Teaching plan for the second grade of "Little Tadpole Looking for Mom"

Model essay on the second grade teaching plan of "Little Tadpole Looking for Mom"

As an excellent teacher, he often writes lesson plans according to teaching needs, which helps to accumulate teaching experience and continuously improve teaching quality. So what problems should we pay attention to when writing lesson plans? The following is a sample of the second-grade teaching plan of "Little Tadpoles Looking for Mom" I collected. Welcome everyone to learn from it, I hope it will help you.

The model essay 1 of the second-grade teaching plan of "Little Tadpole Looking for Mom" determines that the teaching difficulties are: knowing tadpoles and frogs, and understanding the growth process and morphological changes of frogs at different stages.

The specific design process is as follows: (Combined with the learning situation)

(1) the appearance of a tadpole.

1. Read the first paragraph of the text and draw while reading.

Find out: big head, blue-gray body, swinging long tail.

Random knowledge of shaking heads.

2. Read the sentences.

3. Draw a picture of tadpoles (something can be added for the beauty of the picture).

4. Tell me about your own painting.

Health: I drew a little tadpole. First, I drew a big head and painted it blue. Then I drew a long tail and swung it back and forth.

Health: I drew many tadpoles swimming happily.

Health: I drew a group of tadpoles swimming in the water.

5. practice.

Little tadpoles swim everywhere.

(1) Where do tadpoles swim around?

(2) Where and how do tadpoles swim?

(2) Morphological changes of tadpoles.

1, transition

Teacher: Little tadpoles swim and swim, and their bodies have changed. Please find and use the marks you like in the text.

Little tadpoles swim and swim. A few days later, it grew two hind legs.

(2) Tadpoles swim and swim. After a few days, two front legs grow.

Little tadpoles swim and swim. A few days later, its tail became shorter. Short-term random cognition

(4) I don't know when the little frog's tail disappeared.

2. Imitate the pictures of spring silkworms in different periods and draw the growth process of frogs.

Sheng noticed the change of figure, but didn't notice the change of color.

3. Exchange and comments from both sides.

4. change it.

5. Tell me about it.

Refer to Lesson 5:

Choose words to fill in the blanks and talk about how tadpoles become frogs.

From beginning to end.

The tadpole () has two hind legs, () has two front legs, () its tail has become shorter, () its tail has disappeared, and it has become a little frog.

6. read it.

(3) The appearance of a frog.

1, read and find.

Teacher: Tadpoles become frogs. What does this frog look like? Can you find it in the text? Mark it with a symbol different from tadpoles.

Health: Four legs and a big mouth.

Health: Wear green clothes, showing a white belly and bulging eyes.

Health: There are two big eyes on the top of the head, dressed in green.

2. Tell me about it.

Teacher: Can you relate the characteristics of frogs?

Health: Frog has four legs, a big mouth, a white belly and big eyes.

3. Recite a frog's morphological sentence.

Reflection:

This is difficult to establish in teaching, because most articles are written about this content, and students don't know much about animals, which is easy to confuse some common sense content. In the previous teaching, I just grasped some sentences in the text to read and speak, and felt that students had a good grasp of the situation. This time, I accidentally asked the students to draw a picture, but I didn't expect the question to be drawn as soon as it was drawn. In the picture, I found that the students only noticed the changes of limbs during the growth of frogs, but did not notice the changes of colors and patterns, which could not correctly reflect the growth process and morphological changes at different stages. After such teaching, I believe that students' understanding of this will change from incorrect to correct. Throughout the class, a line runs through the end. From the inspection link, the effect is obvious. Even the worst students can accurately tell the growth process and morphological changes of frogs at different stages.

Model essay on the second grade teaching plan of "Little Tadpole Looking for Mom" II

I said that the content of the class is the first lesson "Little tadpoles looking for their mothers" in Book 4 of the Chinese textbook for nine-year compulsory education and six-year primary schools.

textbook

This picture reading article vividly describes the story of a tadpole looking for its mother in simple words, and tells students how tadpoles become frogs. This passage is the beginning of this book, which is an intensive training based on students' observation ability and reading ability, and also plays an important role in improving students' listening, speaking, reading and writing ability in the future.

Judging from the arrangement of the textbook, the text has many characters and vivid and interesting language, which is a typical reading training textbook; From the structure of the textbook, the second paragraph and the third paragraph of the text are similar, which is also the best example to guide learning methods. At the same time, the curriculum standard also clearly points out that reading is the most frequent and important training in reading teaching, especially in the lower grades. We should pay more attention to reading and give full play to its role in understanding the text content, developing language and cultivating emotions.

