I. Teaching content

Unit 5 "Position and Order"

Second, the teaching objectives

1? Through various practical activities, we can understand the concept of "front and back" and the relativity of front and back positions.

2? It can accurately determine the position and order of the objects before and after, and observe, describe and express things in a certain order.

Third, class records.

discuss

Teacher: Our good friend Scampy has encountered another problem. Are you willing to help him solve it? (Yes) Let's see what problems Naughty Bag has encountered.

(Comments Introduce questions to arouse students' interest, stimulate students' curiosity and desire to explore actively. )

(The teacher plays naughty recording) "I always forget where I stand in line. Clever, can you help me think of a way? "

Teacher: Which enthusiastic and clever classmate gives naughty an idea?

Health 1: Just remember the ranking.

Teacher: That's a good idea. Is there any other way?

(Comment on the student's evaluation of 1, slightly coping, without substantive analysis. The teacher is obviously waiting for other students to say what they want. )

Student 2: Remember who is in front of you and who is behind you, so there will be no mistakes.

Teacher: The way you think is really good! Facts have proved that before and after use can help us remember our position. In this lesson, we will learn more about "before and after" through the deer guide.

(The teacher puts forward the topic)

It is more reasonable and natural for a teacher to "forget" 1 after getting the answer he wants, and introduce "before and after" by determining the position of the naughty boy in the team. Focus only on the answers that the teacher didn't expect. )

(B) the new curriculum discussion

1? Create situations and introduce new knowledge.

Teacher: Students, today the animals are holding a lively "forest game". (The teacher shows a wall chart while talking. The teacher didn't show animals on the wall chart. )

Teacher: Hey, why aren't there any athletes on the playground? What small animals are taking part in the competition? Don't worry, there is a photo of a small animal competition on page 56 of the textbook.

(Guide the students to look at the first picture)

Teacher: Please ask a classmate to introduce the runners in the running competition in order first!

Health: beautiful giraffe, lovely white rabbit, little turtle, little squirrel, little snail. (The teacher shows the animals according to the students' introduction, but not in order, and maps them at will. )

Comment on the teacher's deliberate "mistakes", arouse students' "competitive" psychology and satisfy their sense of accomplishment. )

Student: (Students raise their hands to speak when they find that the order is wrong) No, the teacher made a mistake in their order.

Teacher: The students observe carefully. What should be the correct order?

Health: The deer runs first. It's in the first row.

Teacher: You can set it up.

Health 1: The little squirrel is behind the deer. (Students talk and pose)

Health 2: The white rabbit is behind the deer, but the squirrel ranks second and the white rabbit ranks third.

Health 3: Snails are at the end.

Teachers can let students do it by themselves and encourage students to tell the exact location of small animals with different descriptions. In the process of students' presentation, the teacher adjusts the position of each animal according to the students' answers. )

2? Group match.

Teacher: The teacher really admires everyone. There are so many different ways to express the position and order of small animals. Each group chooses one of their favorite animals, and then discusses the different versions of the animal's location, and compares which group has the most versions.

(Organize group cooperation and exchange)

(Report of the Group Representative)

If the animals selected by each group are the same, the teacher can let the two students communicate first and then give feedback. )

There may be sayings that "the white rabbit is behind the squirrel" and "the white rabbit is in front of the tortoise". In teaching, teachers should properly seize this opportunity to guide the relativity of front and rear positions. )

3? Play it.

(1) Put the invitation letter of the Lion King first, and then put the racing map.

Teacher: Who is willing to accept the invitation of the Lion King to be the commentator of the car race?

(Students imitate the sports commentator's explanation)

(Comment: This activity is cleverly arranged, in fact, it is to let students feedback their understanding of "before and after" during the explanation. )

(2) Courseware demonstration, the athlete's head shows a question mark.

Teacher: Can you help each athlete with a question?

Health: I want to ask Tutu a question: "How many cars are there in front of me?"

Health: I help the little panda ask a question: "How many cars are there behind me?"

Ask and answer questions among students. )

(3) Guide reading and complete the blank in the textbook.

(3) game integration

1? Riding game.

(1) Ask five students to make five bus stops, and then ask one student to be the driver.

(2) Please ask each student who performs on stage to ask a question related to it. Students who answer correctly can get on the bus and ask the following students.

When designing this game, teachers should pay attention to designing parking signs familiar to students in combination with local conditions. )

2? Queue game.

According to the teacher's request, the students who called their names lined up themselves, and the rest of the students helped to line up: XX students stood behind, XX students stood in front, Xiaohong stood in front of XX, and Xiaoming stood behind XX. ...

Students line up on their own according to the teacher's request. After the interaction between teachers and students, students can also ask each other to queue up. )

3? Line up for the competition.

(1) Five people in each group wear five kinds of animal headdresses respectively.

(2) Line up according to the rules of the game on the screen to see which group is fast and good. (The team leader announces the position requirement, and other students line up as required. )

Mathematical story

1? Guide students to observe pictures and make up stories.

Teacher: Look at the picture carefully and think about whether you can make up a story with what you have learned today.

2? Students exchange feedback.

The teacher tried to guide the students to express themselves in vivid and interesting language. )

(5) Summary

Teacher: Students, what impressed you most in this class?

Teacher: The "before and after" knowledge learned today can often be used in daily life. Students should pay more attention to knowing when and where we will use the knowledge of "before and after" after class.