First, the teaching objectives:
1. Read the text correctly and fluently.
2. Learn 9 new words in this lesson, and the new words 10 in the two green lines only know that they can't write. Learn words made up of new words.
3. Initial perception of what happened in the article.
Second, the teaching focus:
Can learn new words, master the requirements of writing pen words, and write new words well.
Third, the teaching difficulties:
Guide students to read the text smoothly and correctly, and initially perceive the main content of the text.
Fourth, teaching preparation:
Prepare words on the blackboard.
Verb (abbreviation of verb) teaching process;
First, the introduction of conversation, revealing topics
1. Students are free to talk about what they know about Nezha.
2. Title on the blackboard: What made the sea?
3. Do you have any questions after reading the topic?
Second, reading the text for the first time
1, students practice reading the text freely and read the text correctly with pinyin.
2. On the basis of students' free reading, read the text in the natural paragraph by name, and other students will listen and evaluate it. Teachers will guide students to accurately pronounce new words and read long sentences. Remind students to pay attention to pronunciation. .
3. When reading the text for the first time, guide students to understand some words by looking up the dictionary or contacting the context, and circle the words that are difficult to understand; You can discuss with each other at the same table or ask the teacher for advice.
4. Read the full text and have a general understanding of the text.
(1) Show the pictures of the characters in the text, guide students to know the characters in the text and the weapons they use according to the content of the text and the accumulation of extracurricular reading, and help students establish their own characters.
(2) Just now, everyone asked: Why did Nezha make trouble with the sea? How did he make trouble in the sea? What was the result? Let's understand these problems by reading.
5. Read the text quickly and draw the answers to the above three questions.
(1) Why did Nezha build a sea?
Father and son of the Dragon King in the East China Sea: Dominating one side and making waves.
Man: I dare not go fishing in the sea.
Nezha: It will make people breathe a sigh of relief.
(2) How did Nezha make waves? The student replied:
Kill the hag with a magic weapon and wrap the third prince.
(3) What was the result? Never dare to run amok again and live a quiet life.
6. Communicate the above questions, play the tape and induce the students to prepare to read aloud.
Third, guide writing.
1, students read new words, pay attention to remember fonts.
2, remind the main points of writing, the teacher writes.
Weighing: the first stroke on the left is flat, and the first stroke on the right is oblique.
Crystal: upper part; The sun should be slightly flat, slightly smaller on the left and slightly larger on the right in the next two days.
Mixing; Bottom right: Bi's stroke order is horizontal, vertical, left and vertical hook.
3. Students practice writing in exercise books.
10. What a big sea!
Reason: The East China Sea Dragon King and his son dominate one side, and people dare not go fishing in the sea.
What happened: I killed the hag with a magic weapon and wrapped up the third prince.
Results: I never dared to run amok again and lived a quiet life.
Second lesson
First, the teaching objectives:
1. Read the text correctly and fluently. Can vividly tell the story of "what made the sea".
2. Learn 9 new words in this lesson, and the new words 10 in the two green lines only know that they can't write. Understand the words made up of new words.
With specific language materials, I can understand Nezha's spirit of being considerate of the people, not afraid of violence, and daring to crack down on evil.
Second, the teaching focus:
Use specific language materials to guide students to experience Nezha's spirit of being considerate of the people, not afraid of violence and daring to crack down on evil.
Third, the teaching difficulties:
Read the text correctly, fluently and emotionally, and tell the story of "What made the sea" vividly.
Fourth, teaching preparation:
Courseware, pictures.
Verb (abbreviation of verb) teaching process;
First, expose and question
1. Today, we will continue to learn "What makes the ocean". Do you like Nezha?
2. Then reach out your little hand and join the teacher? Is there any trouble? These four words are written on the blackboard?
It says on the blackboard: What a nuisance!
Let's meet some old friends.
Show me the word: run amok and make waves for the dominant party.
Then set off a huge wave and jump smartly.
Teacher: Do you know each other? Don't worry, read it to yourself first, then to your deskmate, and then to yourself.
Raise your hand confidently and read it to everyone.
(uncommon words. )
Teacher: What did you hear? Who appreciates your sincere advice? If you make progress, you should praise it. (Applause) Only by appreciating others can you be appreciated by others. )
4. Teacher: Last class, the children asked Nezha why he made a scene in the East China Sea. How did he create the sea? What was the result? A few questions, then let's ask the silent teacher together. Turn the book to this lesson, take your book, stand up straight and read as much as you like. Pay attention to your happiness.
