Teaching plan for tadpoles to find their mothers.

Before teaching activities, teachers should always prepare teaching plans. With the help of lesson plans, teaching methods can be properly selected and used to arouse students' learning enthusiasm. So how should I write a lesson plan? The following are the teaching plans I collected for three tadpoles looking for their mothers. Welcome to read the collection.

Teaching plan for tadpoles to find their mothers 1 first, the goal of quality education

(1) Key points of knowledge teaching:

1. Learn nine new words, namely, Tang, Qun, Grey, Rush, Ying, Gui, Yi, Bi and Drum, and be able to read the pronunciation correctly, recognize the glyphs and understand the new words formed by these new words.

2. Be able to distinguish the meanings of three words and their sentences according to the content of the text.

3. Understand the sentences describing frogs in the text and the verbs in the sentences, such as revealing drums. Read the text correctly, fluently and emotionally.

(2) Key points of ability training:

1. Learn about the morphological changes of frogs during their growth by looking at pictures, and cultivate students' abilities of observation, thinking, imagination and expression.

2. Cultivate students' self-study ability by learning new words.

3. Cultivate students' listening, speaking, reading and writing abilities through word training and reading training in class. (C) moral education penetration point:

Let students know that frogs are experts in catching pests and good friends of crops, and educate students to protect frogs.

(C) pay attention to reflect the innovation and practical ability:

In the teaching process, the wall charts of several growth stages of tadpoles becoming frogs are chaotic. Ask the students to distinguish and arrange in turn, and talk about how tadpoles grow into frogs in their own words. After class, you can carefully observe the appearance of tadpoles and frogs by the pond to understand how they change, and you can also bring tadpoles into the classroom. Video can also be used for intuitive teaching.

Second, the key points, difficulties, doubts and solutions

(1) Key points:

1. Learn to create new words.

2. Read the text correctly, fluently and emotionally.

3. Combine graphics and text to understand the text content.

(2) Difficulties:

1. Understand the process of tadpoles becoming frogs.

2. Understand the different uses of catching up and swimming.

3. Understand the emotional and physical changes of frogs in the process of finding their mothers.

4. Learn the second paragraph under the guidance of the teacher, and master the methods of self-learning the third and fourth paragraphs.

(3) doubt:

Understand why tadpoles treat turtles as their mothers.

(4) Solution:

By reading the words and sentences of mother carp describing frogs, students can understand that turtles are different from frogs and cannot be judged according to the characteristics of body parts, that is to say, they should look at things comprehensively and understand them deeply. At the same time, students can understand that tadpoles are very anxious to find their mothers by reading aloud, so they mistake turtles for their mothers.

Third, class schedule: 3 class hours.

Fourth, student activity design.

1. Cooperate with classroom teaching for group discussion to solve key points and difficulties.

2. When learning new words, please ask students to come to the front to guide learning and understanding.

3. Read the text emotionally with different roles, put on a hood and perform in front of the podium.

4. Arrange the cards of disordered frogs in different life stages and conduct speech training.

Teaching steps of verbs (abbreviation of verb)

Clear objectives:

1. Train the words, phrases and sentences you should master in this lesson.

2. Conduct reading training and guidance.

3. Learn the content of the text by combining the wall chart. Solve heavy, difficult and doubtful points.

4. Carry out frog protection education.

(2) overall perception:

1. Displays the entire distribution map. Students look from left to right and think: What did this class say?

Read the text for the first time, read the pronunciation correctly, and combine the pictures to see how the tadpole found his mother.

(C) the key and difficult learning and goal completion process:

first kind

(A) introducing topics and solving problems:

Students, have you seen tadpoles? What does it look like? (Projection shows that you know little tadpoles), how did little tadpoles grow up? Who is its mother? You will know after learning this lesson. (blackboard writing topic)

(2) Look at the picture to understand the meaning:

1. Show the wall chart. Students look from left to right and think: What do these pictures tell us?

2. Show it by projection. Look at the picture and say: Who is doing what on the picture?

Look at the first picture, focusing on what tadpoles look like.

Look at the second picture. Who did the tadpole meet? What would you say? What happened to its body?

By observing the second picture, observe three or four pictures by yourself, talk freely about the meaning of the pictures, imagine appropriately, and the teacher will guide you.

