Teaching objectives:

1. Learn the text, understand the content, understand the story of Yulai's heroic struggle to cover up revolutionary cadres and Japanese aggressors, and learn Yulai's qualities of loving the motherland, courage and wit.

2. Practice reading at a faster speed according to the content of the text.

3. Tell the main content of each part and add a subtitle to each part.

Teaching emphases and difficulties

1. Practice reading the text faster and understanding the content of the text.

2. Understand the content of each part, and be able to say the main meaning of each part, and add subtitles to each part.

The teaching time is one class hour.

Teaching design

first kind

First, the teaching objectives

(1) Learn new words and understand their meanings.

(2) Practice reading the text at a faster speed and understand the content of the text.

Second, the focus and difficulty of teaching

Practice reading the text faster and understanding the content of the text.

Third, the teaching process

(1) reveals the subject.

(B) students read the text at a faster speed, and think about the following questions when reading:

1. What does this text describe? When and where did this story happen? What can be seen from the title of this article?

(It's about characters, and the protagonist is Yu Lai, a little hero. )

2. How many parts are there in this text? What are the heroic acts described in the rain?

In the process of reading the text, teachers can give students time. After reading, students can comment on their own reading speed to help them develop the habit of reading the text quickly. )

(3) Check students' preview.

1. Read the new words correctly.

Teachers should pay attention to guiding students to read the correct pronunciation. Correct students' incorrect pronunciation in time. For example, the word "Huan" in "The Return of the Native" is pronounced as hu2n, which is a polyphonic word, and h2i is not pronounced here. "Si" is not y$u, but y Y% u. Don't read the broom as s4o, ZH% u, and don't read the "whirlpool" as xu4n w%, but as xu2n w#. )

2. Guide students to understand the meaning of words.

Shanxi-Chahar-Hebei Border Region-the abbreviation of Jin and Jin provinces, and the abbreviation of Chahar and Chahar provinces. (1952 revoked and merged into Hebei and Shanxi respectively); Ji, the abbreviation of Hebei Province. During the War of Resistance against Japanese Aggression period, the anti-Japanese base areas established on the edge of the above three provinces were called the Shanxi-Chahar-Hebei Border Region. Reed Flour (x)- A reed flower like cotton. Fluttering leisurely-this article refers to the slow falling of reed catkins from the air. Riverside (Y2N)- Riverside. At least-minimum meaning. School-the old name of the school. Sweeping-this article refers to the Japanese army's attempt to destroy the soldiers and civilians in the anti-Japanese base areas by force. Pushing and shoving-describes rough shoving. Disaster-a catastrophe. Sheath (Qi4o)- This lesson refers to the scabbard of the knife. (li8) and (qi6)-describe the way you walk crooked and stand unsteadily. Aspiring is not old-whether you have ambition or not has nothing to do with how old you are. This lesson refers to small and ambitious people when it rains. Swirl (xu4n) Vortex (W #)-Spiral water vortex formed by water flow.

(4) Students read the text silently, think while reading, and then discuss:

Where was Yulai born? What does he like best about his hometown? Why?

2. How did Yulai go to night school? Where did you see that he was educated in patriotism? What does rain have to do with his heroic behavior?

The teacher guides the students to read the sentence "We come from China, and we love our motherland." And understand the meaning of the sentence. Let the students realize that Yu Lai's patriotic education at night school laid the ideological foundation for his heroic behavior. )

What did the rain see and hear that night? How was the rain caught by the devil?

(See: Dad is armed to the teeth. I heard: Dad asked Mom to relay the notice in the district. This is actually about the great influence of revolutionary families on Yulai's growth. Yulai was caught by the devil when he could not escape after covering the traffic police uncle Li. )

4. How did the Japanese treat the rain? Why did you shoot him?

The devil treats rain both hard and soft: cajole, seduce, threaten and beat. But the rain is firm and unyielding, and does not reveal secrets. The devil became angry from embarrassment and showed his true colors. He wants to shoot Yu Lai. )

5. What did the old people say when they heard several gunshots by the river? How are the children doing?

("It's a pity that ... died", "Aspiring to be old" and "..." all cried. " )

6. Why did Uncle Li Run go to the river?

Uncle Li thought it was raining and was killed by a monster in the river. )

7. Why do you say Yu Lai is a little hero?

Yucai will be 12 years old next year. He loves his motherland. Being coaxed, lured, threatened and beaten by the Japanese army, he bravely and tactfully covered the traffic police uncle Li. So, Yu is a little hero. )

(5) homework.

