The original text of tadpoles looking for their mothers

"Little Tadpole Looking for Mother" is a traditional text, which is deeply loved by junior students because of its vivid and interesting content. Let's look at the original text of tadpoles looking for their mothers. Welcome to read the reference.

Tadpoles looking for their mothers 1 There are a group of tadpoles in the pond, with big heads and dark gray bodies, swinging their long tails and swimming around happily.

The tadpole swam over, and a few days later, it grew two hind legs. They saw the mother carp teaching the young carp to hunt, so they greeted them and asked, "Aunt carp, where is our mother?" Carp mother said, "Your mother has four legs and a big mouth. You go there and look for it! "

The tadpole swam and swam, and after a few days, it grew two front legs. They saw a turtle swimming in the water, its four legs swinging, and quickly caught up with it, shouting, "Mom, Mom!" " The tortoise smiled and said, "I'm not your mother." "Your mother has two big eyes on her head and is dressed in green. You go there and look for it! "

Tadpoles swam over, and after a few days, their tails became shorter. They swam to the lotus and saw a big frog squatting on the lotus leaf, dressed in green, showing a white belly and protruding eyes.

The tadpole swam over and cried, "Mom, Mom!" " Mother frog lowered her head and said with a smile, "Good boy, you have grown into a frog." Jump on! ""They kicked their hind legs, jumped forward and jumped on the lotus leaf.

I don't know when the little frog's tail disappeared. They follow their mother to catch pests every day.

The original text of tadpoles looking for their mothers 2. This lesson is learned in two hours, focusing on the cultivation of two language abilities: reading ability and speaking and writing ability. Elaborate as follows:

First, the cultivation of reading ability.

Reading aloud is the most fundamental and effective way to learn Chinese. The language of this text is very distinctive, and the most prominent sentences are descriptive and conversational.

1, descriptive paragraph reading guide.

Such as the first natural paragraph. At the beginning of the class, after guessing riddles, show pictures of tadpoles. Ask the students to describe the tadpoles in their own words. Write on the blackboard according to the students' answers, and then guide the children to look at the pictures on the blackboard and say a paragraph.

Then let the children read the first paragraph, find out how the author describes tadpoles, and think about how the author's observation point is different from his own, and how the author's expression is different from his own. This link is imperceptibly training children to read more. After the comparison, read the first paragraph of the text appreciatively again. At this time, there are individual reading, group reading and old teacher reading. Through different forms of reading, they gradually achieve reciting. The first part of the study has been successfully completed.

Experience: During this period of study, I skillfully integrated the training of reading, speaking and writing. Practice speaking by looking at pictures, compare and look for them in reading aloud, summarize the writing methods after finding them, and imitate goldfish after summarizing them. Sensory training is solid and effective. (This will be mentioned later)

The most important thing is the guidance of reading aloud. During the holiday, I was lucky enough to listen to a lecture by Mr. Yu, Secretary General of Henan Speech and Eloquence Association. After listening to the lecture for several days, my original understanding of reading aloud was completely subverted, such as "low and near, someone is in your eyes and someone is drawing in your heart" and "when reading aloud, forget your own voice, forget your mouth and forget the words in the manuscript". These inculcations and exhortations. I want to better guide my children to read accurately on the basis of my study. So in class, I gave a selfless professor to the students, talking about his study during the holidays, and constantly guiding the children to read in their most comfortable voice and express in their most natural tone. When reading aloud, you should have eyes, pictures in your heart and feelings in your voice. For example, the first sentence: There are a group of tadpoles in the pond. I told my child, when you read this sentence, who are you reading to and who do you want to tell? When you read it, it's like talking to the person in front of you. Say it naturally, without pressure or affectation. When looking at tadpoles, you can imagine a group of lively and lovely tadpoles swimming around in front of your eyes. Repeated training and patient guidance finally let the children find their most beautiful voice. At that moment, I was excited.

2. Dialogue reading instruction

The guidance of dialogue reading is more accomplished by playing different roles.