(c) Read the text for the first time with the help of Pinyin and pictures, and get a general understanding of the text:

1. Know new words in Pinyin, mark natural paragraphs and use

Draw new words in the text and practice reading and pronunciation.

2. On the basis of understanding the new words, read the text in Pinyin and read every sentence thoroughly.

3. Check the effect of self-reading, read the text by name paragraph by paragraph, and read the new words. The rest of the students pay attention to the lecture. After reading, teachers and students discuss and evaluate, and pay attention to guiding the pronunciation of the following words: Tang and Yingshang are nasal vowels, so read them correctly.

Group: read q*n, don't mispronounce it as q0n.

Catch: read b (,not p (.

Shang: Read Shang softly, Shang.

4. The teacher demonstrated reading the text, and the students listened and thought: How did the tadpole find his mother?

(4) Read the first paragraph with pictures:

1. Read the first paragraph, look at the first picture and ask:

(1) What is a tadpole like?

(2) Combine the text, find out the relevant sentences and read.

(3) Read the first paragraph freely and tell me which words you can read.

Pay attention to the following keywords on the basis of students' understanding:

A group: refers to many small tadpoles gathered together, which can also be said to be crowds and buildings in combination with the actual life of students.

To understand the words "swinging", "happy" and "swimming around", we should compare pictures to stimulate students' imagination. It is best to observe objects or videos. In reading aloud, I realized that swing here means swing, such as a cow wagging its tail.

Happy, swimming around can show that tadpoles are happy. Swim freely in the water.

2. Guide the reading of the first paragraph and read the interesting and happy tone.

3. Project the (1) questions in Exercise 2 after class, fill in the blanks orally and read the sentences together.

(1) _ _ _ _ _ _ There are _ _ _ _ tadpoles, and the big ones are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Correct answer: pond

a group of

head

Black grey

sway

happy

(5) Homework: Read the first paragraph with emotion.

Second lesson

(1) Read the second paragraph with pictures and texts.

1. Show the second picture and ask: What happened to the tadpoles after a few days? Talk about it in combination with the text.

2. Keep observing: Who did the tadpole meet? What will it say? What would you think? Then read the text, find out the relevant sentences, and then answer.

Understanding this paragraph focuses on understanding that the two hind legs have grown to prey on the face and the frog characteristics described by the carp mother, with four legs and a wide mouth.

(1) Find out where tadpoles grow two legs first.

(2) Predation: catching food.

(3) Greeting: Come forward to say hello, which means being polite here, and it also means that the carp is coming.

3. Instruct reading aloud: Read the innocent tone when the child asks questions. Mother carp should read a kind tone of elder.

Transition: Did the tadpole find his mother after listening to the mother carp?

(2) Read and understand the third paragraph.

1. Try to learn the third paragraph by learning the second paragraph. Try to say the picture first, and then compare the picture with the text. Read the third paragraph and tell me which words and sentences you understand. Finally, discuss in groups and exchange opinions.

2. Experience: Catching up shows that tadpoles and turtles are moving in the same direction, and it also shows that tadpoles are eager to find their mother after knowing her characteristics and location.

3. Solution: Why do tadpoles mistake turtles for mothers? Contact the characteristics introduced by carp mother in the second paragraph to understand. The main reason is that tadpoles don't fully understand their mother's characteristics.

4. Extension: We generally look at everything comprehensively and do in-depth and meticulous investigation, otherwise it will make a joke.

5. Listen and guide the reading of the third paragraph. We should understand the anxious mood of tadpoles looking for their mothers and the amiable tone of turtles.

(3) Learn to understand the fourth and fifth paragraphs.

1. Group discussion: What have you learned by looking at the pictures and reading the fourth and fifth paragraphs? How did the tadpole find his mother? Who is their mother?

2. Analysis keywords: Compare the difference between swimming and catching up in the past, and experience the happy mood of tadpoles looking for their mothers. It shows that the frog is squatting on the lotus leaf, and the tadpole is not in a hurry to catch up. It also shows that tadpoles recognize the frog as their mother, have a comprehensive understanding of the mother's appearance, and believe that they will not admit their mistakes, so they are not in a hurry.

3. Guide students to think about how tadpoles recognize their mothers. Looking back, the characteristics introduced by carp and tortoise are consistent with the appearance of mother frog. This time, the tadpole knew everything, so he found his mother.

