First, the teaching objectives
Knowledge and ability:
1. Read eleven recognizable words and four words that can be written "Chong, Chi, Floating and Black" correctly.
2. Guide students to read the text accurately and fluently and recite their favorite paragraphs.
3. By understanding the changes of water, cultivate students' ability to use language on the basis of overall understanding of the text content.
Process and method:
1. Group cooperation and inquiry, classroom reading, evaluation, speech and discussion.
2. Guide students to figure out the meaning of words and understand the subtleties of words used in the text.
3. Combining situational creation with text interpretation, and combining text interpretation with real life.
Emotional attitudes and values:
By studying the text, we can infiltrate the education of loving nature and stimulate students' interest in observing and studying nature.
Second, the difficulties in teaching
Teaching focus:
1. Master eleven words and four words "Chong, Chi, V and Black".
2. Perceive the content of the text as a whole and understand the wonders of nature.
Teaching difficulties:
Understand the change of water by reading the text. Experience the exquisiteness of words and accumulate words, words, sentences and paragraphs.
Third, teaching strategies
According to the characteristics of children's observation and perception of life, this lesson mainly adopts teaching methods such as stimulating interest, creating situational method, reading aloud, reading appreciation and commenting, and combines visual multimedia to stimulate students' interest, fully mobilize students' enthusiasm and give full play to their main role.
1. When guiding students to understand the content of the text, we should strive to speak less and read more, guide students to understand different sentences, read in different tones, and understand the content of the text while reading.
2. In terms of literacy methods, strive to combine centralized literacy with short literacy. Highlight the inquiry mode of autonomous learning and group cooperative learning, and enable students to master learning methods through exchanges between students, teachers and students.
3. Set a good questioning angle in text interpretation, stimulate students' multi-directional thinking, guide and encourage students to communicate boldly, and cultivate students' creative thinking and oral expression ability.
Fourth, the teaching process
(1) Introduction to riddles
1. Today, the teacher brought a riddle to the students. Can you guess the answer?
Suddenly I can't see, like a tiger, like a dragon, and like a dog. As soon as the sun comes out, it is not afraid, and as soon as the wind blows, it will leave. (cloud)
The line is thick and thin, and it is grounded from the sky to the ground. When it falls into the water, it disappears without a trace. The crops all smiled when they saw it. (rain)
White flower, no race, the north wind blooming all night, no roots, no branches and leaves, this flower fell from the sky. (snowflake)
I am a small hard ball, my hands are cold, and I fall from the sky, big and small, and animals and crops are afraid. (hail)
2. Teacher: You are really a group of clever children! The text we are going to learn is also a riddle. What is the answer to this big puzzle?
3. Teacher: Read it yourself first. Read pinyin several times if you don't understand it. See for yourself. Let's leave now.
4. Teacher: What is the great mystery? (water)
The design is intended to be close to children's life and introduce a new lesson in the form of guessing riddles to experience the overall tone of this lesson: vivid, interesting and lively, thus stimulating children's interest in knowledge.
(b) A survey of literacy.
1. Mark the serial number of the natural section. How many natural paragraphs are there in the full text? Ask five students to read aloud, read each word accurately, and pay special attention to the pronunciation of new words.
The design aims at clarifying reading requirements, enhancing children's autonomy and developing good reading habits.
2. What did the water doll bring us? Please look at the big screen. Look at pinyin and read words.
3. How to remember these words?
(1) There are four words here, with "three points of water" beside them. Find the similarities and differences. (Floating, Irrigation, Irrigation, Submergence)
There is another set of words here. Read it. (grumpy)
Make up a jingle: reach out and do exercises, take a bath with water, dry in case of fire, and stamp your feet when you are anxious.
(3) Teacher: Radical means meaning, and sometimes the radical of a word can often help us understand the word.
(4) How to remember the remaining words? Two people talk to each other. Please ask the little teacher to come on stage to communicate with the whole class.
4. Get rid of pinyin and read words by train. (key guidance: Jia, softly; Disaster, flat tongue)
The design aims to focus on literacy classification and let students know that some radicals are helpful for us to understand the meaning of words; Some pronunciations are similar and some glyphs are the same, but different radicals mean different things.
5. Teacher: Let's look at two more words. Who will read it?
Health: irrigate the fields and start the machines;
Flooding crops and destroying houses.
Teacher: If you only read the first line, what will you find?
Health: the first line is all about doing good, and the second line is all about doing bad things.
Teacher: The teacher found that you are not only quick-thinking, but also like thinking. At first, we read about the contribution of water babies to mankind.
Health: irrigate the fields and start the machines.
Teacher: Let's read some bad things that water babies do when they are naughty.
Health: Flooding crops and destroying houses.
Teacher: Are these words hidden in the sentence? Please look at this classmate.