Read aloud. Students read the text.
Second, around? Trouble? Read the article word for word and read it independently.
(1) Why? Trouble?
1. Why did Nezha build the sea?
2. Name exchange:
Because the East China Sea Dragon King and his son dominate one side and often make waves, people dare not go fishing in the sea. So Nezha is determined to cure them and give the people a sigh of relief.
I really found that from your answer, the teacher also heard two good words, one is? The dominant party? (multimedia presentation: watch it all at once), and the other one is? Make waves? Multimedia demonstration: read together.
4. How to understand it? The dominant party? This word?
Yes, the Dragon King and his son are overbearing, arrogant and unreasonable. They often bully and oppress the people. They are simply the overlord of a place, so we say yes? The dominant party? (Qi said)
6. reading? Make waves? What kind of picture does this word seem to see in front of your eyes?
The dragon king has the power to call the wind and rain. When a man goes fishing at the seaside, he will have a strong wind and heavy rain.
Heavy rain, sometimes a wave will drown people.
7. It is precisely because the Dragon King often? Make waves? So we say the dragon king and his son? The dominant party?
Blackboard writing: dominating one party
make trouble
8. Think about what people by the sea make a living. (fishing)
9. But now the East China Sea Dragon King and his son have been making waves for three days. Can people by the sea still fish?
10, if you can't catch fish, you will die. If you are from the seaside, do you want to teach the Dragon King a lesson?
Father-son meal
1 1 But the Dragon King is so powerful that we dare not go, so we can only keep this tone to ourselves.
Look at that. Just when people were in pain and anxiety, who came? (Nezha)
12, Nezha has made up his mind (telling the students: cure them and give the people a breath)
Cure a disease.
13, who wants to read the first paragraph completely? Read by name. Those who raise their hands stand up. East China Sea Dragon King
Father and son, Qi
14 Look, Nezha is making trouble!
(2) How to make trouble at sea
1. How did Little Nezha make trouble in the sea? Let the children read the second to fourth paragraphs freely, think while reading and circle some key words. We should keep pen and ink still and not read.
1, group exchange, discussion: How many times did Little Nezha make trouble? How many times?
2, classroom communication: blackboard writing: make a scene in the Crystal Palace.
Killed a witch
Defeat the three princes
Yinnao crystal palace
1, why does Nezha always make trouble? Let's read the second paragraph first. Look at how Nezha Jr. made a scene at the Crystal Palace. Read it together.
2. How did Nezha get into trouble in the first place? Who can say it in their own words?
Jump into the sea, take off the mixed silk, put it into the water, set off huge waves and connect the crystal of the East China Sea Dragon King.
The palace is shaking. )
3. What do you think of the divine power of Huntianling? how do you know
Reason one: with a flick, it will set off huge waves.
(1) From your answer, the teacher heard a good word, right? Huge waves?
? Huge waves? Add some.
(2) reading? Huge waves? What kind of picture does this word seem to see in front of your eyes?
(3) Show the picture: You see, the rolling waves and huge waves on the picture seem to be connected to the sky.
It's called. Huge waves? .
The second reason: mixing Tencel not only set off huge waves, but also shook the Crystal Palace of the Dragon King in the East China Sea.
(4)? Shake it? What is it like? (Students sit in their seats and perform)
⑤ The Dragon King was startled. Guess what he saw?
The crystal palace shook badly; The place where fruit and wine glasses are placed is inclined; Shrimp soldiers and crabs will run around.
Maybe even hit the dragon king)
(6) All the scenes you described were seen by the Dragon King. What else did he hear?
A very real feeling.
(7) The power of mixing Tencel is really great. Who can read this sentence well? Read by name, all at once.
(8) What did the Dragon King look like at this time?
(startled, I quickly sent a sea patrol hag to check it out. ) Let's read the performance of the Dragon King again.
(3) make trouble and kill the hag.
Transition: Nezha came prepared and brought two magic weapons to make trouble in the sea. Come up and see the hag, (show the night map)
1. What kind of person do you think Yaksha is? (Not only ugly, but also heartless)
Read the second paragraph of the text. Which book did you read?
When I first emerged from the water, I saw a doll taking a bath and chopping with an axe.