4. What do these two paragraphs mainly talk about? (Ask more questions and think more)

5. Students can read the text freely, experience their own thoughts and feelings and practice reading aloud.

6. Carry out ideological education and expand. What did you learn from the fifth paragraph? (frog protection education)

(4) Practice and consolidate:

Projection display exercise:

1. Tadpoles first grow two _ _ _ _ _ _ _ _. A few days later, two _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Correct answer: hind legs, front legs, tail, frog.

2. Frog has four legs, _ _ _ _ _ _ mouth, _ _ _ _ a pair of big eyes, full of _ _ _ _ _ _ _ _.

Correct answer: wide, bulging, green clothes, white belly.

(5) Transfer:

Read the whole article with emotion.

(6) Blackboard design:

Grow hind legs

Four legs and a big mouth.

Grow front legs

There are two big eyes on top of your head.

Tail becomes shorter → disappears.

Green clothes, white belly

The third category

(1) Look at the pictures, read the full text and summarize the text.

1. Take out the photos, cards or pictures of frogs in different life stages that have been out of order and arrange them in turn. How did tadpoles become frogs?

2. Guide students to read the text in different roles.

(2) analyzing new words, memorizing glyphs, word formation and guiding writing;

1. Ask the students to guide them to learn new words in front of the blackboard.

2. Pay attention to guide the learning of the following new words.

Tang: Left and right structure, drawing 13, drawing 8 to the right, drawing 10 to the top and bottom.

Answer: The structure is semi-closed. Compared with the word Liu, the words in it should be clear, and don't write too much. Tortoise: * * * 7 pictures, is there electricity below?

Shang: * * *14 painting, is that a skirt below?

Drum: 13 painting, the ninth stroke is one, and the branch on the right is not the father. This lesson means to stand out.

Turquoise: turquoise. Bibi: The fourth one is to mention it.

(3) Instruct students to put on headdresses and perform the short story of this lesson.

(4) Transfer:

1. Complete copying.

2. Read the text aloud.

3. Observe how tadpoles become frogs in practice.

Small tadpoles looking for their mothers lesson plan 2 Game objective:

1, teach children to practice listening to signals and running in the specified direction to exercise leg muscle strength.

2. Cultivate children's feelings of loving their mothers.

Game preparation:

1, knowledge preparation: Be familiar with Little Tadpoles Looking for Mom. Teachers and children play with Little Tadpoles.

2. The class teacher plays the mother (duck, fish, turtle, goose, frog) in different positions.

3, children's chest ornaments (can be reversed) are small tadpoles on one side and small frogs on the other.

4. Music tapes.

Game flow:

First, the beginning part (the teacher and the child are sleeping in the middle of the field)

Spring is coming, the warm spring breeze is blowing gently, the sun shines on the surface of the pond, and the eggs laid by mother frog slowly become small tadpoles with big heads and long tails. Little tadpoles swim around in the water, very happy.

Teachers and children wake up slowly in the description, swimming freely in the water with music and exercising.

[Note: Teachers lead children to do unrestricted free activities and do pre-match preparation activities as roles]

Second, the middle part.

Teacher: Listen, what's that noise? Hey, friends, where is our mother? Let's ask Mother Duck!

2. The tadpole swims to the mother duck.

The tadpole asked, "Hello, Mother Duck!" Have you seen our mother? Where is she?

Mother Duck replied: Yes, your mother has two big eyes and a wide and big mouth. Good boy, ask mother fish!

3. The tadpoles swim to the mother fish.

The tadpole asked, Hello, Mother Fish! Have you seen our mother? Where is she?

Mother Fish replied: Yes, your mother has four legs. Good boy, go to the front and ask mother tortoise!

Tadpole: Thank you, Mother Fish. Goodbye!

4. Tadpoles swim to mother tortoise.

The tadpole asked, "Hello, Mother Tortoise!" Have you seen our mother? . Teaching plan. Since: big; Take the exam, young man. Wang Shi, where is she?

Mother tortoise replied: Yes, your mother's belly is white. Good boy, go to the front and ask mother goose!

Tadpole: Thank you, Mother Tortoise. Goodbye!

