It is suggested that vertical and parallel are better. The course plan is as follows:

Teaching objectives:

1. Let students know about parallel lines and vertical lines preliminarily through independent inquiry activities combined with life situations.

2. Through discussion and communication, students' independent thinking ability and cooperative spirit can develop harmoniously.

3. Infiltrate the classified thinking method in comparative analysis, comprehensive observation and thinking.

4. Through observing and operating learning activities, let students experience the process of understanding vertical lines and parallel lines and master their characteristics.

5. Cultivate students' habit of applying what they have learned, experience the application and beauty of mathematics, stimulate students' interest in learning mathematics and enhance their self-confidence.

Teaching emphasis: through students' independent inquiry activities, they can get a preliminary understanding of parallel lines and vertical lines.

Teaching difficulty: understanding the meaning of never intersecting.

Preparation of teaching AIDS: pencils, sticks, exhibition boards, triangles, rulers, handmade paper and wall charts.

Teaching process:

First, create situations and introduce new lessons.

By creating situations, connecting with life, ask questions: What figures may be formed after two pencils fall to the ground?

Second, explore and compare, grasp the characteristics

(1) Hands-on operation and feedback display.

1, each student thinks independently first and draws out the possible figures with a pencil. After that, the group leader organized everyone to put the possible graphics on the display board with sticks.

2, teachers patrol, participate in the discussion, understand the situation.

3. Centralized display of typical graphics and enhanced graphic representation.

(1) displays one of the display panels.

(2) Apart from these situations on the exhibition board, do other groups have anything to add?

(2) Group discussion and communication to explore graphic features.

1, arrange the graphics, show the representative graphics through computer courseware and number them.

2. Try to classify the people who pose.

3. Think of the pencil as a straight line and reclassify it.

4, according to the research needs, according to the "intersection" and "non-intersection" standards for classification.

Teacher: Students, when we classify objects, we can have different classification standards and different classification results. According to the needs of our study of this course today, if it is divided according to "intersection" or "non-intersection", how do you think it should be divided?

(c) Summarize characteristics and build new knowledge.

1. Through students' own exploration and research, we found two different situations of the relationship between two straight lines in the same plane: one is intersection, and the other is non-intersection.

2. Classify again, summarize the characteristics of "parallel" and "vertical", and let students ask questions. (revealing the topic)

In fact, we deal with vertical lines and parallel lines every day. You see: the adjacent sides of the writing are perpendicular to each other, and the opposite sides are parallel to each other. Students, can you still find and think about what other objects around you have vertical edges and parallel edges? Tell your classmates what you found as soon as you found it.

4. Students try to say concepts.

The teacher summed up the concepts of parallelism and verticality, vertical line and vertical foot.

Third, explain the application and consolidate new knowledge.

(1) origami

1, students found many equal lines and vertical lines in their lives. If you give each student such an irregular piece of paper, can you fold it and fold both the vertical and parallel lines? It's hard. Are you willing to accept the challenge?

2. Students bend the vertical line with their hands, teachers patrol and give individual guidance.

Has everyone folded the vertical line? Which little teacher would like to show the class how you folded it?

Please fold it again on the basis of just folding, so that the two creases are parallel to each other. If you have difficulties, you can discuss with your group.

5. Student demonstrations.

Teacher: It's not easy for everyone. They can bend vertical and parallel lines by hand! Now, please put these documents away quickly. These groups are really fast. It seems that you have developed good study habits!