This lesson is divided into three periods. I will focus on the teaching concept of the first class. According to the arrangement system of teaching materials and students' learning practice, the teaching goal is: (1) correctly read the pronunciation of nine new words and understand the meaning of words in combination with the text. ⑵ Understand the physical changes during the growth of frogs and cultivate students' observation ability. ⑶ Learn to read the text in different roles. The focus of teaching is: on the basis of understanding the tenderness of the text, learn to read the dialogues of different roles. The difficulty in teaching is to understand the emotions of the characters and read the corresponding tones correctly.

Preach the law

The process of reading teaching is a process in which each student studies hard to gain individual experience and unique feelings, and it is also a process in which teachers guide students to realize self-construction, learn to read and promote expression in reading practice. Therefore, I give full play to the exemplary role of teaching materials, construct the teaching mode of "reading guidance training", adhere to the method of combining reading with training, and pay attention to cultivating students' reading ability for different role dialogues.

On the Teaching Process

This lesson is divided into five parts:

First, clever introduction to stimulate interest

A good beginning is half the battle. In order to arouse students' enthusiasm to the maximum extent and eliminate the obstacles caused by the regional differences and lack of life experience in most urban children, I first played a video to make students' unintentional attention quickly attracted by the lively and lovely tadpoles. At this time, the teacher lost no time in introducing a new lesson skillfully: mother frog gave birth to a tadpole and left, so she didn't know who her mother was, so they looked for her everywhere. This is the new lesson "Little Tadpole Looking for Mother" (blackboard writing) that we are going to learn. It is carefully designed and led in to mobilize students' visual and auditory cross-participation activities, effectively stimulate students' desire to explore and let students actively and enthusiastically participate in learning activities.

Second, the overall perception, understand the general idea

Third, in this link, I insist on starting from the whole and combining pictures and texts.

1, projection demonstration. Guide the students to observe the pictures in a certain order and think: what is the purpose of each picture? Then connect these four pictures to observe and think: what is the main thing? This observation is more complete and systematic, and students have a clear perceptual understanding of the growth process of tadpoles intuitively.

2. from the picture to the text. According to the characteristics of children in lower grades who love watching cartoons, I ask students to listen to the model essay of the text while watching animated videos, and read aloud and record. On the one hand, students can intuitively perceive the content of the text, and at the same time, it is beneficial to cultivate students' standardized reading skills such as pronunciation and intonation. After reading, let the students read the text by themselves. With the help of pinyin, the teacher focused on checking the pronunciation of the following new words.

Third, intensive reading and learning methods.

As the saying goes, the method is the most important thing in preaching and teaching. According to the structure of teaching materials and the age characteristics of students, I carefully infiltrated the guidance of learning methods and paid attention to cultivating students' reading ability.

1, briefly talk about the first natural paragraph, so that students can know what tadpoles look like.

2, elaborate the second natural section, layer by layer infiltration method.

3. First project a demonstration to make students understand that tadpoles have grown two hind legs at this time.

Then, learn from the pictures, focusing on the word "face up" to understand the mood of the tadpole. It is difficult for junior children to understand this word. In order to turn static into dynamic, difficult into easy, I use the visual inspiration of active slides to guide students to move their eyes, think and speak, and actively participate in various senses. So it is not difficult for students to understand that "face up" means that tadpoles swim across from aunt carp. At the same time, due to the limitation of students' life experience, rational thinking is still in the primary stage, so I make full use of the comparative understanding of the law of knowledge transfer (the transposition comparison of "swimming over" and "meeting up"), plus the emotional experience of students in daily life, and closely follow the word "meeting up" to ask: Why did tadpoles swim across from aunt carp? Contact your daily life and feel its mood at this time? In this way, the gradual deepening and pressure will undoubtedly reduce the slope of teaching difficulty and make the reading guidance of lower grades have rules to follow and laws to follow.

4. Teachers summarize and review the learning methods:

⑴ Grasp "Face Up" and realize the eagerness of tadpoles.

⑵ Distinguish the voice and speech speed characteristics between tadpoles and aunt carp.

This summary makes students have a certain perceptual knowledge of the methods of reading dialogue and subconsciously understand some reading skills. (only for understanding, not for memory)

Fourth, self-study and flexible use

With the foundation of the previous study method guidance, at this time, I let go appropriately and give timely guidance to guide students to use the study method and gradually form their abilities.