5. Tadpoles swim to Mother Goose.

The tadpole asked, Hello, Mother Goose! Have you seen our mother? Where is she?

Mother Goose replied: Yes, your mother is dressed in green, singing "Gung, Gung, Gung" and dancing all the way. Good boy, go find her!

6. The tadpole keeps swimming, and mother frog comes.

Tadpole: Ah! We found mom!

[Note: Tadpoles are very happy to swim with their mothers, and sometimes they stop to have a polite conversation, which is beneficial to the control of activity rhythm]

At the end (tadpoles dig out frog tags)

1. (Music song "Little Frog") The little frogs danced around their mother happily, made all kinds of affectionate movements, croaked with their mother, and learned to jump with their mother.

[Note: This shows tadpoles' love for their mothers, and at the same time increases the activity intensity of children's leg muscles]

2. Mother Frog: Children, there are many pests in the field. Practice the skills of catching pests with your mother!

After catching the pests, the frogs listened to the music and danced freely with their mothers happily.

Related stories:

The tadpole looks for his mother.

Warm spring is coming. The ice in the pond melted. Mother frog slept all winter and then woke up. She climbed out of the mud pit and plopped into the pond, laying many round black eggs on the grass.

Activity reflection:

In the sports activity "Little Tadpole Looking for Mother", there is a teaching goal of identifying the direction of sound and running in the specified direction. The original activity method is to read a children's song first, and then run in the specified direction. In teaching, children often have the phenomenon of mechanical coping, and it is easy to lose patience and interest in activities. To this end, I used the story of "Little Tadpole Looking for Mom" in the whole activity, taking the story as a hidden environment to cover up the teaching objectives. This increases the interest of children's activities, arouses children's interest in activities, satisfies children's desire for performance, and makes children actively participate in sports activities, which not only conforms to the age characteristics of small class children, but also meets a certain amount of activities. Moreover, the teacher leads the children to unrestricted free activities in a role, so that the children can experience the fun of activities.

Teaching plan for tadpoles to find their mothers 3 [teaching requirements]

First, learn new words and make sentences with "happily"; Train "exclamatory sentences" and "interrogative sentences".

Second, understand the content of the text and get a preliminary understanding of the process of tadpoles becoming frogs.

Third, read the text emotionally with different roles.

[Curriculum]

Two classes.

The first lesson: Stimulate learning mood. Teach yourself the text. Teaching students words in combination with self-taught exams. Try to read the text. Cleanup levels and segments. Fan read the text. Review new words.

The second class: speaking and reading the text. Read the full text. Simply repeat.

[Teaching process]

first kind

First, lead in and stimulate learning emotions.

These two days, children are observing tadpoles. Do you know who the tadpole's mother is? (Frog. ) But the tadpole didn't know his mother, so he went to look for it. Today we will learn the text "Little Tadpole Looking for Mother".

(Expose the topic, "Tadpole" (kē dǒu))

Second, teach yourself the text.

Reveal the main points of self-study:

1. Who is her mother?

2. Where did the tadpole finally find his mother? What is their mother like?

Third, check self-study and teach students words.

According to the students' answers to the above two questions, show the following words.

plum

Carp Let the students look at the illustrations and know what carp looks like.

ancient

The tortoise reminds the students that the lower part of the tortoise is ""instead of "electricity" and the "L" is not on it.

pellet

Squat can tell the posture of a student doing "squat"; Pronunciation emphasizes that the vowel is un; When teaching glyphs, remind students not to lose a short cross in the upper right corner of the squat.

pī

Let the students combine the words. (Example: Put on your coat, put on the new green clothes of the earth and put on the star Dai Yue. )

bì

Green allows students to form words and sentences. At night, the stars in the sky are scattered like pearls on the jasper plate. )

go to court

Dress "petticoat" guides students to nasal softly.

Try to read the text.

You can take the whole class to read in turn. (One person reads a sentence, or one person reads a section)

Five, clear level, market segmentation.

According to the characteristics of the textbook, inspire students to find out the main paragraphs first, and then segment the whole text. (Students can read silently first if they have difficulties)

Question: How many paragraphs did you write in the text about tadpoles looking for their mothers? (two or three paragraphs. )

The middle two sections are about tadpoles looking for their mothers, so what is written in the first section of this section? What are the last two paragraphs of this paragraph? So, how many paragraphs is the text divided into?

