Teaching design of the first volume of the second grade of People's Education Press, "Little Tadpoles Looking for Mom" I. Teaching purpose requirements:
1. In this lesson, learn 9 new words and words made up of these new words and new words made up of familiar words.
2. Make students understand several changes of frog's body during its growth, and cultivate students' observation ability and love for nature.
3. Read the text in different roles.
Second, the teaching emphasis and difficulty:
1, learn new words.
2. Observe the pictures, understand the content of the text and understand the process of tadpoles becoming frogs.
Third, the preparation of teaching AIDS:
A small blackboard with new words, teaching illustrations and teaching videos.
Fourth, the teaching place:
Multimedia comprehensive classroom
Verb (abbreviation of verb) teaching time:
Three class hours
Sixth, the teaching process:
first kind
First, inspire the conversation and introduce the topic.
Students, do you know frogs? (health: yes! Then everyone knows that our friends can be divided into good friends and bad friends according to their quality. Aphids are crops' bad friends and frogs are crops' good friends. Do you like frogs? Then who knows what frogs looked like when they were young? How did it grow up? (There is an illustration of a tadpole on the slide, and then it is pointed out that this is what a frog looked like when he was a child. Its name is Little Tadpole. ) So, how did the tadpole become a frog? Everyone will know after learning today's text.
(blackboard writing topic)
Second, I know the meaning of the picture first.
1. Find a picture: What is drawn on the picture? What are they doing? (The slide shows the first illustration) (Student answers)
2. Show the other three pictures one by one, and guide the students to observe what changes have taken place in the tadpole body. Play four pictures in a row. Ask the students to talk about who the tadpole met in the process of looking for his mother, and reveal that this is the process of the little frog's growth.
Question: Have you seen the last two pictures? What did tadpoles finally become? Did they find their mother? Who is their mother? (life)
4. Summary:
Please look at these four pictures carefully and think about what happens to the tadpole every time he goes to see his mother. How was the beginning? How about in a few days? What happened next? What was the result? (life)
Third, read the text with pinyin for the first time.
1, read the text aloud.
Thinking: How many times did the tadpole find its mother? Who did it meet?
2. Correct pronunciation (grouping, catching the ball, greeting, dressing, etc. )
3. Answer the thinking questions and read the text by roles. (teacher: narrative part; Tadpole, carp, tortoise and mother frog are played by four groups of students respectively. )
Read the first paragraph.
1. Read the first paragraph and look at the first picture.
Question: How did you write tadpoles in the article? Find out the relevant words, say them out and draw them with strokes.
Question: How many tadpoles are there in our pond? (health: there is a group. The teacher explains the meaning of "a group" and then instructs the students to compose words for "a group".
Guide the students to look at the pictures and see how tadpoles feel. Q: What actions can be seen from the tadpoles in the picture? What words describe tadpoles' "happiness" in the natural passage? The teacher instructs the students to touch tadpoles and flick their tails. )
2. Guide the students to look at the pictures and retell the tadpoles.
3. Instruct to read the first paragraph and read the funny and happy expression of tadpoles.
Verb (abbreviation for verb) class assignment:
Finish the second problem of homework (1).
Second lesson
Compare the pictures and texts first and read the second paragraph.
1. Look at the second picture and ask: What's the difference between our tadpoles and the first picture now?
2. Read the second paragraph and talk about the changes of tadpoles.
3. Read it again (by name)
4. Look at the picture and tell why the tadpoles swim to the mother carp. Understand the meaning of "face up".
Statement: Tadpoles thought they should have a mother because they saw the mother carp teaching the young carp to hunt, but they didn't know what her mother looked like, so they swam over and asked.
Statement: forwarding is called "welcome". It is not only polite to be here, but also to let the mother carp find herself-tadpoles.
5. According to the reading materials, ask: What did mother carp tell tadpoles?
6. Guide the reading of the second paragraph. ("ours" and "where" should be stressed; Mother carp's answer should be read in the friendly tone of her elders. )
Look at the pictures and learn the third, fourth and fifth paragraphs.
1. Look at the picture and ask: What happened to the tadpole a few days later?
Read the third paragraph.
2. Students answer and write on the blackboard.
3. Why did the tadpole mistake the tortoise for his mother? Why use "catch up" instead of "meet up" in the text? (The teacher guides the students to answer: First, use "chase" in series; Second, it reflects their happiness and urgency when they think they have found their mother. )
4. Mother Tortoise told the tadpoles what characteristics their mother had? Let the students underline the sentences in the text and read them aloud.
5. Guide the reading of the third paragraph. The tadpole's phrase "catch up and call at once" should read out the urgency of finding a mother.
6. Read the fourth and fifth paragraphs softly and guide the students to think while looking at the pictures:
1) What happened to the tadpole after a few days? (blackboard writing)
2) Did the tadpole find his mother? Who is their mother? How did they recognize it?
) Looking back at the characteristics of mother frog introduced by tortoise and "four legs, big mouth" said by mother carp, tadpoles can find their mothers by fully understanding their characteristics. )
7. What does the fourth paragraph mainly say? Take a look first. (Guide students to read the following paragraphs freely)
"Tadpole is already a frog", why add "already"? How did the tadpole jump on the lotus leaf? (Kick, jump, jump)
8. What does the little frog do with his mother? What does this mean? (It is a good friend of mankind) How should we treat frogs? (Health: We should protect our good friend-frog)
Third, consolidate practice.
1, look at the whole text emotionally by role.
2. Finish the first question after class.
3. Finish the third question after class.
The third category
First, let's review:
1, read the text by role.
2. Guide the students to talk about how tadpoles grow up in turn.
Big head and long tail-two hind legs-two front legs-take off your tail and put on green clothes.
3. Instruct to finish the second question after class.
Second, guide students to read the text in groups with emotion.
Third, recite new words, analyze glyphs and guide writing.
1, watch the vocabulary teaching video to stimulate students' interest.
2. Guide the learning of new words.
3, difficult to write, error-prone font analysis:
Tang: * * *13 painting, the right side of the eighth painting should be highlighted, 10 pen should be highlighted vertically, and the left side is "".
English: Semi-closed structure. Don't write more than one apostrophe in it. The book is empty.
Turtle: **7 strokes, with ""above and ""below, not "electricity". The book is empty.
Shang: * * *14 painting with "clothes" at the bottom.
Drum: On the right is "Zhi", not "Zhi" or "Zhi". This lesson means "bloating".
4. Use tests and writing. (Teachers patrol to guide and praise students in time)
Fourth, class summary.