Original text of primary school Chinese text "Tadpole Looking for Mom"

"Tadpole Looking for Mom" ??is the 34th lesson of the second volume of the first-grade Chinese language of the People's Education Society and the 1st lesson of the second-grade volume of the 2017 edition. Now let’s take a look at the original text of the primary school Chinese language Tadpole Finds Mom. Welcome to read and learn from it.

There are a group of tadpoles in the pond, with big heads, black and gray bodies, and long tails, swimming happily around.

The tadpole swam and swam. After a few days, it grew two hind legs. When they saw the carp mother teaching the little carp to hunt, they went up to them and asked, "Aunt Carp, where is our mother?" The carp mother said, "Your mother has four legs and a wide mouth. Go and look for her over there!" ”

The tadpole swam and swam. After a few days, it grew two front legs. They saw a turtle swinging its four legs swimming in the water, and hurriedly chased after it, shouting: "Mom, Mom!" The turtle said with a smile: "I am not your mother. Your mother has two big eyes on the top of her head. Wearing green clothes. Go and look for it over there!"

The tadpoles swam. After a few days, their tails became shorter. They swam to the lotus and saw a big frog squatting on the lotus leaf. It was dressed in green clothes, with a white belly exposed and a pair of big eyes.

The little tadpole swam over and shouted: "Mom, Mom!" The mother frog looked down and said with a smile: "Good children, you have grown into frogs, jump up quickly!" He kicked his legs, jumped forward, and jumped onto the lotus leaf.

At some point, the little frog’s tail disappeared. They follow their mother and catch pests every day.

"Tadpole Looking for Mom" ??is a traditional fairy tale text that is deeply loved by lower grade students because of its vivid and interesting content.

1. Combine reading aloud with looking at pictures and reading along with the text

The video shows the animation of this lesson, dubbing the full text, and assigns thinking questions: "After listening, tell me about you What do you know? Tell the main idea of ??the story in your own words?" This design helps students set the tone for reading aloud. There are many dialogues in the text, which demonstrates the tone of the text and allows students to learn new words. Use the courseware to compare the pictures and texts in this lesson and show them to the students. Students will be very interested in reading. Some unfamiliar words can be understood with the help of pictures, such as the words "ying" and "chai", and the words "carp" and "tadpole" in the picture. Face to face, this is to meet them. The turtle and the tadpole are one in front and one behind, this is to chase them. Students can understand these two new words in the article at a glance.

With the comparison of pictures and texts and various forms of reading aloud, the main content of the text can be quickly grasped. For example, when teaching the passage about the tadpole greeting the carp and questioning the turtle, the teacher combined the courseware display and asked the students to take the initiative to discover the changes before and after the tadpole, using the form of performance and dialogue in the situation. One classmate acted as the narrator, and two female classmates They played the roles of mother carp and little carp respectively. One male student played the role of turtle, and several smaller classmates played the role of a group of tadpoles, wearing relevant headdresses for the performance. The students quickly entered their respective roles, playing the anxious and polite tadpoles, the carp Friendly and enthusiastic, Wugui's funny and serious tone is perfectly imitated.

2. Focus on guidance, draw inferences from one example, and highlight learning methods

Fairy tales such as "The Tadpole Finds Its Mother" have longer text content and similar content in the paragraphs, such as this paragraph The next section talks about talking to carps and the next section talks about talking to turtles. The structure is basically the same. The pictures are also presented in the form of comic strips. We can use this kind of text to guide learning methods and cultivate students' ability to learn independently and read independently. When teaching "Tadpole Looking for Mom", focus on instructing students to learn the second natural paragraph, using the part of "Tadpole Asking Carp" as a breakthrough point to guide the learning method. The first step is to guide students to look at the picture and talk about who is on the picture? They are What will be said? Let students imagine it first. Inspire students to observe the characteristics of frogs based on the illustrations in the text, and guide education: as long as you keep discovering and exploring, you will eventually succeed.

The second step is to read and understand the text. What did the tadpole say? Why did it mistake the carp for its mother? How did the carp answer? The third step is to read and understand, think about it, and what tone to use to read them. Dialogue? The guide reads the polite tone of the tadpole and the friendly tone of the carp aunt. The fourth step is to retell the text and use textbook drama or storytelling to consolidate the text content. The ideas should be clear when teaching. After that, use courseware to show the above steps. In the next few paragraphs, let students follow these steps to work together in groups. You can also design a few questions to provide self-study tips:

1. How have the tadpoles changed after a few days?

2. Who did they see?

3. How do they have a dialogue?

Please read it out in roles? In this way, teaching highlights the key points, plays the role of collaborative learning, cultivates students' ability to draw inferences from one example, and their awareness of active participation, so that Classroom teaching is more effective.

3. Inspiring talk, guiding practice

In the lesson "The Little Tadpole Finds Its Mother", at the end of the text, the teacher gave an inspiring talk: "The little tadpole finally found its mother. What a blessing! If you were a tadpole, what would you say to your dear mother?" After summarizing, guide students to practice: "If the tadpole didn't meet the carp and the turtle, who else might it meet?" Adapt the story. "Frogs are human beings' good friends. How should we treat frogs?" The final extended question was: "Do you know how many pests a frog can catch in a day?" Through the training of these links, students' learning extends from the classroom to Extracurricular, from learning childlike texts to exploring scientific knowledge, this kind of penetration is very beneficial to students' future development.