is very consistent with the age interest characteristics of preparing children. Teachers' attention to this can lead students to read famous works and conduct research-based learning.

The humorous and lively language of Journey to the West may become a difficult point for modern students to learn, but moderate defamiliarization can stimulate students' enthusiasm for inquiry and enrich the expressive force of modern spoken and written Chinese.

teaching process

Teaching link

Presupposition of teachers' activities

Student activity presupposition

Design intent

The Start of the New Course of Reading Guidance in The Journey to the West

1. Look at the unit title "Reading Masterpieces". Where do you think the name of the famous The Journey to the West is?

2. Please introduce the story of Journey to the West in turn (note that you may not know enough information) (1) Origin: Tang Priest (2) General writing process and author of the book (3) Theme and significance.

1. Students speak freely about their accumulation of Journey to the West since childhood.

2. Students choose their own points according to the information they consulted before class.

Stimulate the influence of classic cultural masterpieces accumulated by students since childhood in their own hearts, and let students get close to the original; The supplement of relevant materials can train the ability to deal with classified information and stimulate students' interest in inquiry.

The first time I browsed the catalogue, I felt the similarities and differences between books and words.

1. According to the students' evaluation of the Monkey King when introducing the theme, introduce the catalogue and think about the reasons why Journey to the West began to talk about the Monkey King.

2. Read the first half of the first cycle for the first time and see what is different from the text. Think about the difference between watching cartoons and listening to stories when I was a child, and talk about my new feelings of reading classical vernacular.

3. Actively encourage students to have real new experiences. In particular, the problem of deleting poems and later articles should be strongly encouraged and left to explore after class.

1. Browse the table of contents to understand the general pattern and significance of this book.

2. On the basis of previewing the text before class, compare the different feelings of books, original texts and video works, and especially talk about my new experience. If you have more questions, you have some new knowledge about the Monkey King, and so on. )

To arouse students' understanding of reading, we should have a sense of the overall situation, rough reading should be relaxed and casual, intensive reading should be explored, and initially feel that images and hearing can not replace the meaning of reading the original classics.

A probe into the plot caused by feeling the characters' images

1, read the text again and circle the sentences of the Monkey King's extraordinary performance.

2. Read and talk with your deskmate and communicate with you in many ways.

3. Arouse the character and environment to play a role in the plot of the book in time, thus inspiring students to think.

1. Circle sentences by scanning and jumping.

2, with the deskmate, and then communicate with the whole group (may be said to be brave, brave to try and practice, knowledgeable, leadership, etc. )

The focus of this lesson is to perceive the relationship between the characters in the novel and the plot environment through circle communication, to stimulate the emotion that "heroes are teenagers" and to guide students to explore the direction.

Thinking environment sets off the charm of perceptual language.

1. Why did the novel describe Guo Hua's "mountains", "rocks", "monkeys" and "water" with pen and ink?

2. Since other descriptions outside the Monkey King serve as a foil, can sections (2) and (3) be simplified to "Stone monkeys are walking and jumping in the mountains, as cold as other monkeys, having a good time and being happy"?

1, combined with the paragraph 1, talk about the role of "mountain water" (clearly explain the plot, indirectly set off the extraordinary the Monkey King)

2. Read (2) and (3) and feel the charm of writing "Monkey". Students can find characteristics in sentence patterns, quotations, phonology and so on.

Inspire students to explore the charm of writing style and language characteristics, further expand the books of inquiry learning, feel the unique charm of classical vernacular Chinese, and better communicate with modern Chinese.

Clear reading requirements and arrange inquiry tasks.

1, summing up, leads to the principle of "no pen and ink, no reading". Make 10~20 reading cards in the read-through book.

2. According to the questions raised today and the tips on page P 172, preliminarily determine the research group and direction.

1, turn to p 172 Journey to the West reading report, and specify the requirements.

2. Discuss in groups after class.

Stimulate reading enthusiasm and carry out the preliminary work of research-based learning.

Thinking guidance

This class can also compress the first two teaching links according to the students' level. After the students briefly introduced the genre and theme of The Journey to the West as a classical novel about ghosts and gods, we can cut into the question: How did the Monkey King, as a typical image of the trinity of "God, Monkey and Man", behave in the first novel? After students fully read, think and discuss, it will further trigger the role of "deified" environment, and feel the charm of language and the characteristics of ghost novels in the evaluation of "speaking" in reading.

Practice example

1, look up the dictionary, remember the sound, understand the meaning, and choose five words to form a paragraph.

Explode, hit, squat, scratch your head and cheeks, and the stone tablet is stubborn. Heaven is for men and women.

It's been a long time, picking flowers, looking for fruits and washing.

2. Imitate the sentence pattern in section (3) and describe the children's play in kindergarten in a few sentences.

3. Use "there is no armour in the mountains, and the cold doesn't know the year" and "birds have birds?" Are there any wild animals? "People don't believe, don't know what they can do" and other famous sayings organize a meaningful sentence and talk about the benefits of quoting proverbs.

4. Use the first and second cards to extract your favorite sentence fragments from Journey to the West 1~7 and explain the reasons.

5. Keep wonderful sentences and tell parents or classmates the birth of the Monkey King in a story-telling tone, and ask them to express their opinions.

The sixth grade Chinese "Huaguoshan holds the Monkey King" teaching plan template 2 learning objectives

1, get to know Journey to the West and its author Wu Cheng'en.

2. Understand the basic characteristics of antithetical sentences.

3. Appreciate the image of the Monkey King and understand the spiritual content contained in the Monkey King's personality.

Text prompt

1, Wu Cheng'en, novelist of Ming Dynasty.