The text can be divided into three paragraphs:

1. There are a group of tadpoles in the pond.

2. The tadpole looks for his mother.

3. The tadpole found his mother.

Sixth, read the text.

Please turn to the front of the book and look at the illustrations of tadpoles looking for their mothers. Listen to the teacher after reading the text. Wherever the teacher reads, the children's hands point to the relevant places on the picture.

(The old teacher reads the full text. Students observe the illustrations while listening)

Review new words.

Read the whole class in turn with small cards. (Everyone knows a word and associates a word)

Read quickly. (Ask the students to read the pronunciation quickly)

Write it.

Second lesson

First, review the new words.

Second, speak and read the text.

The first paragraph.

1. Show the first illustration. A picture with aquatic plants, and then paper-cut by a group of tadpoles. )

Question: Look, how many tadpoles are there in the pond? Help students understand "a group". ) 2. How many tadpoles are there if there are more groups behind (paper cuts of several tadpoles are stuck in the distance)?

(Instruct students to distinguish between "Group A" and "Group A")

3. (Guide students to observe) Who can tell me what these tadpoles look like? (Say a word: tadpoles. )

Now let's look at what is written in the article. (Read the first part by name)

5. Introduction: The text says that tadpoles swim around happily, telling us that tadpoles are happy and free. Think about it, children. Who can say what we can say and do happily? (Guide students to use the word "happily" and show the sentence pattern of "happily")

6. read the first paragraph together

The second paragraph.

1. Narrator: Little tadpoles are swimming around in the pond. What do you think is the change between the tadpoles and the original ones? (Guide observation for comparison).

2. The little tadpole swam and swam, and saw the mother carp teaching her children to catch food (the paper-cut showing the mother carp was posted on the map of aquatic plants, and the little tadpole without feet was removed). Who will the tadpole think of at this time? I think of my mother. Which child can say a word, followed by a question mark, to express the little tadpole's feelings of missing his mother?

(Example: Who is my mother?

What's my mother like?

Where is our mother?

…… )

3. When the tadpole misses his mother, he asks the carp mother. What did the tadpole ask? What did mother carp say? Let a child read the words of tadpoles, a child read the words of mother carp, and everyone read narrative words.

Different roles read aloud.

4. The tadpole went to find her mother according to the carp mother's words. The tadpoles looked and looked. What do you think is the difference between tadpoles at this time and those in front?

A paper-cut showing a tadpole with four legs dragging its tail is posted on the map of aquatic plants for students to compare. )

5, pointing: the little tadpole grows its hind legs first, and then its front legs. Tadpoles are swimming, and they see the tortoise (take off the paper-cut of carp and the paper-cut of tadpoles with hind legs, and then stick the paper-cut of tadpoles with four legs together with the tortoise). What would tadpoles think?

6. How did the tadpole call his mother to the tortoise? What did the tortoise say? Now please ask the female students to read the words of tadpoles, the male students to read the words of turtles, and the teacher to read the narrative.

Different roles read aloud.

7. How can a tadpole put a turtle in front of his mother? After the students answered, they pointed out that frogs have four legs and a big mouth, but that doesn't mean frogs have four legs and a big mouth.

8, now, you comment, carp and tortoise who said comprehensive? Guide students to make judgments.

The third paragraph

1. The tadpole listened to the tortoise and went to find her mother. After a few days, what happened to the tadpole? A frog with no tail is painted on the paper-cut.

2. (Take down the paper-cut of the original long-tailed tadpole) How did the tadpole recognize the frog as his mother this time?

Review: What the mother carp and tortoise said.

How happy tadpoles are to find their mother! What do you think tadpoles will say to mother frog? Who can say a sentence followed by an exclamation point to express the joy of tadpoles finding their mothers?

(Example: Mom, we finally found you!

Mom, there you are!

Mom, we finally found you! )

The tadpoles met their mother, and everyone was very happy. How should they read their words? Let a child read the tadpole's words and a friend read the mother's words.

Different roles read aloud.

5. How are frogs described in the text? Let the students compare.

Described in the article:

A big frog crouched on the lotus leaf, dressed in green, revealing a white belly and bulging eyes.

In other words:

There is a big frog on the lotus leaf. Its back is green, its belly is white and its eyes are protruding.