In the two dialogues between tadpoles and aunt carp and Mr. tortoise in the text, I read with the children in different roles. In role-playing and understanding of key words, the training of reading aloud has been improved:

For example, the dialogue between tadpoles and aunt carp: I let the children play the role directly, I read the narration, and then teachers and students jointly evaluate the advantages and disadvantages of role-playing reading. After two role-plays, I didn't feel much better, so I volunteered: "Little friend, I'll play two roles. Listen, how did I read? " Say that finish, and then demonstrate. Tadpole, I try to read innocent and lovely expressions. Aunt carp is an adult, and I want to be steady. I didn't expect that I consciously read different voices, which actually attracted the laughter of my classmates. The straightforward Wang Xuan laughed and said, "Miss Li, aunt carp is a woman, so you should read it as a man!" One sentence made me blush and embarrassed. I have no choice, my dear child. I didn't know she was a woman, but the teacher had a bad voice. Although it is no problem to guide children to read aloud, they rashly adopt this method without considering the conditions of their own voices, which leads to jokes in class. Should the embarrassment at that time be described as "self-inflicted"? Alas, what a pity.

But apart from this flaw, the reading guidance of the two dialogues is still remarkable in some places. For example, in the narration of two dialogues, the use of verbs, "welcome" and "chase", different verbs express different feelings and reflect different situations, and I guide children to understand the difference between "welcome" and "chase". The feeling of chasing a role is relatively easy, but it is more difficult to meet. Children who meet characters only feel the courtesy and politeness of tadpoles, and no one can understand their orientation. I will perform "English" with Li Zuting sitting in the first row. I play tadpole and Zu Ting plays aunt carp. "Aunt carp is teaching little carp to eat." I stood behind "Aunt carp" on purpose and asked the children, "Little friend, I am a tadpole. Aunt carp, where should I swim? " The children thought for a moment and said, "In front of Aunt Carp." I immediately swam over, stopped in front of Aunt Carp, swam enthusiastically to her side and asked her, "Aunt Carp, where is our mother?" I told the children by acting that it was the tadpoles who swam here on their own initiative, showing their eagerness to find their mother. In this way, understand in the performance, feel in the understanding, and read aloud in different roles after feeling. After several experiences, children's reading ability is getting better and better.

Second, speaking and writing.

In class, speaking practice is everywhere. I have learned a lesson from each text, and carefully searched for pragmatic points, which are generally designed according to the characteristics of text expression, so as to expand children's thinking, enrich their accumulation and consolidate their expression. Then there is the picture talk in the text, such as this text: at the beginning of class, after guessing riddles, show the pictures of tadpoles, let the students describe what tadpoles you see in their own words, write them on the blackboard according to the students' answers, and then guide the children to look at the pictures on the blackboard and say a paragraph.

The most common thing is that all the speeches in class are talking. I constantly remind my children to stand up before expressing, to think well before communicating, to speak clearly and fluently and naturally. These key points, I always remind children, constantly correct their posture and tone, especially the expression of language barriers, but also change in time. I sincerely hope that in my Chinese class, the children will always be in the "field" of Chinese, surrounded by this "field", and I hope that every word of the children will be contaminated with the breath of Chinese; Every word is soaked with the dew of Chinese; Every accent is full of Chinese flavor.

In class, children express themselves casually, and I try to connect with oral communication; I try to combine what the children blurt out with what they write. If you have no intention, you should be as casual as possible, leaving traces of "intention" in "randomness", and writing on the blackboard is the best proof. I am very careful in the design of classroom blackboard writing, which not only takes into account the content, but also expresses the writing method; The writing method of the blackboard content is already in my mind, so I want these words to come out of the children's mouths in class. It seems that the word "Xinyi" that I randomly intercepted from my child's mouth actually took great efforts to guide the child to express it.

This class is like this. In addition to the description of "little tadpoles" and "frogs" in the first paragraph, I will also guide children to try to describe small animals such as "little goldfish" and give a simple description of their appearance. Courseware shows small animals goldfish, guides observation and imitates writing. After the training, assign homework and imitate the shapes of small animals you are familiar with, such as white rabbits or turtles, or ducklings. The close combination of speaking, reading, writing, speaking and writing makes the training really solid and effective.