1. Read the text and review the words.

2. Find out the figurative sentences in the text and write them in the excerpts.

Second lesson

First, the teaching objectives

(1) Learn the text further, understand the relationship between paragraphs, understand the main meaning of each part and add subtitles to each part.

(2) Understand the functions of the three scenery descriptions in this paper.

(3) Through the description of the characters' "appearance" and "inner activities", understand the writing methods of expressing the characters' thoughts and feelings.

Second, the focus and difficulty of teaching

Understand the main meaning of each part of the text and add subtitles to each part.

Third, the teaching process

(1) Tell the main meaning of each part of the text.

(2) Try to add subtitles to every part of the text.

1. The teacher told the students that adding a subtitle is to summarize each part of the text in concise language after deeply understanding the content of each part.

2. Students discuss in groups.

The teacher went deep into the group and listened to the students' opinions. )

3. Teachers guide students to summarize the methods of adding subtitles.

(The first method: grasp the main content of the text and summarize: ① It rains for a master swimmer; ② Go to night school; ③ Uncle Gai Li; (4) Fighting the devil; (5) gunfire by the river; 6. The rain didn't die. The second method: citing the key words in the text: ① "Looking at mom and laughing"; ② "We are from China, and we love our motherland", ③ "Move the cylinder back to its original place"; (4) "I ... didn't see anything"; ⑤ "Aspiring is not in the old age"; 6 "The rain is not dead!" )

(3) Think about the problem, from part to whole, and understand the relationship between paragraphs in this text.

1. Students think while reading the text silently. This paper is divided into six parts. What is the internal relationship between them?

2. Students discuss while reading, and the teacher gives guidance.

(1) The first part is good at swimming in rain, which lays the foundation for the sixth part to write diving in rain. Echo from beginning to end.

(2) In the second part, Yu Lai studied at night school and received patriotic education, which was the ideological basis of Yu Lai's struggle with the Japanese in the fourth part.

(3) The third part is a story, the fourth part is a story about Yu Lai's struggle with the Japanese, and the sixth part is the ending of the story.

(4) The fifth part highlights the noble quality of the little hero from the side by writing the villagers' praise and nostalgia for Yu Lai.

(4) Learn the writing methods to express the characters' thoughts, feelings and moral qualities by describing their "appearance" and "inner activities".

1. Find the sentences that describe the rain from the text.

("... naked and tanned by the sun. ""... Yulai is naked, like a little loach ... ""Yulai shakes the water on her head like a duckling ... ")

2. Find out the sentences that describe the inner activities in the future.

("It's raining, and I think,' What are you digging? The devil looking for a knife is angry and wants to gouge out the child's eyes!' ")

3. Talk about the function of these descriptions.

(5) Learn the scenery description in the text.

1. Find three sentences describing the scenery from the text.

(At the beginning of the text: "There is a returning river in the northern part of the Shanxi-Chahar-Hebei border region, in which many reeds grow. There is a small village by the river. When the reed blooms, from a distance, the yellow-green reed seems to be covered with a thick layer of white snow. When the wind blows, the goose feather-like reeds fly leisurely, covering these dozens of small houses in the soft reeds. " The fifth part of the text: "The sun has set. The clouds in the blue sky are like pieces of red silk, reflected on the returning river, like cockscomb flowers. The reed flowers in the reed pond are blown by the wind and flutter on it. " The sixth part of the text: "When the river is quiet, the river whirls down. Worms are barking in the grass nest. " )

2. Tell me about the function of these scenery descriptions?

The scenery description at the beginning of the text describes the natural environment of Lu Hua Village, explains the location where the story takes place, and paves the way for the development of the story. The scenery description in the fifth part is magnificent and touching, which adds the solemn atmosphere at this time and highlights the heroic image of Yu Lai. The sixth part describes the scenery. When the villagers learned that the rain was coming to "sacrifice" and went to look for his body, there was a scene description, which set off the heavy and solemn atmosphere on the riverbank and reflected the villagers' grief and indignation. When the villagers found that "the rain didn't die", they showed surprise and played a comparative role in describing the scenery here. )

(6) homework.

1. Extract the sentences described in this article.

2. Summarize the central idea of this article.