Teaching plan for tadpoles to find their mothers 1 first lesson
Teaching objectives:
1. Learn this lesson 13 new words and know 3 new words. Can read and write new words correctly.
2. Read the text with the help of Chinese Pinyin for the first time, and get a preliminary understanding of the content of the text.
3. Cultivate students' ability to think while reading and ask questions they don't understand.
4. Continue to cultivate students' cooperative learning ability with others and feel the happiness of cooperative learning.
Teaching focus:
1. Learn to create new words in this lesson.
2. Read the text for the first time and understand the content of the text.
Teaching difficulties:
1, correctly master the new words in this lesson and learn to use them.
2. Cultivate students' ability to ask and screen questions.
Teaching aid preparation:
Word cards, pictures of frogs, tadpoles, carp and turtles.
Teaching process:
First, dialogue import:
The teacher wrote Chinese characters on the blackboard with colored chalk: "Find". Let the students read these words. Talk about how to use it in life. For example, looking for someone, something, trouble, etc. )
The computer shows a picture of a tadpole. Let the students talk about what it is and what it looks like.
What is the tadpole looking for? The blackboard says: Tadpole, Mom. Today, we are going to learn Lesson 5 "Little Tadpole Looking for Mother". Look at the topic together.
Second, learn new knowledge:
(1) Read the text for the first time and know the new words.
Students can read the text freely, draw new words in the book while reading, and read with the help of Chinese Pinyin.
Read the new words to each other and check the pronunciation against the list of new words. If it is correct, the partner will draw a red five-star in the book as a reward.
Read the text again: read the text by name and listen to the pronunciation of the new words.
Let's comment and encourage students who read correctly and make progress in reading.
Learn new words:
1. Students read the new words by themselves against the list of new words in the book and mark the Chinese characters they don't know.
2. Students study in groups, and the team leader leads the team members to do the following:
1) Let each student say the words he doesn't know.
2) Gather the Chinese characters you don't know.
3) Students who know Chinese characters talk about how they remember glyphs.
4) The group leader refers to Chinese characters, which students can read to consolidate their memory.
3. The teacher uses the computer to show the word cards, and the students read the words on the cards themselves. I don't know. You can ask someone else.
4. Select representatives in groups, read words by name, and compare who reads correctly and sensitively.
5. Practice writing:
1) Please carefully observe the position of new words in the field, and then write one independently. (The words in Tian Ye's book)
2) Students put forward difficult words, and the teacher asked: Which word do you think is difficult to write? The teacher's computer displays new words in a grid, so that students can carefully observe the position of each new word in the grid. Please talk about placeholder.
3) How do students write a Ph.D. in computer science? (Computer demonstration plus recording)
4) Ask the students to write the second word in the field. Teachers patrol and give individual counseling to correct students' writing posture and writing methods.
5) Student evaluation: Show the students' writing situation, and talk about which words are well written and which words are not ideal.
6) Reward students to write Chinese characters on the blackboard for teachers and students to enjoy.
(3) Read the text again and ask questions:
1. Read the text freely and mark the serial number of the natural paragraph. (5)
2. Ask questions while reading.
3. Screening questions in groups: Each group member talks about his own questions, and the group leader leads everyone to concentrate the questions, record them and hand them over to the teacher.
(4) Practice in groups to consolidate:
Teams check each other's topics.
For example:
Look at pinyin and write words;
Dictate words;
Word formation;
Read sentences;
Read the text;
……
Match between groups to guide students to evaluate from different aspects.
(5), homework:
1) Read the text correctly and fluently, and the parents will evaluate it.
2) Think about the problems in this group.
3) Write difficult words in the exercise book, and then make a self-evaluation. ...
Second lesson
Teaching objectives:
1. By observing the pictures, students can understand several physical changes of frogs in the process of tadpoles looking for * *, and cultivate students' observation ability and comprehensive understanding of things.
2. Understand the language and psychology of animals and guide students to read the text in tones.
3. On the basis of understanding the text, let students know that frogs are experts in catching pests and friends of human beings, and educate students to protect frogs.
4. Continue to cultivate students' ability to collect and accumulate information.
Teaching focus:
1. Understand the content of the text and understand several physical changes during the growth of frogs.
2. With the help of illustrations, observe and cultivate students' observation ability and comprehensive understanding of things.
Teaching difficulties:
1. Understand the process of tadpoles becoming frogs.
2. Understand the words in the text.
Teaching aid preparation:
Computers, pictures, comics.
