Lesson 34 A tadpole looks for his mother.

The first grade Chinese text "Little Tadpole Looking for Mother" vividly describes the story of little tadpoles looking for their mother in simple words, and tells students the process of little tadpoles becoming frogs. It includes the road of being able to live independently from an early age and actively explore when things go wrong. I sorted out Lesson 34 "Little Tadpoles Looking for Mom" in the second volume of Senior One Chinese for your reference. I hope you get something from reading!

Lesson 34 "Little Tadpoles Looking for Mom" Senior One Chinese Book 2 There are a group of little tadpoles in the pond, with big heads and dark gray bodies, swinging their long tails and swimming happily around.

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 the mother carp and asked, "Mother carp, where is our mother?" Carp mother said:? Your mother has four legs and a big mouth. Look over there! ?

The tadpole swam and swam, and after a few days, it grew two front legs. They saw a turtle swimming around with four legs in the water, and quickly caught up with it and cried, mom, mom! ? The tortoise said with a smile. I'm not your mother. Your mother has two big eyes on her head and is dressed in green. Look over there! ?

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 bowed 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 teaching notes of "Little Tadpole Looking for Mom" in Lesson 34, Volume 2 of Senior One Chinese are a traditional text, which is deeply loved by junior students because of its vivid and interesting content. This time it appeared in the second volume of the new textbook. This shows how excellent and good this text is. The text vividly describes the story of tadpoles looking for their mothers in simple words, and tells students how tadpoles become frogs. There are many roles in the text, including carp, tortoise and frog. The language is vivid and interesting, and it is a typical teaching material for reading training. Curriculum standards also clearly point out that reading is the most frequent and important training in reading teaching, especially in the lower grades, so we should pay more attention to reading and give full play to its role in understanding the text content, developing language and cultivating emotions. After listening to Teacher Yang's lesson today, I learned a lot and have more confidence in the new curriculum reform.

First of all, look at the pictures, talk, read and feel.

At the beginning of this class, Mr. Yang put a picture of tadpoles swimming in the pond on TV, and introduced it in the form of talking about pictures, which also played a perceptual role for those students who had never seen tadpoles, and the students who had seen them would talk a lot about tadpoles while looking at the pictures. Of course, this includes knowledge that is not available in books, which broadens learning resources and encourages students to read more extracurricular books. After students say a lot of information about tadpoles in their own language, they can master the shape of tadpoles and show the first natural paragraph of the text. Teacher Yang encourages children to read aloud in various forms to see who can read tadpoles cutely and make everyone like them. Encouraged by the teacher, the children are eager to try. In this way, speaking first and then reading, students' spoken language naturally transits to written language, accumulating their expressive ability and sense of language, and deepening their understanding of the text.

Second, borrow? Looking for you? Stimulate students' interest in reading

Interest is the best teacher for our primary school students to learn, and stimulating students' interest is a favorable way to cultivate students' emotions, enlighten their thinking, develop their imagination and develop their intelligence. With interest, their thinking will be in an active state and they will be active in learning. These fully show that to achieve the purpose of students' learning, we must first stimulate students' interest. Stimulating students' interest in learning is the condition for cultivating students' active learning. After the children read the first paragraph aloud and realized the cuteness of the tadpoles, Teacher Yang mysteriously told the students that the tadpoles saw that all the children had mothers, and they thought, What about our mothers? So they sent someone to find you. do you want to see it ? In the students' surprise, the teacher showed on TV:

Missing person (in the newspaper)

Hello everyone!

I am a tadpole. How envious I am to see other small animals playing happily with their mothers! But I don't know where my mother is. It is said that the children in Class Two (1) are the cleverest. Please help me find my mother!

The students suddenly realized that in a short time, all the little faces were full of bright smiles. It turned out that the cute tadpoles came to ask them for help. At this time, the teacher lost no time in asking: would you like to help this? The children shouted "Yes" with one voice and couldn't wait to open their textbooks and read the text. They all draw here with pencils, circle there, and occasionally hear whispering discussions between deskmates. Look! Without too much difficulty in language introduction, students naturally enter the text and role, and their enthusiasm for reading is higher.

Third, read out feelings and enrich language accumulation.

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. Teaching this text should not only focus on learning words and understanding the physiological changes of tadpoles into frogs, but also pay attention to students' emotional input in learning. Through reading, acting and speaking, students can deeply feel the emotional beauty of the language and characters in the text, so as to accumulate language, enrich their spiritual world and meet their growing needs. Teacher Yang borrowed it? Looking for you? The process of asking students to help tadpoles find their mothers is actually a process of reading comprehension and emotional experience. Children understand a lot through repeated reading, and then express it in their own personalized language. For example, children read and say:

1, I know that tadpole's mother is a frog;

2. Tadpoles later became frogs;

3. The process of tadpoles becoming frogs is to grow two hind legs first, and then two front legs;

4. Did the tadpole find the wrong one at first? Mom? Yes;

I know what frogs look like, and so on. Then read by yourself and find out the characteristics of mother frog from the text. Through reading and thinking, students have found a natural paragraph that looks like a frog, experienced the process of accumulating rich languages, gained unique feelings and developed their individuality.

