1, students will use the number 1-5 to indicate the number of objects, know the sequence of 1-5, know, read and write the number 1-5, and pay attention to writing neatly. 2. Cultivate students' habit of careful observation, active operation and serious writing. 3. use? Wildlife park? Figure, let the students feel it initially? With math? Fun, but also breeds a good desire for harmony between man and nature.

Emphasis and difficulty in teaching

Teaching emphasis: Learn to express the number of 1-5 with different objects and know the number of 1-5.

Teaching difficulty: You can express yourself correctly in your own language.

teaching process

First of all, look at the numbers and say the numbers.

1, the teacher's courseware shows the numbers 1, 2, 3, 4, 5. Q: Do you know these figures? Read it together. How much do you know about these figures?

2. The teacher asked: Can you use pictures, beads on the counter or your own things to represent these numbers?

Can you find 1, 2, 3, 4, 5 in the classroom? The teacher believes you. Look for it. Look around and say the numbers. If they are clear and the quantifiers are correct, praise them. )

Second, look at the picture to find the number.

Just now, children were looking for 1, 2, 3, 4, 5 around us. The children talked a lot, and you are all the best. Teacher, here is a picture. Can you help the teacher find the numbers in the picture? The teacher shows the theme map, and the students observe it carefully and say the numbers in the map. (1 circle, 2 triangles, 3 hearts, 4 pentagrams and 5 suns)

Third, talk about it.

The children found so many numbers from the pictures, and everyone was great! Today, the teacher still wants to talk to you. Shall we talk in another way this time? Shall we read the textbook 16 first? Do it. Let's talk about the picture first: the first child took out 3, the second child showed it with 3 flowers, the third child took out 3 circles and stretched out 3 fingers, while the mother used 3 apples. They are all three years old. What can you name three? What if the teacher says 4? How about five o'clock? What about 2?

Fourth, comparison.

1, whose eyes are the brightest? The courseware has pictures. Please observe them carefully and say how many? 2. Whose ears are the cleverest? The teacher put the finalists in four cups and asked the students to listen to the sound and judge how many there are. First, they lined up and then verified them one by one.

Five, write a write

1. Observe the positions of 1, 2, 3, 4 and 5 in Japanese fonts, and say what they look like (1 is like chalk, 2 is like a duck, 3 is like an ear, 4 is like a red flag, and 5 is like a tick).

2. Watch the teacher write and pay attention to the writing order.

3. Students draw a picture with Japanese characters in the book and show the good works to everyone.

Teaching plan "Understanding of 1-5" (2) Teaching objectives

1. 1 knowledge and skills:

1, the number of objects can be expressed by L ~ 5 numbers, knowing the number sequence of 1 ~ 5, and being able to read, recognize and write L ~ 5 numbers.

2. The number of things in daily life can be expressed by 1 ~ 5, so that students can feel that there is mathematics everywhere in their lives and initially establish digital consciousness.

1.2 process and method:

Create a familiar situation for students, stimulate their enthusiasm for learning and desire for active exploration, so as to master the knowledge they have learned.

1.3 Emotional attitudes and values:

Cultivate students' observation ability and language expression ability, and experience the fun of communicating with peers.

Emphasis and difficulty in teaching

Understand the cardinality and ordinal meaning of 1 ~ 5.

teaching tool

Multimedia courseware, objects, sticks, etc.

teaching process

Introduction topic: Section 1-1? Understanding of 5

1, observation count. (The media shows the theme map. )

Teacher: Do you like going to the zoo, children? Do you like small animals in the zoo? This is a picture of the zoo. Look carefully and count. What do you see? How much is the difference?

Students: 1 sun, 4 clouds, 1 elephant, 3 giraffes, 2 rhinos, 4 birds, 3 sheep, 2 trees, 4 students, 1 teacher, 5 flowers, 2 boys and 2 girls.

2. Reveal the topic.

Teacher: Observation is really careful. The number of many things in life can be expressed by numbers. Today, we will learn the understanding of 1 ~ 5 together.

(blackboard writing: "Understanding of 1 ~ 5")

New course teaching

Query 1: Use 1 ~ 5 to indicate the number of objects.

1, learn the number of l, (media display: elephant map. )

Teacher: There are 1 elephant on the map, so the number of elephants can be represented by 1 beads, and the number can be represented by 1.