Teaching process:
Watch the cartoon "Little Tadpole Looking for Mom" first:
Tip: Pay attention to the physical changes of tadpoles.
Second, enter the new lesson:
1, overall impression:
Read by name and think about it: How many times did the tadpole find his mother? Who did he meet on the road? Draw it in the text. The teacher writes on the blackboard.
Three times, carp, tortoise, frog. )
2, the computer shows questions, and learn with questions in the next stage of learning: (After the teacher screened the questions raised by the students in the last class. )
3. Read the text carefully:
1) Read the text silently and think about the contents related to the illustrations.
2) Ask students to read the second, third and fourth paragraphs respectively, and then ask students to find relevant pictures according to the contents of the paragraphs and paste them on the blackboard.
3) Try to talk about the contents of the pictures in combination with the text at the same table:
(In the second paragraph, the changes of tadpoles are introduced. A few days later, the tadpole grew two hind legs. He asked the carp mother where his mother had gone. He learned from the carp mother that her mother was "four legs and a big mouth." The third paragraph is written for a few days. The tadpole has two hind legs. After seeing the turtle, he mistakenly thought it was the mother turtle. From the mother turtle's mouth, he learned that the mother turtle had two big eyes on her head, wore green clothes and sang the most beautiful songs. The fourth paragraph was written for a few days, and the tail of the tadpole became shorter and became a little frog. I found my mother on the lotus leaf. )
Teacher: Describe the whole process of searching for * * by mastering the language and movements of animals. Read carefully, find out the words that describe animal language and actions, and use the word "no"
Draw the same symbol and understand why. Combine the verbs that students say are related to the teacher's writing on the blackboard: "welcome", "chase" and "swim"
(Tadpoles "face up" means that tadpoles and carp swim in opposite directions. He is asking politely. Carp told tadpoles that their mother is: four legs and a big mouth. After seeing the tortoise, the tadpole "catches up", which means that the tadpole and the tortoise walk in the same direction, the tortoise is in front and the tadpole is behind, showing that the tadpole is eager to find himself. The turtle's words let the tadpole know more about the appearance of * *: "It has two big eyes on its head and is dressed in green clothes. It sings very well." The tadpole swam over when he saw the mother frog, indicating that he was happy to see his mother. )
4) Practice reading aloud in tones according to the picture content:
Free reading
Read by name and explain why you read like this; You can also talk about the difficulties in reading.
Teacher's instruction: Tadpoles want to find their mother. When they ask the carp mother, they should be polite and read out their desire to find * *; Carp * * answered slowly, very amiable and respectable, which read like caring for children. When tadpoles call mother turtle, they should read a happy and anxious tone. When the tortoise talks to the tadpole, he should read in a tolerant, patient, steady and enthusiastic tone, and read slowly. When tadpoles see their mothers, they should read happy tones, while frogs should read friendly and natural tones.
Group exercises are divided into roles, with tones and appropriate performances.
Each group will send a representative to make a report.
Comment on the reading situation, why?
4. The teacher asked: The tadpole found his mother. How did he become a little frog?
The students themselves say: you can say it according to the content of the text, draw the growth process with strokes, or explain it in your own words.
Talk and communicate with your classmates in groups.
Each group will send a representative to give a report.
The teacher shows the computer screen:
Tadpoles grow two () first, and then two () after a few days. After a few days, () became shorter, and gradually, () disappeared. Tadpoles grow into ().
Let the students read and try to fill in the blanks by themselves.
Please write the answer on the blackboard: the hind legs are long → the front legs are long → the tail is short → the tail is missing.
The teacher and the students read together.
Draw the growth process of tadpoles according to computer pictures, and compare it with Dr. Computer.
Third, talk about experience in connection with real life: Today we learned a story about a little tadpole looking for * *. What can a little frog do to help mankind? What shall we do? Let's talk about our opinions. You can have a dialogue with the help of extracurricular materials. )
The teacher concluded that frogs are experts in catching pests and belong to human beings. Friends, we should protect frogs.
Four. Accumulated information:
Ask students to think about what information they intend to accumulate through study.
The whole class talked to each other.
Assignment: 1. Read the text with tones.
