Tadpole and his mother talk about the draft text 1;
This lesson is a text to learn by looking at pictures. Taking tadpoles looking for their mothers as clues, this paper introduces the growth process of frogs. There are six pictures in this lesson, corresponding to six paragraphs: The first picture shows a tadpole without long legs swimming happily in the water. The second picture shows a tadpole with two hind legs, asking aunt carp. The third picture shows a tadpole with two front legs, mistaking the tortoise for its mother. The fourth picture shows that the tadpole's tail has become shorter and it has found the mother frog. The last two pictures show tadpoles have grown into frogs, jumping on lotus leaves and catching pests with their mothers. The text gives a vivid description of each painting.
The teaching focus of this class is reading and writing, and reading the text correctly and fluently. Understand the growth characteristics of frogs and know how to protect frogs and tadpoles.
The teaching requirements of this class are: 1. Learn 8 new words and write 6 new words in this lesson. Be able to read and write correctly words composed of new words that need to be learned. 2. Read the text correctly and fluently. 3. Be able to observe the pictures carefully and understand the growth process of tadpoles by reading aloud, so as to cultivate students' observation and imagination.
Say students:
Students are very interested in the content of this lesson, but not many students really understand the growth process of frogs. Therefore, in teaching, design students carefully observe illustrations, fully perceive the text, and use courseware to attract students. At the same time, this class is long and it is the first text without phonetic notation, so it is very important to guide students to read aloud, especially to let underachievers read the text well.
Say design:
(1) Introduce riddles to stimulate interest.
Introduce a riddle with the frog's answer, and then show the headdress of tadpoles and frogs, so that students can feel the difference between them. Then let the students ask questions and see if there are any questions to ask them. In this way, students' learning enthusiasm is fully mobilized and they are interested in learning.
(2) Look at the picture and feel the whole.
1, prepare students to read the text: first talk about what to do when you encounter unfamiliar words, and then read the text freely. This can prevent students from not studying for fear of difficulties.
2, read the text (can be read by the teacher, can also be read by children who perform well in free reading. Read it again and mark the paragraphs and new words.
3. Read and pronounce each other at the same table.
4. Read the text by name, and pay attention to the pronunciation and nasal sounds of the tongue. Teach reading long sentences.
(3) Independent literacy.
1, autonomous literacy within the group, comparative method, comparative literacy.
2. Check self-study. Pay attention to the consolidation of tongue sounds and nasal sounds, exchange good methods, and praise students who love to use their brains.
3. Say words with new words.
(4) Look at the pictures and speak, and read the text intensively.
1, the way of catching tadpoles and the understanding of "happiness" in the first natural section. Read the happy mood of tadpoles swimming in the water by combining pictures and self-made movements.
2. In the second, third, fourth and fifth paragraphs, after carefully looking at the pictures, master the changes of tadpoles and similar sentence patterns, so that students can learn to teach themselves from help to release. In reading practice, we use many ways to read aloud, such as reading by ourselves, reading in pairs, reading by turns, reading by roles, etc. Focus on understanding and reading the following places: ask mother carp politely; Happy and excited when calling mom; The loving tone of carp, tortoise and frog mother when they speak. Understand the difference between "catching up" and "catching up" in performance.
3. In the study of the sixth natural period, the popular science video of frogs catching pests was selected and played, so that students can understand the frog's ability to catch pests, the terrible pest form and the activities of young pioneers to protect frogs with red flags through real and sensible situations, thus deepening the understanding level of frog protection into noble moral quality.
4. Ask students to summarize the growth process of frogs with courseware and blackboard writing. The full text is divided into role reading and performance to sublimate feelings.
(5) guiding writing.
Pay attention to the word "change" to guide students to observe the direction of two points carefully. Both "edge" and "strip" should pay attention to the appropriate proportion of up and down.
The remaining four words are for students to learn by themselves. Final game
Tadpole and his mother talk about the draft of lesson 2;
I said that the content of the class is the first lesson "Little tadpoles looking for their mothers" in the fourth volume of the six-year primary school Chinese textbook for nine-year compulsory education.
Say 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 class is divided into three classes. In the first class, I will focus on teaching ideas. According to the arrangement system of teaching materials and students' learning practice, the teaching objectives are determined as follows: (1) Correct pronunciation of nine new words, and understanding the meaning of words in combination with the text. (2) Understand the physical changes of frogs during their growth and cultivate students' observation ability. (3) Learn to read the text of 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.