(First click? Elephant? Pictures and media presentations: flashing elephants; Seconds? Elephant? Picture, media display 1 bead; The third click? Elephant? Picture, media display number 1. Division and blackboard writing: ○ 1)

Teacher: What else can you find in the picture that can be represented by the number 1 Can guide students to read the theme map in the book. )

Students may answer: 1 The sun can be represented by the number 1. 1 The teacher can use the number 1 to express it. )

(Click on the media to show them in turn: the teacher's picture and the sun's picture. )

Teacher: 1 teacher, 1 elephant, 1 sun, etc. Can be represented by the number 1

2, the number of learning 2

Teacher: Can you find something that can be represented by the number 2? (blackboard writing: ○○ 2)

Health: Two rhinos, two trees, two boys and two girls can all be represented by the number 2. )

(Click on the media to show pictures of rhinoceros, trees, boys and girls in turn. )

(First click? Rhino? Pictures, media demonstration: flashing rhinoceros; Seconds? Rhino? Picture, the media shows 2 beads; The third click? Rhino? Picture, media display number 2. )

3. The number of learning 3, 4 and 5

Teacher: So everything else in the picture is represented by sticks and numbers? Talk about it in the group. (4-person group discussion, teachers patrol guidance. )

4. Student report

Health: Three sheep and three giraffes can be represented by three beads, which can be represented by the number 3;

Four clouds, four birds and four students can all be represented by four beads, which can be represented by the number four;

Five people with five flowers can be represented by five beads and can be represented by the number five.

(According to the students' answers, click for the first time? Sheep? Photo media demonstration: media flash first? Sheep? Pictures; Seconds? Sheep? Picture, the media shows 3 beads; The third click? Sheep? Picture, media display number 3) (blackboard writing: ○ 03)

(According to the students' answers, click for the first time? Cloud? Pictures and media presentations: flash objects first; Seconds? Cloud? Picture, the media shows 4 beads; The third click? Cloud? Picture, media display number 4. (blackboard writing: ○ ○ ○ 4)

(According to the students' answers, click for the first time? People? Pictures and media presentations: flash objects first; Seconds? People? Picture, the media shows 5 beads; The third click? People? Picture, media display number 5. ) (blackboard writing: ○ ○ ○ 5)

Query the number sequence of 2: 1 ~ 5.

1, order of perception 1 ~ 5

(Media display 1 Pearl. )

Teacher: How many 1 beads are there? What numbers can be used to express it? (Students may answer: 2)

Teacher: How did you get this 2? (Students may answer: 1 plus 1 is 2. )

(According to the students' answers, click the media to show them in turn: put 1 bead, and count 2. )

Teacher: 1 How many beads? (Students can answer: 3)

(According to the students' answers, click on the media to show it first: then put the beads of 1 and show the number 3. )

Teacher: If I want to express 4, how should I put the beads?

(Students may answer: add 1 bead; A * * * put four beads. )

(According to the students' answers, click on the media to show it first: then put the beads of 1, and then show the number 4. )

Teacher: Who can put 5? (Let the children put them with beads. )

(According to the students' answers, click on the media to show it first: then put the beads of 1 and show the number 5. )

(At this time, the media presents 1 ~ 5 beads, corresponding to the number 1 ~ 5. )

2. Reading 1 ~ 5

Teacher: Let's read it together. (that is, lead everyone to follow, read backwards, click to read, and so on. )

3. practice.

The number before (1)3 is (), and the number after it is ().

(2) The two numbers adjacent to 2 are () and ().

(3) The two numbers adjacent to 4 are () and ().

(4) There is a number greater than 2, which may be ().

(5) There is a number less than 4, which may be ().

(6) There is a number greater than 3 and less than 5. This number is ().

Attach the answers to this question (1)4, 2 (2) 1, 3 (3)3, 5(4)3, 4, 5 (5) 1, 2, 3 (6)4.

Query 3: Write the number 1 ~ 5.

1, (Media presentation: Japanese font. )

Teacher: What does it look like? (days)

Teacher: So we call them? Day? Word grid. Learn to write numbers in the future, and they are all written in Japanese.

2. Observe the Japanese font and introduce the names of the upper half, the lower half, the four corners and the center line.

3. Observe the structure of each number and teach each number to start, move and put pen to paper.

4. Learn 1-5 nursery rhymes.

? 1? Straight and long as a pencil. 2? Like a duck swimming in the water. 3? Like two bends in the ear. 4? Like a flag flying in the wind? 5? Hanging in the air like a hook.

5. The teacher demonstrates writing a book on the blackboard, and then the students write.

6. Exercise: Students write numbers in red in the notebook.

[Description of design intent: Students write numbers for the first time. Through the combination of media dynamic demonstration and teacher demonstration, let students know where to start, how to turn and where to collect pens, master the stroke order and layout of each number in the grid, better break through the difficulties in students' writing, and lay a good foundation for writing these numbers independently. ]