What is my teaching design? Learning objective: 1. I can write Tian Zige's four new words "disaster", "harm", "black" and "weapon" correctly, accurately and neatly according to the rules of stroke order. And feel the beauty of Chinese characters through observation and writing. At the same time, under the teacher's reminder, consciously correct the incorrect writing posture and develop a good habit of writing carefully. 2. Read the text with pictures, action demonstrations and other different ways to understand the magic of water. On the basis of reading the text repeatedly, I know that clouds, rain, hail, snow and other natural phenomena are all formed by the change of water. Evaluation scheme design: 1. For target 1, we can evaluate the implementation of the writing goal by observing students' writing posture and habits, students' writing of new words in textbooks and patrolling students' writing of new words. Students' correct writing posture and good writing habits should reach more than 95%. 2. For Goal 2, we can take listening, watching, reading and other means to evaluate it through free reading, naming, reading in groups, demonstrating actions and creating situational reading. The final goal should reach more than 95%. 3. For goal 3, on the basis of students' understanding of sentences and meanings, through the implementation of naming names and listening to students' pronunciations, the degree of achieving the goal should be above 95%. Teaching emphasis: know new words and read the text aloud. Difficulties in teaching: knowing that natural phenomena such as clouds, rain, hail and snow are all formed by the change of water. Teaching preparation: word cards and multimedia courseware. The default of teaching process: 1. Review and consolidate, blackboard writing 1. Show new word cards to read. Last class, we met the newborn baby in Lesson 30. Can we still name him and find them a friend? Please read two or three columns of children. The students have mastered the new words well. Today, we will continue to learn lesson 30, "What am I?" . What am I? The teacher posted a picture of a small water drop. (Design intention: Let children review new words, at the same time, awaken children's overall perception of the text and stimulate their interest in learning. Second, read the text aloud (1) Read aloud and feel the first natural paragraph. 1, what a lovely little water drop! It can also do magic. Let's see what happens to small water droplets. (Courseware demonstration) What does the article say? Let the children read the paragraph 1-3 of the text freely and find out what the water drops have become. It's amazing that a small water drop can change so much! So how did it change? What did the text say? I asked one child to read the first paragraph of the text, and the other children listened and looked for sentences about how water drops turned into steam. One student reads, while the other students listen and find. ) communication: who can tell us how small water droplets become steam? How amazing! Who can read its magic? Read by name, all at once. 3. How did "steam" become a "cloud"? Who can read the sentence that steam turns into clouds? (pronounced by name) "Cloud" is like a little girl who loves beauty! Which sentence tells us? Sometimes I wear white clothes, sometimes I wear black clothes, and sometimes I wear red robes. Let's take a look at this girl who loves beauty! (Courseware demonstration) What is a white cloud? How about the one in black? What's the name of dressing yourself in red in the morning? What do you call wearing a red robe at night? Do you like such a beautiful girl? Let's read it and read out our love for her! (free reading, named reading, and reading at the same time. ) (2), reading and learning the second natural paragraph 1, will the clouds floating in the air change? Please read the second paragraph in your favorite way! Communication: What have I become? (Rain, hail, snow) (1) Can you find the sentence that becomes "rain" from the text and read it out? How did the rain fall from the sky? Can I add actions when reading? (2) Can you find out the sentences that turn into hail from the text and read them out? How did hail fall from the sky? Then can you read it with action, too? (3) How did the snow fall from the sky? Can you find out the sentences that turn into "snow" from the text and read them out with actions while reading? (4) Show the second paragraph and read it together, while doing the action. 3, three different movements, as if let us see three different changes, rain falls, hail falls, snow falls, it will become like water. This is how water changes. What interesting water! Have you ever seen the water change in your life? (After the student said, the teacher added. ) The valley is always full of ... (Fog) In the morning of winter, there is a layer on the grass ... (Frost) After the rain clears, the sky will appear ... (Rainbow) In the morning of summer, there will be ... It's very cold in winter, and the river will freeze ... (Ice) (3) Learn the third natural transition: the water changes so much, but ... In ponds, streams, rivers and oceans. ) 1, now the child is tired, please lie on the table and sleep for a while! All right! Time to get up. When the children were sleeping just now, no one moved or talked. This is called-quiet! Call it quiet, then let's go and see if the water in the pool is quiet. Look, everyone, the water here seems to be sleeping. Quiet? Then who can pronounce this sentence to make everyone feel quiet? I usually sleep in the pool-I study well, just like sleeping! Your voice is a little loud, it will wake him up. Please read it gently. Let's take a look at the walk of the stream again. Who can tell us how he walks? Yes! Who can read the tone of water walking slowly? Ask the children to see how the river flows and how to dance, sing and have meetings in the sea. (courseware demonstration). Look at the picture: How fast do you think the river flows? What about dancing? What about singing for the meeting? Who can read it to make everyone feel that the water is flowing, dancing, singing and having a meeting? (-Great, I feel like I'm in a river; Dance, sing and have a meeting in the river! What a lively scene! Please read it out loud! ) 3. Practice reading by name, reading in groups, reading in competitions and reading in chorus. (4) the transition of the fourth natural cycle of learning: the students' reading makes me feel that all these waters seem to have life, but he still has a little temper! 1. Please read the fourth paragraph freely and see what it says. Who will introduce the temper of water? Sometimes I am gentle, and sometimes I am irritable. ) Who knows what "tenderness" is? What is "grumpy"? Gentle-grumpy or a pair of antonyms! 2. So, when did I become "gentle"? Guide reading; When did you become "grumpy" again? Guide reading. What a good book! It seems that water has a good temper and a bad temper. When the weather is warm, he irrigates the fields, starts the machines and helps people to work. He is a good friend of mankind. Can be angry and ruthless, bringing disaster to people. 3. Courseware shows that in 2004, the number of victims of the Indian Ocean tsunami in Indonesia reached166,000, and the number of victims of the global tsunami reached 225,000. Students, what do you want to say to Shui after knowing her temper? Then let's read the last sentence and see how everyone manages it. Communication: What methods have people come up with to manage it? (Courseware display) Damming, flood discharge, water storage and power generation; Build canals and make rational use of water resources. 5. Summary of the dialogue. Yes! Water is the source of life. Without water, there is no beautiful and lovely world. Faced with less and less water resources in the world, what should we do? Do you want to say something to your classmates and teachers? (Save water) Let's save every drop of water from now on and strive to be a "water-saving guardian"! (design intent: strengthen reading practice. The process of learning Chinese is not to accept systematic Chinese knowledge. In this lesson, I try to keep students in a good mood and learn interesting things more interestingly by guiding them to watch colorful pictures, demonstrating actions and reading aloud. Let students read fully, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be infected by emotions in reading. ) 3. Writing instruction 1. Observe the structure of Chinese characters, focusing on disaster, harm, blackness and devices. 2. Normal writing, empty writing. 3. Students paint red, practice and guide teachers to patrol.