To 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.
Talking about the teaching process:
This lesson is divided into five parts:
First, cleverly set the 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 skillfully introduced a new lesson: mother frog gave birth to tadpoles and left, so she didn't know who her mother was at all, so they looked for her everywhere. This is the new lesson "Little Tadpole Looking for Mother" (blackboard writing) that we are going to learn. In this way, the well-designed lead-in mobilizes the visual and auditory communication of students' participation in activities, effectively stimulates their desire for exploration, and enables students to 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, read the taste intensively and learn the rules.
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 made full use of the law of knowledge transfer to make a comparative understanding (transposition comparison between "swimming over" and "meeting up"), plus the emotional experience of students in daily life, closely surrounding the word "meeting up", I asked in time: 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.
Tadpole asks his mother to say hello to everyone! I said the content of the class is Lesson 34, Book 2, China People's Education Press Primary School.
I. teaching material analysis
"Little Tadpole Looking for Mother" is a vivid and interesting picture reading article, which mainly tells the story of little tadpoles looking for their mother. The author tells how tadpoles become frogs in the form of stories. This kind of writing is close to students' life and full of children's interest, and students are interested in learning.
Combining the characteristics of this course with the actual situation of our students, I set the following teaching objectives:
Knowledge goal:
Understand the content of the text and the key words in the text; Clean up the text; Understand the process of tadpoles becoming frogs.
Ability goal:
(1) Guide students to understand the picture and meaning; Cultivate students' ability of observation, thinking and expression. (2) Grasp the word "seeking", guide students to learn independently and improve their autonomous learning ability. (3) Take different forms of self-reading and reading aloud, so that students can experience their feelings from reading.
Emotional goal: use the text content and multimedia courseware to stimulate students' feelings of caring for and protecting small animals and receive polite education.
Teaching emphasis and difficulty: understand the key words in the text, and understand the growth process and morphological changes of frogs at different stages.
Second, the analysis of learning situation and teaching methods:
Traditional Chinese teaching mainly transmits information and knowledge to students through books, wall charts and other limited forms. After the introduction of information technology into the classroom, the traditional single teaching method has been changed, the status of teachers, students and teaching materials has changed, and the autonomy, cooperation and inquiry of students' learning have become more and more prominent. For the first-grade primary school students, they are young, like small animals, active in thinking, in the stage of perceptual knowledge, and their attention is easily distracted. Using modern information technology to give students the most intuitive, vivid and profound impression, attract students' attention, stimulate their curiosity, cultivate their interest in learning and help them learn more easily. In teaching, I mainly choose situational method, lectures, observation, discussion and other teaching methods to complete the teaching content of this lesson.
How does information technology integrate with curriculum? I made the following design:
Third, the teaching procedure.
1, stimulate the introduction of interest and create a situation.
Children in grade one are curious and interested in some intuitive objects. So at the beginning of the class, I played the picture of tadpoles swimming around in the pond and the song "Only mother is good in the world". I set a suspense: "Who is the mother of tadpoles?" What does it look like? Let them enter this class with relaxed and happy music, full of passion and curiosity.
Introducing new courses in this way can stimulate students' desire to explore and make them actively participate in learning in an optimized classroom environment.
2, audio-visual combination, overall perception
In this issue, I designed an animated courseware named "Little Tadpoles Looking for Mom and Its Growth and Change". By watching the courseware, students not only know the growth process of the tadpole and who its mother is, but also have a more vivid and intuitive understanding of the three verbs of "welcome, chase and swim" and the process of the tadpole looking for its mother. Read the full text to find out who the tadpole met and whether he finally found his mother.
The use of this multimedia courseware allows students to perceive the text in a relaxed and pleasant atmosphere and initially gain a perceptual understanding of the content of the textbook. Then let the students ask questions in the observation: "Why are tadpoles different from mother frogs?" Why did the tadpole go to his mother? How do they find their mother? "Stimulate students' interest in exploration. With the help of courseware, learning is easy and interesting, and learning resources are analyzed by watching, thinking and speaking, so as to cultivate students' ability to capture information in rapid observation.
3, the combination of graphics and text, research taste.
The content of this article is simple, the language is concise and clear, and the narrative methods in the second, third and fourth paragraphs of the text are basically the same. When teaching, I use the method of combining "helping" with "letting go". Focus on guiding the learning of the second paragraph, so that students can explore independently, learn cooperatively, understand the content, analyze the words and phrases, summarize the learning methods, and guide students to learn the second two paragraphs independently.