Health: I have done many good things, irrigating fields, starting machines and helping people. I have also done many bad things, flooding crops, destroying houses and bringing disasters to people. People try their best to control me so that I can only do good things and not do bad things.
The design intention follows the literary characteristics. Train words, phrases and sentences in a language environment, so that words cannot be separated from words, words cannot be separated from sentences, and sentences cannot be separated from paragraphs. In the process of literacy communication, children's creativity will certainly collide with the spark of wisdom, and at the same time learn a variety of ways to remember new words.
(3) Spelling words and sentences
1. Please open your books and read a paragraph or two carefully to find out which sentences in the book will change.
Teacher: How did I change? Who will read the sentences in the text?
Show courseware:
I will change. As soon as the sun shines, I turn into steam. When I rose to the sky, I became countless dots, connected and floating in the air.
Teacher: Then you will become a floating cloud. There is a floating word here. Look at the clouds floating high. Please read it again.
Teacher: Yes, students, as soon as the water reaches the sun, it turns into steam and rises to the sky. A drop of water is not enough. Countless small drops of water connect into a cloud.
Teacher: Which other water drop has learned to change clouds? (Read by name)
2. How did the little magician dress himself up and what clothes did he prepare for himself?
Health: white clothes, black clothes and red clothes.
Teacher: When did it use these clothes respectively?
Summary: You said it was sunny, right? Eyes empty Wan Li, white clouds blossoming; When it's going to rain, dark clouds are gathering, lightning flashes and thunder thunders; Sooner or later, it's morning glow and sunset glow!
Teacher: Put on these different clothes, the clouds are really beautiful! Let's go to see the beautiful clouds together!
Teacher: Do you like it? Read by yourself and see who reads best.
3. Teacher: Look, students, water will change, turn into steam, turn into clouds, what else will it change? It will turn into rain, hail and snow.
Perceive the design intention as a whole, and show the cyclic change process of water intuitively, which breaks through the difficulty of this paper.
Teacher: You see, after reading the text, the clouds will turn into rain, hail and snow when they meet the cold wind. How did rain, hail and snow return to the earth respectively? Look at the big screen Who can fill it out? Fill it out first.
Show courseware: floating, falling and hitting.
I float in the air, and when I meet the cold wind, I become a water drop. People call me "rain" Sometimes when I come down as a hard ball, people call me "Hail". In winter, I became a little flower _ _ _ _ _, and people called me "Snow".
Teacher: Fill in by name. Water drops fall, hail falls and snowflakes fall.
Teacher: Yes! The use of language should be accurate, the lightest and softest flowers are floating down, the heaviest and most powerful hard balls are knocked down, and raindrops are not falling down.
Teacher: Are the students confident to read this paragraph well? Practice by yourself. You can read while doing actions. Can you recite the three changes by reading aloud with names and actions?
The design is intended to explore keywords independently and realize the accuracy of the words used in the article.
4. Read the third paragraph by name.
Listen and imagine. What do you see?
(2) Read aloud in groups and experience the change of tone when reading aloud.
5. Question: How to read the fourth paragraph, the students give an idea.
(1) Boys and girls read cooperatively.
(2) Discuss what good and bad things "I" will do. What are the "help" and "disasters"?
(3) Information exchange: What methods have people come up with to control me so that I can only do good things and not do bad things?
6. Choose the part you like to recite, and the teacher and the students recite it together.
(1) Recite freely and evaluate recitation.
(2) Teachers recite their favorite parts and invite students to help recite them together.
(4) Writing instruction
1. Teacher: Water dolls are really interesting. They changed not only life, but also nature and Chinese characters. What changes have you found? (Show the courseware, students' words)
Health: In the word "black", water becomes "the end of four seasons".
Health: In the word "pool", water becomes "three-point water".
Health: in the word "chong", water becomes "two-divided water"
Teacher: Yes, the water baby is really naughty. Some words become two-part water, others become three-part water, and when he presses it to the end, it becomes four-part water. Next, let's write the first two words together-Chong and Chi.
Writing instruction:
Two points out of the water: on both sides of the horizontal midline, the up-and-down strokes should echo, and the distance should not be too wide.
Three-point water: the first point is right, the second point is slightly left, and the third point is lifting points. These three points should not be on the same vertical line and have radians.
2. The teacher reminded the writing posture, paying attention to the "three ones", one punch, one foot and one inch, and the words should be written correctly and beautifully.
3. Students practice writing, teachers patrol and give individual guidance.
Design intent guides key strokes and distinguishes differences. Pay attention to students' writing of Chinese characters, and let students develop good habits.
(5) Expansion and extension
1. Recite your favorite part of the text.
2. Check: a little knowledge of water, and communicate with classmates.
3. Recommended books: water knowledge readers.