In a word, I felt deeply during my class study. I am determined to apply the good experience and methods I learned from Mr. Yang to my own education and teaching flexibly to improve the teaching level.

Teaching suggestions of lesson 34 "Little tadpoles looking for their mothers" in the second volume of senior one Chinese: 1. Reading and writing.

The presentation and guidance methods of new words in this lesson can be flexible and diverse. Please refer to the following steps.

1. Students read the text with pictures. When they encounter unfamiliar words, they can guess according to the meaning or context of the picture. If they can't guess, draw it and try to get to know your classmates.

2. use? I will admit it? Prompt card, guide students to talk about the words they already know in the new words column, and say how they know them. If students don't know words after self-study, teachers can give guidance and show new words cards to read.

3. Some words can guide students to memorize randomly when reading the text. Like what? Gray? When showing pictures of tadpoles, can you know by observing the color of tadpoles? Gray? Words. You can also concentrate the new words in the new words column after learning the text, and guide the students to remember them in their favorite way. For example:? Ah, coat, coat? You can memorize glyphs by adding radicals to familiar words.

4. Use courseware or new word cards to consolidate recognition and reading, or make Chinese character parts, play scrabble or enlarge vocabulary.

5. The words required to be written in this class are relatively simple. Let the students observe carefully before writing? In, change, and article? Pay attention to strokes and write in a standardized way. ? what's up Under the word? Month? Word, left becomes vertical; ? Articles? The word above is a folded text, not an anti-text, which should be emphasized in particular.

Second, read aloud.

1, students look at the pictures and read the text by themselves. Looking at it, I thought: What happened to tadpoles in the process of looking for their mothers? What is a tadpole's mother like?

2. Discussion and communication: What did you know after reading the text for the first time? What do you have in mind? Is there anything you don't understand?

3. After instructing the teacher to understand the first paragraph, the teacher guides the students to observe: In what order do the tadpoles described in the article appear? Are tadpoles cute? Do you like these tadpoles? Students who have seen or raised tadpoles can also talk about what other lovely places they have. A lively and lovely reading guide for tadpoles.

4. When reading the paragraph that tadpoles ask carp to ask turtles, teachers can show students the changes before and after tadpoles with text illustrations or courseware. Can take the form of performance, so that students can write, perform and show in groups? Are you welcome? And then what? Chase? Action, dialogue in the situation. For example, a classmate is a commentator and reads the explanation part of the text; Two female students dress up as mother carp and little carp respectively; A male classmate plays the tortoise; Several small students dressed up as a group of tadpoles. If possible, you'd better make a headdress. Let the students organize their own rehearsals according to the content of the text, and then let the students show themselves and report. Teachers should guide students in time, especially in the dialogue part. (tone: tadpoles are concerned and anxious; Carp is kind and enthusiastic; The tortoise is funny and serious. Then guide all the students to read aloud.

When reading the sentences describing frogs in the text, teachers can use the illustrations in the text to inspire students to observe the characteristics of frogs and guide education: as long as they keep discovering and exploring, they will succeed one day.

In the fourth and fifth paragraphs, students can also be guided to accumulate words and phrases, find out their favorite words or sentences, read and combine learning with application. Like what? There is a big frog sitting on the lotus leaf, dressed in green, with a white belly and big eyes. ? Use? Green? 、? Snow white? Everybody say a word. ? They kicked their hind legs, jumped forward and jumped on the lotus leaf. ? Let the students read and do actions. Learn languages through various forms to deepen the accumulation and memory of beautiful languages.

6. At the end of the article, the teacher can skillfully set a suspense: as soon as the little frog finds his mother, he will learn the skills of catching pests from her. They catch pests every day. How many pests can they catch in a day? Let's explore, shall we?

In the process of reading and understanding the text, it is best to play courseware, so that students can enrich their feelings about the text and be infected by emotions. If there is no condition to make courseware, students can be infected by the teacher's eloquent model reading.

Third, practical activities.

1, pre-class activities.

Conditional students can catch a few tadpoles and raise them for a period of time with the help of their parents to observe the changes of tadpoles.

2. Classroom activities.

Design a fill-in-the-blank question and talk about the process of tadpoles becoming frogs: there are a group of tadpoles in the pond. They swam around. A few days later, two () grow out. A few days later, two () grow out. Before long, () disappeared and became () that only caught pests.

Dialogue between teachers and students and recite sentences. Teacher: What are tadpoles like? Health: big head, dark gray body, swinging a long tail. Teacher: What is a little frog like? Health: Wear green clothes, showing a white belly and bulging eyes.

3. Extracurricular activities.

Go home and read extra-curricular books, or with the help of parents, as an expert in catching pests, find out relevant information about frogs, communicate between classes, and display them on blackboard newspapers or learning gardens.

If possible, raise tadpoles with your parents, observe how tadpoles grow into frogs, and observe and record its changes. Give it a try!