(1) Teachers' guidance to understand the emotions in reading.
Teaching is completed by teacher's guidance, reading comprehension, graphic combination and sentence-by-sentence learning, with emphasis on the dialogue between tadpoles and aunt carp. (Slide dialogue with carp "Hey, have you seen our mother there?" . "Aunt carp, where is our mother?" Here, two different expected dialogues are shown by multimedia, so that students can read aloud repeatedly in different roles and get a civilized and polite education in reading. "What changes have taken place in the process of tadpoles looking for their mothers?" This is the difficulty of this lesson. When teaching, use pictures with text descriptions to break through the difficulties.
(2) since the enlightenment and cooperative learning in self-exploration.
Guide students to summarize their learning methods: 1. A few days later, what happened to the tadpole? 2. Who did they meet and what did they ask? 3. What kind of answer did you get? Then teach yourself the third and fourth paragraphs. Then check the self-study by asking questions and discussing. When learning the dialogue between tadpole and tortoise, let the students discuss in cooperation: "Why does tadpole mistake tortoise for its mother?" What other changes have taken place in the process of finding a mother? "When tadpoles find their mothers, they should change their roles, let students be tadpoles, let teachers be frog mothers, and let tadpoles tell their mothers what they think after finding their mothers, so that book knowledge can be sublimated. In the teaching process of understanding the accurate images of words in the text, I played the animation courseware "Face Up, Catch Up and Swim Over" to understand the growth process and morphological changes of frogs at different stages. Using the intuitive effect of courseware, I can get twice the result with half the effort in breaking through important and difficult points.
4, song appreciation, to reproduce the story: children in lower grades are active in image thinking, and it is difficult to attract children's attention for a long time with a boring and single language. So after class, I used three pictures to understand the three verbs "welcome, chase and swim" in the process of tadpoles looking for their mothers. Then, I played the song "Little Frog" to let the students enjoy the joy of success after finding their mother with tadpoles, and ended the lesson with cheerful music.
In the teaching practice of disciplines, the informationization of education broadens our young teachers' horizons, and we gradually have an educational concept that meets the needs of modern society and a sense of teaching service by using various information tools, thus having a keen ability to collect information. As a result, we have become designers of students' learning situations, guides and helpers for students to obtain and use information, and organizers, guides and consultants for the teaching process. Information education provides a platform for me and every teacher to learn and show. On this open practice platform, we feel the promotion of information technology to education reform and the great changes it brings to subject classroom teaching.
My speech is over. Thank you.
Tadpole asks his mother to talk about draft text 4. First of all, talk about teaching materials.
Now is the season when spring is bright and everything is reviving. As one of the main elements of "spring", "Little Tadpole" and "Frog" in the activity of "Little Tadpole Looking for Mother" have long been familiar to children. In addition, those guys with big heads and thin tails are also frequent visitors to Nature Corner. In other words, the "educational resources" of this class come from the children's life experience and the surrounding environment. Adapted as "Art Activity Guide", "Guide children to contact beautiful people, things and things in their surroundings and life, enrich their perceptual experience and aesthetic taste, and stimulate their interest in expressing beauty and creating beauty." This requires. Children in large classes will systematically and carefully observe the morphological characteristics of animals, and will also express the appearance of animals in the form of words and paintings. Moreover, they have heard related stories and songs, and are very interested in the story "Little Tadpole Looking for Mother". If we can further enrich children's emotions and develop their positive thinking and operation ability through the process of "understanding stories-imagining development-creating paintings". This can not only continue the development of children's interest and imagination, but also develop children's expressive force in fairy tale reading in combination with the theme.
Second, tell the teaching objectives:
1. Cultivate children's cartoon drawing skills, reasonably allocate the positions and sizes of the main animals in the picture according to the story content, and show the face-to-face dynamics of animals in the scene.
2. On the basis of being familiar with the story of "Little Tadpole Looking for Mom", create new story content according to the story clues.