2. Rehearse the drama in the textbook in groups.
Blackboard writing:
Comments on teaching plans:
"Little Tadpole Looking for Mom" is a picture-reading composition. Taking tadpoles looking for their mothers as clues, this paper introduces the growth process of frogs. In the design of lesson plans, students are encouraged to study independently, explore actively, and teachers give timely guidance. At the same time, through group discussion and cooperation, we can break through the teaching difficulties. The use of teaching media should be appropriate and moderate to serve the breakthrough of key and difficult points. This book is well designed and organized.
Teaching plan for tadpoles to find their mothers Part II Activity objectives:
1. Learn how to imprint and add curves with your fingers to display various dynamic tadpoles.
2. Cultivate and develop children's observation and imagination, improve children's interest in art activities and their ability to paint boldly, and experience the happiness of art activities.
3. Show the works, appreciate the works, communicate with each other and share the happiness of success.
Important and difficult activities
Focus: Cultivate and develop children's observation and imagination, and improve children's interest in art activities and their ability to paint boldly.
Difficulty: Children show various trends of tadpoles.
Activity preparation:
Courseware, black gouache pigment, colored pen, drawing paper, rag.
Link teacher behavior
First, lead in and stimulate children's interest.
Second, guide children to observe the basic morphology of tadpoles.
Third, the teacher demonstrated the painting method.
Fourth, explain the requirements of painting, teachers tour guidance.
Fifth, evaluate and appreciate the works.
The intransitive verb ends the activity
1, finger song import
2, guessing riddles; Small animals are round, with slender tails swimming around. Swim around looking for mom and eat pests when you grow up.
teacher
1. What color is the tadpole?
2. What is the external shape of tadpoles? .
3. Does the tadpole's lifestyle include individual activities or group activities?
4. Show pictures of frogs and lead tadpoles to find their mother.
1. Teacher's demonstration: Dip the pulp of the index finger of the right hand gently with Yan X material, then press it on the paper and lift it again, and the tadpole's round body will come out.
2. When drawing the tail, draw a curved thin tail with crayons and let the tadpoles swim.
Summary: If tadpoles want to swim in different directions, they just need to draw their tails on different parts of their bodies.
1. Pay attention to stippling and draw tadpoles swimming in different directions.
2. After painting, you need to wipe your fingers on the rag, and then draw with a pen.
3, bold painting, keep the picture clean.
Arrange the children's works on the blackboard. The children watch the works and the teacher simply evaluates them.
Children sing "I Go to Kindergarten" in groups.
Teaching reflection:
1, in the process of preparing lessons, I consider the introduction in the form of storytelling, which is slightly simple, so I use PPT to play the story to the children in the form of animation and tell it, so that the children can intuitively observe the dynamics of tadpoles and the appearance of frogs, which are the same and different from other animals;
2. In the process of activities, on the basis of ensuring children's free development space, I guide children to observe first, let them express their ideas, mobilize their enthusiasm, and then demonstrate the basic operation of painting;
3. In the process of children's own operation, I guide some routine education to consolidate children's good habits;
4. Disadvantages are: judging from the final work, it limits the children's thinking while demonstrating the painting operation. Many children draw tadpole tails in the same direction. Therefore, if I take this course again, I will give more guidance here to make children more imaginative.
Teaching plan for tadpoles to find their mothers 3 1) Activity objectives:
1, to guide children to understand the four basic growth processes and appearance characteristics of tadpoles becoming frogs;
2. Stimulate children's desire and interest in exploring small animals;
3. Cultivate children's observation ability, operation ability and language expression ability.
2) Activity preparation:
1, a fish tank with tadpoles
2. The story "Little Tadpole Looking for Mom";
3、PPT
III) Activity flow:
First, the teacher led the children to observe the theme introduced by tadpoles.
1, the teacher tells the story of "Little tadpoles looking for their mothers" and reminds the children to observe "What does a little tadpole look like?"
2. Guide children to observe the small tadpoles in the fish tank, and discuss and tell about the shape characteristics of the small tadpoles (big head, eyes, no legs, like fish, etc. ).
Step by step, show the picture of tadpoles' changing process, guide children to observe their four different processes, and insert various questions in the activities appropriately.
References:
1. Eggs: In spring, a mother frog will lay many eggs in the pond or river. Every egg is round and soft, many of them are connected and crawling slowly in the water.
2, newborn tadpoles: 2-3 days later, tadpoles will emerge from the eggs, the head is big and the tail is long, especially like a fish, using the gills on the head to suck air from the water and start living.
