"Location" large class teaching plan 1 activity preparation
1. Make red and green bracelets with sponge paper.
2. Information on children's activities, Volume I, page 14.
3, watercolor pen.
Activity process
(A), in the form of dialogue into the new lesson
Son, which hand do you hold the pencil in? Which hand do you hold the scissors with? Which hand do you use to hold chopsticks? By the way, we all have to use our right hands. Our right-hand man is very capable. Put a red bracelet on it and a green bracelet on our left hand. Today we will distinguish between left and right.
(2) Find your own left and right.
1, inspire children to find their own left and right, and tell them where they are.
2. Game: See who did it right.
Let the children make corresponding actions according to the teacher's instructions. The starting speed can be slower, and then the speed of the game will change from slow to fast. Such as: "Raise your right hand (the hand with the red bracelet)", "Touch your right ear with your right hand", "Touch your right shoulder with your right hand" and "Touch your right leg with your right hand". "The left hand is rested on her hips (the hand with the green bracelet)", "The left hand touches the left eye" and "The left hand touches the left knee". Touch your left shoulder with your right hand and your right leg with your left hand.
Let the children talk about who is on their left, who is on their right, and what objects are on their left and right.
(3) Take the object as the center and try to distinguish between left and right.
1. Please arrange 5-6 children in a horizontal row. Tell me xxx who is on the left and who is on the right.
2. Game: Children stand in pairs, face to face, listen to the teacher's instructions and make corresponding actions, and feel the difference between self-centered and object-centered.
Such as: "clap your hands with your right hand" and "touch your left foot".
3. Guide children to talk about their findings.
(IV) Business activities
1. Ask children to open the activity materials and complete the painting and coloring activities as required.
2. Ask children to talk about the specific left-right relationship in the picture in combination with the activity materials.
Activity expansion
Let children distinguish between left and right, deepen their understanding of left and right spatial orientation, and further understand that left and right are a pair of relative concepts that can be transformed under certain conditions.
The second core reading guidance of the "position" teaching plan in the big class;
Activity objectives:
The spatial position relationship between 1 and perceptual 55-coordinate grid.
2, can clearly and accurately express the specific position of coordinates in language, and learn the method of writing coordinates.
3. I am interested in math activities and like to use math language.
Activity preparation:
1, children's book.
2. Number of 1~5
Activity objectives:
1, perceive the spatial position relationship of 5×5 coordinate grid.
2, can clearly and accurately express the specific position of coordinates in language, and learn the method of writing coordinates.
3. I am interested in math activities and like to use math language.
Activity preparation:
1, children's book.
2. Two sets of digital cards for1~ 5.
Activity flow:
Introduce the story first and know the unit and floor.
1. Set the story scene to stimulate children's expectation of knowing the coordinates.
Teacher: A tall building with many rooms has been built in the zoo. (Showing a picture of a 5x5 building with no floor and unit number) Dogs, kittens, rabbits, lions and elephants each chose a room and moved in. The teacher puts the animal card in the corresponding coordinate position. They moved into a new house and were very happy. But it is very busy for the guard uncle, because the good friends of these small animals come to their new homes to be guests, and the guard uncle will take the guests upstairs one by one, running many times a day, and he is too tired to breathe. Now, another guest is going to the little lion's house, but the janitor can't climb upstairs anymore. Children, is there any way you can help uncle janitor?
2. Encourage and support children's ideas. When the child told the guest that the little lion lived on the second floor, the teacher asked how you knew it was the second floor. How do you calculate it? (counting from bottom to top)
Teacher: Shall we put numbers next to it? From bottom to top, they are 1, 2, 3, 4, 5, 1 on the first floor and 2 on the second floor. . . .
Teacher: Now we know that the little lion lives on the second floor, but there are so many rooms on the second floor. Which unit is it? The teacher asked how you knew it was the first unit. How do you calculate it? (counting from left to right. )
Teacher: Shall we mark the numbers below? From bottom to top are 1, 2, 3, 4, 5 of the first unit and 1, 2 of the second unit. . . .
3. Correctly express the position of the little lion's house. The teacher leads the children to tell the location of the little lion's house together. Little lion lives on the second floor of unit/kloc-0.
Second, practice the oral expression of coordinate position.
1, the teacher made a guest appearance and wanted to go to the X Small Animal Museum. Let the children answer collectively.
Teacher: What unit and floor does the elephant's home live in? Emphasis is placed on "units" and "buildings". )
2. The teacher plays the guest and goes to the X animal house, and asks individual children to answer.
Teacher: I'm going to the rabbit's house. What unit and floor does his family live in?
Third, learn the written expression of coordinate position.