3. Encourage children to communicate and negotiate, and create comic books in groups.
Third, talk about the key points and difficulties:
Children in large classes have a good foundation in drawing individual animals, but when children create situations, the animals they draw are also individuals, and there is a lack of communication on the screen. In this respect, I cultivate children's skills in drawing cartoons, and can reasonably allocate the positions and sizes of the main animals in the picture according to the content of the story, so as to show the face-to-face dynamics of animals in the scene. As the focus of this activity, through the contrast and enlargement of the picture, children can understand the scene painting and strengthen the connection between the main objects in the picture. In addition, I will be familiar with the story "Little Tadpole Looking for Mom" and create new story content according to the story clues. As the difficulty of this activity, children's imagination is infinite, but if they are bound by existing experience, most children will copy the memory of experience instead of innovating with their brains. In this regard, I will stimulate children's innovative consciousness through tips and guidance.
Fourth, say experience preparation:
Children are required to learn the story and song "Little Tadpole Looking for Mother" before class, and consciously guide and observe the individual shape and main clues of the story animals in the book in daily life, such as big eyes, big mouth, four legs and white belly.
Five, said the preparation of teaching AIDS and teaching materials:
The courseware designed by the teacher according to the content of the activity, some independent animals and background pictures of the story. Some children's operating materials are: Gou Xianbi, oil pastels, liner.
Six, said the activity process:
1. Use courseware to introduce topics and guide children to recall the main plot of the story.
Show it to mother frog and ask a question: "Today, a mother came to our class. Whose mother is it? " To lead to this activity.
The teacher said, "Yesterday we heard the story" Little Tadpole Looking for Mother ". What mother did the tadpoles meet? " While demonstrating ppt, the teacher guides the children to recall the main clue of the story "big eyes, big mouth, four legs and white belly" to prepare for the story.
Use ppt to arrange the characteristics of goldfish, tortoise and white goose, and guide children to guess similar animals according to their characteristics and create new storylines (teachers can give appropriate reminders and help according to the actual situation of children).
2. Understand the plot of the cartoon and guide the children to observe that the communication between tadpoles and other animals in the picture is face to face.
The teacher said, "Comic books are really nice. Shall we draw a picture of a tadpole looking for its mother? " The teacher then said through language guidance, "Did you find how tadpoles communicate with other animals in this story?" (The teacher demonstrates ppt, enlarges the picture, and guides the children to observe that they communicate face to face. ) 3. The teacher demonstrates and guides the children to understand the size and position of the picture.
Show background pictures and independent animal cards.
The teacher said, "What should we pay attention to in comic books? Teacher, there is a small pond, a group of tadpoles and two female ducks. Who will put it in the picture and how to put it in the picture? " Review and consolidate the knowledge point through this link: animals should face each other when communicating.
Then show three goldfish of different sizes to the children in the same way, so as to understand that the animals in the painting should be moderate in size.
4. Children draw pictures and experience the fun of creation.
The teacher asked the children to draw stories in groups according to the pictures they chose. The content of the story can be innovated by itself, and different animals can be drawn according to the clues. Teachers patrol to observe and guide in time: (1) The whole swimming direction of tadpoles is the same. (2) We should make sure what characteristics tadpoles encounter in their own paintings. (3) Children are required to keep the picture, desktop and surrounding environment clean and tidy.
5. Show the works and guide the children to appreciate and communicate with each other.
Please put the story of tadpoles looking for their mothers on the display board in the classroom, and let the children arrange their works in order.
Teachers lead children to appreciate the works of their peers, exchange their own creative experience, and talk about which group of comic stories are the most innovative and exciting. Then, the teacher gives appropriate encouragement and comments according to the animal dynamics and the overall picture layout. Finally, praise your capable little hands. Let children fully appreciate the joy of success!
The expansion of intransitive verbs;
In the next theme activity about "Where is Spring", you can make full use of the theme board of "Little Tadpoles Looking for Mom" arranged by teachers and students, review related stories and songs, and learn to play the music game of "Little Tadpoles Looking for Mom". And children can be asked to continue to create more stories about tadpoles looking for their mothers.
Tadpole asks his mother to talk about draft text 5. First of all, talk about teaching materials.
The text "Little Tadpole Looking for Mother" is lesson 34, Unit 8, Volume 1, Grade 1, primary school Chinese. It vividly describes the story of little tadpoles looking for their mother with simple words. At the same time, describe the process of tadpoles becoming frogs to students. The article is arranged in Unit 8, because it embodies the teaching concept of "Science is around us, let's explore and discover". 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.
Second, say the goal.