3. Growing tadpoles: It takes about 50 days. Slowly, two hind legs grow out first, then two front legs grow out and become a small frog with a bigger mouth and no gills on its head, but its tail has not fallen off yet.
4. Little frog: After more than 70 days, the tail completely falls off. At this time, it can live in water or land, find food by itself, and become a dry little frog.
Third, teachers and students make a summary to further deepen children's knowledge and understanding of tadpoles' growth and change process.
1, summary: The above are the four basic processes for a tadpole to become a frog. It takes more than 70 days from an egg to a frog, but it takes nearly 3 years for some tadpoles to become their parents. There are still some tadpoles in the world that don't change in the water and change in dad's mouth until they grow into frogs.
Step 2 ask questions:
(1) Why are little frogs called amphibians? You can live in water or on land.
(2) What do frogs eat? (Insects, earthworms, spiders, snails ...) Teacher's tip: Frogs keep peeling, and old skins are their best food.
(3) Why do you care about the little frog? It is an expert in catching pests, a good friend of crops and beneficial to us, so we should take good care of it.
Attached (children's song): Little tadpoles look for their mothers.
1, an egg is round, move, move, it's really fun; (moving slowly)
2. A tadpole swims around with its tail to find its mother; (brisk)
3. Two hind legs grow out. Where are mom and dad? (cheerful)
4. Four legs have grown out, and Mom and Dad are here. Mother ... threw herself into her arms (the teacher played mother frog to meet "little tadpole").
If I have classes, I will do more guidance here to make children more imaginative.
Teaching plan 4 for tadpoles to find their mothers Activity goal:
1, learn to sing the song "Little Tadpole Looking for Mom", and understand and remember the lyrics.
2. Experience the fun of games and performances and cultivate the creativity of children's actions.
Activity focus: children understand and memorize lyrics and learn to sing.
Activity preparation:
1, photos of tadpoles
2. Song collection
Activity flow:
First, the riddle is introduced.
1. Teacher: This is a riddle. Guess what small animal it is? "The round head is black and oily, and the thin tail is twisted and twisted, swimming in circles in the river." Children, guess what small animal this is?
2. Teacher: Yes, it is a tadpole. Let's see what tadpoles look like. (Show pictures of real tadpoles) The teacher enriched the lyrics in the process of children's telling.
Second, be familiar with the lyrics derivation diagram.
1, Teacher: What is the head of a tadpole like?
By the way, what color is the round head?
Round head, black oil (the teacher shows the map and the children look at it collectively)
2. Teacher: What else do tadpoles have?
By the way, tadpoles have thin tails, and their small tails are wriggling in the river.
Thin tail, wriggling.
3. Teacher: What are tadpoles doing in the river?
It swims in circles in the river, turning and turning, swimming and swimming.
4. Teacher: Little tadpole, swimming, what is he doing?
The tadpole is swimming. It is looking for its mother. It says, Mom, where is it? Children say it together.
5. Teacher: Let's read the lyrics with the album.
Baby tadpoles look for their mother.
Keywords tadpole, swimming, round head, black oil,
Careful tail, twisting and twisting, swimming in circles in the river,
Turn around, swim around,
Tadpole, swim, mom, where is it?
Third, learn to sing.
1, Teacher: The teacher turned Little Tadpoles Looking for Mom into a beautiful song. Shall we listen to it?
2. Sing it again. What did you hear? The word ZaZaZa needs to be learned.
The teacher played and sang for the second time. You can beat the time while listening to music. (Clap your hands)
4. Continue to be familiar with the lyrics and music for the third time. Teacher's lead singer: We sing while watching the atlas, and the children who can sing sing along with the teacher.
5, children sing 2-3 times, and encourage children to create actions when singing.
Fourth, create and edit actions.
1, Teacher: Just now, our children danced beautifully on the small chair. Let's jump to the middle.
Stand up, stand in the middle, while listening to music, we will move, and we will be tadpoles together.
2. Teacher: I see it is very beautiful. Please ask her to jump. Then, let's study together (please have two or three children)
Teacher: Let's listen to music and dance while singing.
4. Game: What do tadpoles do in the water? Who is it looking for? (Mom) Let's be tadpoles. Let's swim in the water. Let's find out where mom is. What should we say when we find her? Mom found it! (Children and teachers make tadpoles together, and another teacher plays mother frog) Play the game twice. Today, we played a music game. The tadpole looked for his mother. The children all behaved well. Praise yourself.