1, Teacher: It's really a good idea and it helps the doorman a lot. One day, another special guest came, which embarrassed the doorman. Are you still willing to help him? This special guest is a duckling. He is deaf and dumb. He drew a picture of a puppy in proportion. Knowing that he was going to the puppy's house, the doorman told him loudly that the puppy's house lived on the fourth floor of Unit 2. However, he is deaf and dumb, and he can't say anything or hear anything. what should he do ？ Can we only take him upstairs? Use your head. Is there any other way?
2. Encourage and support children's ideas. When the children don't write it down, the teacher can guide the children to say: Although deaf-mute people can't speak or listen, their eyes are healthy, they can see, and they know numbers!
Let a child try to write it on the blackboard. The teacher encouraged his idea and instructed the standard writing in time, that is, write the number of units first, then the number of floors, separated by commas and enclosed by brackets.
4. Ask several children to write down the coordinate positions of several other small animals, so as to further consolidate the written expression of the coordinates.
Fourth, children use books to complete exercises.
1, the teacher helps the children understand the requirements of the topic.
2. Teachers guide and help children with weak abilities.
3. Check and discuss with each other.
Addition and subtraction of design review 2 and 3 in large class math class
Lecture notes on mathematics activities in large classes: rabbits go home (length conservation)
"Location" large class teaching plan 3 I. Activity objectives:
1, pay attention to and learn the method of determining the position of objects equivalently.
2. Learn different starting points and directions to identify the arrangement position of objects in the sequence, and establish a thinking method to identify the arrangement position of objects.
3. Perceive the position and order of the front, back, left and right through game activities.
Second, activity preparation: hole board learning tools
Three. Highlights and difficulties of the activity:
Key points: Be able to determine the position and order of objects.
Difficulties: learn different starting points and directions to identify the arrangement position of objects in the sequence, and establish a thinking method to identify the arrangement position of objects.
Fourth, the activity process;
(A) import activities: "anti-password" game
How to play:
1, explain and demonstrate the rules of the game.
2. The teacher gives the password and the children do the action.
(2) Create situations and perceive positions.
1, show the racing scene on the demo board and feel the front and back.
Children can discuss freely.
Say where the car is. (Design different directions)
"The same car is in the same position. Why do some children say they are second and some say they are third? "
According to the child's seat, tell me who is in front of you.
3. Create a situation in which "small animals watch movies" perceive the relativity of position.
The puppy sits in the second position from left to right on the 1 line, with a little monkey on the left and a hen on the right. ...
4. The children put out 9 small animals according to the teacher's prompt, and then answer the teacher's question.
5. Work in pairs, one asking and one answering.
(3) game activities to consolidate the position.
1, the game "Who's Missing".
2. The game "Guess who".
"Positioning" the objectives of teaching plan 4 in large classes:
1. Distinguish between left and right relations.
2. Find out the difference between self-centered left and right and object-centered left and right.
Prepare:
1. Children's activity materials Volume I, 14 pages, pen.
Make a mark on each child's right hand.
3. Every paper butterfly has a person.
Process:
First, find your own left and right.
1. Inspire children to discover their left and right, and tell them where they belong. (Arms, shoulders, eyebrows, eyes, ears, nostrils, legs, feet, etc. )
2. Game: See who did it right. The children acted according to the teacher's instructions. Such as touching the right ear, lifting the left hand, touching the right shoulder with the left hand, touching the head with the left hand, and akimbo with the right hand.
3. Game: Butterflies fly. The children are holding a butterfly in their hands. When the teacher said, "The butterfly stops on the left shoulder (or other parts)", the children put the butterfly on the left shoulder. The teacher checked, all the children were put away and the game continued; If the children put the butterfly wrong, please ask individual children to help correct it.
4. Let the children talk about who is on their left, who is on their right and what objects are on their left and right.
Second, try to distinguish between left and right with the object as the center.
1. Please arrange a group of 5-6 children in a horizontal row and say xxx who is on the left and who is on the right.
2. Children stand in pairs, face to face, listen to the teacher's instructions and do corresponding actions, and feel the difference between self-centered and object-centered, such as "clapping with the right hand" and "touching with the left foot".
3. After the activity, guide the children to talk about their findings.
Third, business activities.
1. Please open the children's activity materials and complete the painting and coloring activities as required.
2. Ask children to talk about the specific left-right relationship in the picture in combination with the activity materials.
Reflection after class:
Before this class, I will tie a colorful bow on the child's right hand, and then guide the child to distinguish between right and left. It is difficult for children to distinguish right from left accurately. Half of the children can distinguish clearly in activities, but there are still many children who ask him to press the password repeatedly to distinguish or make mistakes easily. In view of this situation, parents can be asked to check their children's learning situation at home and teach them to distinguish between right and left. Usually, you can also play games to help children distinguish between left and right and deepen their memories.