Think again: what were you thinking when the hag emerged from the bottom of the water? It is a doll. I can chop him to death with an axe. It turned out to be a little boy, so I cut him down first. ) hag also
this is a
In the face of a little doll, the hag has no pity at all, so he raises his axe and cuts it. How cruel and overbearing this is. It seems that the Dragon King really dominates one side (Xiuzi). Who will read this sentence? Read by name, all at once.
4. What was the result? (Killed by Nezha)
Yes, Nezha killed the hag with his cleverness. Read the text silently and see from which words you can read Nezha's cleverness and circle it.
6. Name exchange:
①? A flash? It shows quick response, agility and cleverness. What other word can you find?
Can I give it? Immediately? Change words with similar meanings, and then what? It means immediately, which means that Nezha is very quick. Who can show Nezha's cleverness by reading aloud?
③ Instruct reading aloud. Students, please read by name.
7. Is it easy for Nezha to play hag? What words did you read?
8. Name exchange:
(1) from? Excuse me. It can be seen that he killed the hag without much effort.
Please read this feeling. I heard about the magic of Gankun Circle. )
2 from? Throw? As can be seen from the speech, Nezha didn't exert himself at all. He gently threw out the dry circle and put away the night.
Killed.
(3) Please don't read by yourself. (Read by name)
9, is to use magic weapons to make Kun circle, so you don't have to go through dozens or hundreds of rounds of fighting.
Give the witch a uniform. Let's feel the power of Gankun Circle again. Don't underestimate this small circle of dry Kun and gas.
10, let's feel the wonderful scene of Nezha killing hag. Read the second paragraph together.
Three difficulties and great defeat, three princes
(1) The hag is dead, which is terrible. This thing is getting bigger and bigger.
(2) When the Dragon King heard about it, he sent someone. The third prince said angrily to Nezha. Nezha, try to shake out the mixed silk. That son of a bitch, put three
Son. The third prince had to show his true colors.
(3) When the Dragon King heard about it, he was so angry that he shouted: ? Look at the hint here, you
How are you going to fill it out? Talk to your deskmate first.
(4) Fill in by name.
When the Dragon King heard this, he was so angry that he shouted, I am so angry. I killed our witch. Look at that.
I won't kill you. ?
When the Dragon King heard this, he shouted angrily: I am so angry that our Crystal Palace was disturbed by a little boy.
I think what he said is more energetic than that in the textbook. )
(3) The Dragon King was so angry that he shouted: The little boy actually killed our hag, and I fell down.
Let's see how capable he is. ?
(5) Then you see, who did he send out? (His son, the third prince) We fought them.
Reading process.
(6) What was the third prince like when he jumped out of the water?
In this sentence, we want to read the aggressive appearance of the third prince. The third prince jumped out of the water.
(7) say, raise your gun and stab. What does Nezha think? Who can say it in their own words?
(8) What will Nezha say to the Third Prince after being wrapped up?
(Remind Nezha why he came. He must say something! You can use the idiom in class: You used to make waves and run amok, but I want to breathe a sigh of relief for the people today)
(Nezha would say:? You bully us ordinary people, and I bully you. I want you to know that we bully.
You people will come to no good end. ?
You once harmed us ordinary people, and now it's your turn to suffer. This is called good for good, good for evil.
Report. You usually oppress the people, and I do justice for heaven. You make waves and oppress people. I want to give the people a break. You know how United our people are. )
(3) What was the result?
1. After all this trouble, two troubles and three troubles, Nezha actually subdued the Dragon King and his son and made him hold back.
The long-simmering anger finally broke out. What was the result?
If the students can't answer, please remind them? In fact, the silent teacher and the book have already told us. Let's be happy to tell people the result? )
2. Read the last section together
3. Little Nezha has three troubles in the East China Sea. See here, read here, think of here, what do you have to say to Xiao?
Nezha said? Nezha, you are so clever; How brave; Harm to the people)
Let's read the story completely.
Third, retell the text and feel Nezha's bravery again.
1 Do you like Nezha? Do you like this story? Choose your favorite part of the content and pay attention to using these words. Of course, it would be better if there were other good words. Tell this part.
Listen at the same table.
2. Who wants to win the first chance?
We seem to have seen a wonderful scene, great! Who else wants to compete with him?
Students practice retelling the text.
3. Repeat the text by name in the order of making a scene in the Crystal Palace, killing the hag and defeating the three princes.
