High-quality teaching design of "traveling in the belly of a cow" (with reflection)

1. Learn the six new words "cricket, cricket, chew, store, swallow and rub" in this lesson and understand the related words. Focus on guiding writing and memorizing two new words "cricket and chewing".

2. Can read the text correctly and fluently. Can correctly master the pronunciation of polyphonic words such as "sleep", "hide", "chew" and "bone".

3. Through oral practice, let the students know the reason and process of the red head traveling in the cow's stomach, and at the same time get the cultivation of language generalization ability.

4. By reading the article, we have a preliminary understanding of the special structure and function of bovine stomach.

5. Cultivate students' concept of calm and mutual help.

Teaching focus

Combine the text to understand the process of red head traveling in the cow's stomach.

Teaching difficulties

Exercise students' oral generalization ability through oral practice.

Teaching time

One class hour

teaching process

First of all, an exciting introduction.

Teacher: Do students like traveling? Which classmate tells us about the places you have been to and how you feel after your trip? (Name)

Teacher: The students have been to so many places, and they are well informed. Today, Mr. Wu also took his classmates to a mysterious place. Please open the text of lesson 29.

Second, uncover the topic

1, look at the topic together.

2. Guide students to understand and distinguish between "tourism" and "travel". (Travel focuses on "travel", which mainly refers to walking around. Tourism focuses on "tour", which mainly refers to sightseeing and play. )

3. Guide the students to ask questions after reading the questions: What questions do you want to ask after reading the questions? Say its name. Presuppose the questions that students may ask: Who is traveling in the belly of a cow? Why are you traveling in the belly of a cow? How to travel in the belly of a cow? )

4. Who travels in the belly of a cow? (It's a cricket with a red head traveling in the belly of a cow) Ask the students to write the name of the cricket with pictures and talk about the memory method.

Transition: Let's study the text together and solve the other two questions raised by students.

Third, study the text.

(A) the overall perception, quick grasp.

1, please read the text quickly, and then talk about which chapters these two questions are talked about.

2. Tell the information you found. (1-7 tells the reason why the red head travels in the cow's stomach, and 8-20 tells the process of the red head traveling in the cow's stomach. )

Transition: Students study hard. Let's discuss the reason why the red head travels in the cow's stomach.

(2) Create a situation and explore the reasons.

1, ask three students to perform reading aloud, and the other students pay attention and find problems. (Tell me the problem you found)

2. Learn the multi-tone word "Tibet".

The courseware shows the polyphonic word "Tibetan" and guides students to distinguish it from the pronunciation of verbs and nouns. (Noun pronounced záng verb pronounced cáng)

3. Explore the reasons.

Practice oral English at the same table (show the sentence pattern of "because, so" with courseware, and let the students talk about the reason why the red head travels to the cow's stomach. )

Transition: For Red Head, this trip was purely accidental. How did Red Head make this unexpected trip? Let's read paragraphs 8-20 of the text together.

(3) Read the text again to understand the travel process.

1, put forward the requirement of cooperative reading:

(1) Female students read what Red Head said, male students read what Green Head said, and the teacher read the narration.

(2) Reading Thinking: How does Qingtou help Hongtou?

2, the whole class exchange learning gains.

(1) Courseware shows polyphonic words, learns polyphonic words, and the camera guides writing "chewing" and understanding related words.

(2) Tell me how Qingtou helped Hongtou.

A. say its name.

B, combined with the students' answers, the courseware shows the relevant content and guides the students' reading experience.

Related content:

(3) Oral practice: With the help of Qingtou, Hongtou successfully completed the journey in the cow's stomach. What is the red-hot travel route? Please cooperate with your deskmate to complete the following exercises.

The red head comes from and comes from. Finally, when you are a cow, follow.

(Transition: How many stomachs does a cow have? Let's take a look at the pictures together. )

(4) Complete the following oral exercises by saying the names and combining the contents of the pictures.

Cows have stomachs, but only before.

Fourth, summary.

1, a preliminary understanding of the literary genre of popular science fairy tales.

Teacher: In the form of fairy tales, the text introduces us to the special structure and function of beef stomach through the experience of red head traveling in it. This genre is a popular science fairy tale sketch.

2. Summarize the analysis and make things clear.

The trip to the red head in the cow's stomach can be said to be an accident. Without the help of the green head, it can't come out of the cow's stomach smoothly. What do you see from them? what do you think? The students' answers are: help each other, unite and be friendly, and be calm and not panic when things happen. )

Yes, no matter what happens, we should not be nervous. We must use our wisdom to deal with things calmly. More importantly, learn to help each other and solve difficulties together. Please remember: unity is strength.

Blackboard writing:

29. Travel in the belly of a cow

Reason: hide and seek-hiding in the grass-being eaten by a cow (carelessly), calm and not flustered when things happen.

(Shouting) Unity and mutual assistance will succeed.

Process: The first stomach-the second stomach-comes out of the cow's mouth.

Teaching reflection:

After this class, I feel much more relaxed than the last Antarctic scenery class. The reason why I feel so relaxed is all thanks to my teacher's careful guidance. Before class, Mr. Bai specially reminded me that in the teaching process, we should pay attention to it, and we must combine the text with oral training, and combine the students' pre-set knowledge points ... It can be said that Mr. Bai's words made me clear the teaching direction and thinking of this course, so I will make such a little progress. However, there are still many shortcomings, such as unnatural transition between links, teachers talking too much, students talking too little, insufficient language training activities for students, and ignoring direct dialogue between students and texts.