Design intention: According to the requirements of the new curriculum standard outline, combined with the actual text, I have formulated the following difficulties for this class:
1. By reading the text aloud, communicating in groups and combining with the usual literacy methods, let the students know the second kind of new words in this lesson and write six words, such as "You, You, Yes, Yao".
2. Read the article 1-3 correctly, fluently and emotionally. Perceive the characteristics of tadpoles and frogs by reading aloud.
3, grasp the main line "look", in the process of looking, let students understand the process of tadpoles becoming frogs. At the same time, tell students to explore actively and learn to be polite.
4. By reading the text and reading it in different roles, let the children feel the mood of tadpoles looking for their mothers.
Third, the important and difficult points
Design intention: According to the requirements of the new curriculum standard, combined with the actual text, I have formulated the following difficulties for this lesson:
Teaching emphasis: know eight words, write two words, and read the text correctly and fluently with emotion.
Teaching difficulties: students learn the text and tell them to take the initiative to explore when something happens.
Fourth, teaching methods:
Design intention: In order to make students read the text better and achieve the teaching goal, I will adopt the following teaching strategies.
1, scenario reproduction strategy. In the classroom, students' senses are mobilized through courseware, and students are introduced into the artistic conception of the story. 2。 Cooperative learning strategy. Students cooperate to perform specific plots in the text and read aloud in different roles to achieve in-depth experience.
Fifth, talk about learning methods in combination with the learning situation.
The new curriculum standard requires junior students to be interested in reading and feel the pleasure of reading. This class is conducive to cultivating the sense of language and imagination in reading. So I highlight the learning method of this class as "watching, reading, tasting and acting". Look, it's a comparison between pictures and words, and I feel the words initially. Reading is to experience emotions by reading aloud. The product is the analysis, accumulation and application of words and sentences. Acting is to create a scene and enter the role.
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.
Knowledge link
Design intention: Let students know more about frogs through knowledge links.
Frogs are omnivores. Frogs prey on a large number of field pests, which is beneficial to human beings. It is not only the natural enemy of pests, but also the guardian of harvest. The familiar and pleasant sound of frogs is actually like beautiful music that nature can never play, and it is a quiet and harmonious field song. "There is a bumper harvest in Taoxiang, listening to frogs." Farmers have the hope of sowing with frogs, and the joy and joy of harvesting with frogs!
★ Frog skills
1, master of insect catching. 2. Singer. 3. Athletes 4. Camouflage masters
Sixth, the teaching process:
Combined with the teaching objectives of this course, the difficulties in teaching and the requirements of classroom reform, I have formulated the following links:
Autonomous learning
First look at pinyin and write words.
Design intention: Because the first grade of primary school pays the most attention to the teaching of words, it is necessary to consolidate and contact the words in one class before the second class.
I think you will like it.
( ) ( ) ( ) ( )
Second, I am an expert in memory.
Design intention: Through this link, let students review the knowledge of last class.
There are a group of tadpoles in the pond, ()' s head, ()' s body and ()' s tail, and () is swimming around.
I am a small dictionary. (Pinyin Chinese Characters)
Design intention: According to the requirements of the syllabus, the first grade of primary school is mainly words, so I designed this question:
What is it ()? ()
Green () Frog () Carp () Fish () has changed ()
Cooperative investigation
Design intention: According to the requirements of this course and the arrangement of important and difficult points, I designed three questions in cooperative inquiry.
1. How did tadpoles become frogs? Please find it in the textbook and draw it with a horizontal line. ) This question only combines the learning objectives. Also completed the teaching goal.
2. Feel the feeling of tadpoles looking for their mothers through personal reading, old teacher reading and role reading. This is a very important point. The new curriculum standard requires junior students to be interested in reading and feel the pleasure of reading. This class is conducive to cultivating the sense of language and imagination in reading.
3. Through the students' study of 1 and 2 cooperative inquiry questions, students can fully understand a truth: take the initiative to explore and learn to be polite.
Extension extension:
In extension, it is the sublimation of this class, so I designed an oral communication: I observed a small animal myself and described its growth process. You can ask your parents for advice or check the information. )
Teacher's summary
Children, by learning this text today, we understand how tadpoles become frogs, and at the same time, we also understand the truth that we should observe and discover more things by ourselves.
Classroom detection
1, simply write down that turning tadpoles into frogs is my process.
Tadpoles grow up first (), () a few days later, () a few days later, and finally ().
2. By studying this text, I understand the truth of ().