The tadpole looks for his mother.

The text "Little Tadpole Looking for Mother" takes the little tadpole looking for mother as a clue and introduces the growth process of frog. Below I will share the original text of tadpoles looking for their mothers, hoping to help everyone!

Original content "Little Tadpole Looking for Mom"

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

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 them and asked, "Aunt carp, where is our mother?" Carp mother said, "Your mother has four legs and a big mouth. You go there and look for it! "

The tadpole swam and swam, and after a few days, it grew two front legs. They saw a turtle swimming in the water, its four legs swinging, and quickly caught up with it, shouting, "Mom, Mom!" " The tortoise smiled and said, "I'm not your mother." "Your mother has two big eyes on her head and is dressed in green. You go there and look for it! "

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 lowered 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.

Literacy and writing

The presentation and guidance methods of new words in this lesson can be flexible and diverse. Students read the text with pictures. When they encounter unfamiliar words, they guess according to the meaning or context of the picture. If they can't guess, draw it and try to understand it with their classmates. Ask the students to talk about the new words they already know and how they know them. If students don't know words after self-study, teachers can give guidance and show new words cards to read.

Some words can guide students to memorize randomly when reading the text. Such as "skin", you can show pictures of frogs, wearing green clothes, revealing a white belly, emphasizing the stroke order of the word "skin". 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, "A Ding Du" can be memorized by adding radicals to familiar words.

Learning to throw can be distinguished from using, and the last stroke can be imagined as a long tail thrown by an animal. To distinguish between "Ji" and "Ji", students can be taught the small formula of "open mouth and half mouth".

reading comprehension

This text seems a little long for the first-year students, so the teacher should give the students enough time to practice reading aloud.

Look at the pictures and read the text by yourself. Looking at it, I thought: What happened to tadpoles in the process of looking for their mothers? What is a tadpole's mother like? Discuss and communicate after reading. What do you know after reading the text for the first time? What do you have in mind? Is there anything you don't understand?

After the instructor understands 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. For example, the appearance of tadpoles is described as "big head, dark gray body, swinging long tail and swimming happily." The language is vivid and emotional, especially suitable for guiding reading. You should read lively and lovely tadpoles.

When reading the paragraph where tadpoles ask carp and turtles, teachers can show students the changes before and after tadpoles with text illustrations or courseware. In the form of performance, students can write and perform in groups, perform "welcome" and "chase" actions, and talk in situations. Teachers should guide students in time when performing, especially in the dialogue part. Tadpoles should understand their anxious mood; Carp is kind and enthusiastic; The tortoise is funny and serious.

When reading sentences describing frogs in the text, students can be guided to accumulate words, find out their favorite words or sentences, read them and combine them with learning. For example, "there is a big frog squatting on the lotus leaf, wearing green clothes, showing a white belly and bulging eyes." Say a word with "green" and "white" respectively. "They kicked their hind legs, jumped forward and jumped on the lotus leaf." Let the students read and act. Learn languages through various forms to deepen the accumulation and memory of beautiful languages.

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? Teachers can supplement the information appropriately: a medium-sized black frog eats about 70 insects a day, and if it preys for 7 months a year, it can kill about 50 thousand pests; A frog can prey on more than 260 animals at most every day and kill more than 40,000 pests every year. Here, the consciousness of protecting frogs permeates the students.

In the process of guiding students to read and feel 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.

(3) Consolidate training

The "say and draw a picture" in the exercise is cleverly designed. Through students' automatic oral English and strokes, we can understand the changing process of tadpoles from real life. The change of tadpoles is divided into several steps, and students may encounter difficulties in language organization during the narrative process. Teachers should strengthen guidance and let students speak in an orderly manner. This part of the content can also be used as a comprehensive practical activity, allowing students to choose their favorite expressions. Students can also express their own personal observation process in words.