2. Journey to the West takes the story of Tang Priest's Buddhist scriptures as the clue, takes the Monkey King as the protagonist, reflects social contradictions in the form of fantasy, and praises the Monkey King's indomitable spirit. It is a beautiful work in fairy tales.

Pronunciation and spelling

After a while, you can see the fleas in the right place.

????????????????????????? 12

Vocabulary accumulation

Golden light and flame, birds have bird language, animals have animal language, dragging men and women, stretching their heads and shrinking their necks, scratching their ears and gills, and arranging their teeth orderly, appreciate each other

Text analysis

The Monkey King, the hero of Journey to the West, has unparalleled intelligence and martial arts, as well as the personality and feelings of ordinary people in the world, as well as the lovable habits and appearance of monkeys. The Monkey King is an artistic image that combines the power of God, human temperament and the cleverness of monkeys. For the first time, Journey to the West made the image of the Monkey King, a god, a man and a monkey, leap from the page.

God: Immortal Stone, born in Ole Guo Hua, is gradually channeled by the aura of heaven and earth and the essence of the sun and the moon.

People: drag men and women, call them brothers and call them "kings", just like the present situation of human society.

Monkey: Walking and jumping, eating vegetation, drinking streams and springs, picking mountain flowers and looking for trees and fruits; Be friends with wolves, butch and roe deer, and be close to macaques; Spend the night under the cliff, in the cave at the top of the mountain.

The nature of the Monkey King's gods, human beings and monkeys makes the occurrence and development of the story of Journey to the West possible.

The waterfalls and fountains of Huaguoshan lead to water curtain cave, and the characteristics of water curtain cave can be decorated with a word "stone": the mythical environment of stone platform, stone bed, stone basin and stone bowl has created a specific atmosphere and conditions for the Monkey King's birth and life.

thinking training

1. The monkeys in Huaguoshan are both human beings and monkeys. Please find a sentence that reflects human nature and monkey nature from the text.

Monkey nature: jumping over the bridge, grabbing pots and bowls one by one, occupying the kitchen and bed, moving here and there, it is monkey nature, and it is not peaceful until you are exhausted.

Humanism: Monkeys are all called "Chitose Kings", that is, they bow up one by one, arrange their teeth one by one, and pray upward. )

Please find the opposite sentences from the text.

Linguistically speaking, there are many contradictory sentences in this article. For example:

There is no shade on all sides, and there is a garden on the left and right.

Spend the night under the cliff, in the cave at the top of the mountain.

Let him be stubborn under the pine forest and wash with green water.

Away from the foot of the mountain, straight to the waves of the sea.

There are traces of fire beside the stove, and the dregs can be seen case by case. )

3. What is the image of the Monkey King?

(the Monkey King has unparalleled intelligence and martial arts, but also has the personality and feelings of ordinary people in the world, as well as the lovable habits and looks of monkeys. The Monkey King is an artistic image that combines the power of God, human temperament and the cleverness of monkeys. The Monkey King, a god, a man and a monkey in the article are integrated. )

The teaching goal of the sixth grade Chinese "Monkey King of Huaguoshan" teaching plan template 3;

1. Through the exchange of information, get a preliminary understanding of The Journey to the West's significance to China's culture and literature, and stimulate students' interest in reading classic works and understanding fairy tales.

2. Through quick reading and circle communication such as sweeping and jumping, we have a preliminary impression of the Monkey King's image and stimulate the enthusiasm for exploring characters and plots.

3. Feel the role of the environment by reading aloud and discussing.

Key points and difficulties:

1. Why did the novel describe Guo Hua's "mountains", "rocks", "monkeys" and "water" with pen and ink?

2. Feel the outstanding performance of the Monkey King and its effect on the later book. Reference goal of writing training: imitate the sentence patterns in paragraphs 2 and 3, and describe the scene of students having fun in the first education class in a few sentences.

Teaching time:

One class hour

Preparation before class:

Learn about Journey to the West and Wu Cheng'en.

Teaching process:

First, import

1. Look at the unit title "Reading Masterpieces". Where do you think the name of the famous The Journey to the West is? The appearance of The Journey to the West opened up a new category of ghost novels, marked the peak of romanticism in lonely novels, and was also the representative work of romanticism in world literature.

2. Ask the students to introduce them in turn (pay attention to the information you may not know well and explain it in an orderly way)

★ Journey to the West Story Origin: Tang Priest

★ The general process and author of writing a book

★ Theme and significance

Second, immersed in the text, the overall perception

1, watching movies, the birth of the Monkey King. Look at the difference from the text, think about the difference between watching cartoons and listening to stories when I was a child, and talk about the feeling of reading classical vernacular for the first time. What kind of monkey is the Monkey King? Thinking: Why does Journey to the West begin with the birth of the Monkey King?

2. Read the first half of the text.

3. Contrast: What's the difference between watching a movie and watching the original?

Third, experience the text, taste the sentences and understand the text.

1, circle the Monkey King's extraordinary performance.

2. (Group discussion) Read and talk with your deskmate, summarize its characteristics and communicate with you.

Fourth, reflect on the text and excavate the connotation.

1. Why did the novel describe Guo Hua's "mountains", "rocks", "monkeys" and "water" with pen and ink?

2. Since other descriptions except the Monkey King play a foil role, can the second and third paragraphs be simplified as "The stone monkey is walking and jumping in the mountains, as cold as other monkeys, playing and having fun"?

Verb (abbreviation of verb) abstract

6. Homework (1, 2 optional, 3 and 4 required)

1, look up the dictionary, remember the sound, understand the meaning, and choose five words to form a paragraph. Boom, play, squat, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch, scratch.

2. Imitate the sentence patterns in the second and third paragraphs, and describe the students' happy time in a class in a few sentences. (100 words)

3. Make a 5~ 10 reading card on the basis of reading Journey to the West.