4. For the sake of justice in Nezha and bravery in Nezha, let's read the title again. Synchronous reading theme
The third category
First, the teaching objectives:
1, can read the text correctly and emotionally. And tell stories in an orderly way.
2. Tell the story of Ina's trouble vividly according to the development order of the story, and learn Nezha's spirit of eliminating pests for the people.
Second, the teaching focus:
Can vividly tell Ina's troubles in the sequence of story development, and learn from Nezha's spirit of thinking for the people and daring to fight evil.
Third, the teaching difficulties:
Tell stories in the form of reading and speaking.
Fourth, teaching preparation:
Comic "What Made the Sea".
Verb (abbreviation of verb) teaching process;
First, review.
Compare and then form words.
Fork () blows () and still () means ()
And () chop () throw () but ()
Second, read the text together.
Third, guide storytelling.
1. The students just told three short stories about trouble in the sea: disturbing the Dragon Palace, killing the hag and beating the three princes. Do you want to watch the cartoon What Made the Sea again? (Students watch cartoon short films)
2. Organize students to read the text and practice telling stories according to what they see.
Teacher: Please read the second to fourth paragraphs of the text again. Which short story in The Sea are you most interested in? Add the contents of the cartoons you saw and tell them to everyone.
(Students read the text carefully and practice telling stories)
Key reading? What's the trouble in the East China Sea? Part, draw the words that represent the action.
(1) Bring magic weapons: take, jump, take and wave.
(2) Kill the hag:
Hag: drill, cut and die.
Nezha: Flash, take and throw.
(3) Bao Sanzi
The third prince: jumping and stabbing to show his true colors.
Nezha: Jump out, spit it out and wrap it.
3. Organize storytelling.
(1) Students are in groups of five. Let's talk in the group first, organized by the group leader, and then talk in turn. Finally, introduce a classmate to speak on stage.
(2) Group activities, choose students to tell stories.
4, teachers and students * * * with evaluation. .
Fourth, summarize the conversation.
Verb (abbreviation of verb) guides comprehensive learning.
1, make props and write the production process. According to the content of the text, or reading extracurricular books, make Nezha's mixed Tencel and Gankun Circle, the axe of the hag, and the gun of the third prince of the Dragon King, and then talk about or write about the process and experience of making it.
2. Play a textbook drama. By adapting the text into a script, students can organize rehearsals and performances freely.
3. Read fairy tales after class, have a short story meeting in class, tell fairy tales and comment on mythical characters.
Sixth, homework
1, choose the correct pronunciation for Braille.
(1) "Where (Nana) is making trouble in the sea" is a fairy tale from which (Nana) book? Do you know that?/You know what? Do you know that?/You know what?
(2) The East China Sea Dragon King (son) and his son claim to dominate the party, even a child (son) like Nezha can't beat him. It's just a hollow reputation, which shows that people who endanger the people can be defeated.
2. Fill in the blanks according to the text.
One day, Nezha Jr. () his two magic weapons-mixed Tencel and Gankun Circle, () seaside. He () was in the sea, and () was in the water (), and then () the waves were so huge that even the Crystal Palace of the Dragon King of the East China Sea rose.
Reflection after class:
The focus of this kind of teaching is to guide students to read the text correctly, fluently and emotionally. Therefore, in the teaching of this text, I adopted a teaching method based on guiding reading. 1, reading comprehension. On the basis of students' initial reading perception, I firmly grasp the word "noisy" and guide students to read aloud. Let the students read the first paragraph freely first, and think while reading: Why does Nezha make trouble? Through reading aloud, the students realized the abomination of the Dragon King and his son in the East China Sea, and also realized Nezha's consideration for the people. And pay attention to the timely presentation of keywords; "Dominating one side" and "making waves" require students to read and feel. Through reading aloud, the students already know the reason of "noisy", so I set suspense again; How did Nezha Jr. make trouble? Let the students read the second to fourth paragraphs freely and think while reading. Don't rush the students to answer, but let them read by themselves and circle the key words. Then, organize students to communicate, and finally guide students to read keywords with emotion. You can also use performances to enhance the expressive force of reading, so that listeners can feel the cleverness of George W. Nezha? And "courage". In the last paragraph, guide students to understand the meaning of the word "run amok" in combination with the text, and guide students to read aloud to understand, make clear which is to punish evil and promote good, so that people can live a peaceful life and further understand Nezha's spirit of daring to fight evil forces.