1, graphic comparison, let the students know that tadpoles have two front legs. Mother Tortoise told the tadpole that their mother had two big eyes and was dressed in green.

2. Organize students to discuss independently, and the teacher guides and projects the thinking problems.

(1) What words can be used to understand the mood of tadpoles, and how do you do it?

⑵ Compared with tadpoles, what are the characteristics of turtle's voice and speed?

When students study by themselves, they take various forms, such as thinking by themselves, sharing a seat, communicating in groups, and communicating with the whole class. Teachers patrol and give timely guidance. If students have difficulty understanding their feelings, the teacher can ask why tadpoles should catch up quickly. In this way, the gradient of teaching difficulty is reduced, and various forms of reading are adopted after distinguishing characters.

In addition, when I read back the first three paragraphs, I also gave full play to the students' performance ability, and let them wear hoods to read aloud with music performances, which fully enhanced the effect of reading aloud by different roles.

Verb (abbreviation of verb) consolidates practice and strengthens training.

Chinese teaching should insist on pen and ink instead of reading, so I strengthened my writing training while training my listening, speaking, reading and writing skills, and designed two thinking questions for this purpose.

1, fill in the blanks.

There are () tadpoles, () big bodies and () long tails in the room, swimming around happily.

This topic is to deepen students' understanding of the text content, and at the same time, it also permeates some imitation methods.

2. Imitate the appearance of two small animals according to the above words.

What is the location, quantity and appearance?

① () has (), and elephants have () ().

⑵ ( )( )( )( )

The design of this topic embodies two levels, aiming at expanding students' thinking and strengthening language training.

In a word, I give full play to the exemplary role of teaching materials in this class, always adhere to the combination of reading and training, cultivate students' reading ability step by step, and effectively improve the quality of Chinese teaching.

Fan Wen 3, the teaching goal of the second grade teaching plan "Little Tadpole Looking for Mom";

1, understand the content of the story, understand the characteristics of frogs and the relationship between tadpoles and frogs.

2. Learn the role dialogue and demonstrate the story with different roles.

3. Feel the beautiful artistic conception of the story and the feelings that mothers love their children and children love their mothers.

Teaching preparation:

1, activity picture, activity courseware "Little Tadpole Looking for Mom".

2, tadpole, mother duck, mother fish, mother tortoise, mother white goose, mother frog headdress.

3, tape recorder, music tape "Good Mother", cartoon tadpoles looking for their mother.

Teaching process:

First, warm-up activities.

Play the song "Good Mom". Children and teachers take the train into the classroom for rhythmic activities.

Second, the topic of conversation.

Ask a question

1. The birds are asleep in their mother's arms. Are they happy?

2. Is it good to have maternal love?

3. So, what is your mother like? What do you usually do for you? (The children answered casually) (Summary: The children answered very well. Every mother loves her baby very much, but it's hard for her to take care of her baby after work every day. So the children should help their mother and help her do what she can, okay? ) Teacher: All our children grow up happily with their mothers, but ah, the teacher has a good friend who really can't find his mother. Who do you think he is? Teacher: Let's help her find her mother together, shall we?

Third, perceive the story, understand the story, and know the growth process of tadpoles.

The teacher plays the teaching courseware "Little Tadpole Looking for Mom", and the children enjoy the story and ask questions.

1. What's the name of this story?

2. Who did the tadpole meet when she was looking for her mother?

3. Does the mother found by tadpoles look the same?

Fourth, the teacher tells stories in sections with pictures.

Ask a question

1. How did the tadpole ask the mother duck when she saw her? What did Mother Duck say? The tadpole listened to the mother duck and went to find her mother. Who is the second mother it found? What did mother fish say?

2. Who is the third mother the tadpole is looking for? What did mother tortoise say?

3. Who is the third mother the tadpole is looking for? What did Mother White Goose say? Finally, who did the tadpole see? How does it ask? What did mother frog say?

Verb (short for verb) situational performance

1, children's group theory role dialogue.

2. Children choose their favorite roles to perform. Children choose their favorite animal characters, do activities with music, leave the classroom and end the activities.

The expansion of intransitive verb activity

Raise tadpoles

After the activity, raise tadpoles with children in the natural corner and guide the children to observe the growth and changes of tadpoles.

The teaching requirements of the second grade teaching plan model essay 4 "Little tadpoles looking for their mothers"

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.

Class arrangement]

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 one sentence, or one person reads one 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:

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, showing 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 do you call it 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? (training to say a word: little tadpole. )

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 what else we can say and do. Who can say something? (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.