Teaching process:
First, create situations to stimulate interest and promote learning.
Teacher: Please look at the screen: one minute (showing the courseware-excerpted from One Minute, Lesson 7, Book 3, People's Education Press). Ding Lingling, the alarm clock rang, Yuan Yuan yawned, turned over and thought: Sleep for another minute, just one minute, you won't be late. After a minute, Yuanyuan got up. He washed his face quickly, had breakfast and went to school with his schoolbag on his back. He started to use it, but then he looked at his watch and said, "Oh, no, I'm going to be late. So he ran to the bus that stopped at the station, and suddenly he ran to the station. When the bus left, he sighed and said, "I wish I had been a minute earlier." He has to go to school on foot. Walking to the school gate, he looked at his watch and said, "Gee, I'm twenty minutes late. I wish I had been a minute earlier. "
Teacher: "What do you want to say after reading this story?"
Students speak freely.
Teacher: "Yes! One minute is very important, so how long is a minute? Today we will study together for a minute. " (blackboard writing: one minute)
Second, practice activities and explore new knowledge.
1, how long is a minute?
I. Observation and exploration:
Teacher: Please look at the screen quietly. Let's get to know each other.
(Show the courseware clock-the whole process of the second hand walking around and the minute hand walking a small square)
Teacher: Class, this is one minute. (Blackboard: 1 min)
Teacher: What did you see just now?
Health: I saw the second hand turn once.
Teacher: Which hand is the second hand?
Health: The thin and long hand is the second hand.
Yes, the thinnest and longest hand is the second hand.
Teacher: Did you hear anything when the second hand went away?
Health: I hear the sound of "tick, tick".
Teacher: Yes, it takes a second for the second hand to pass through a small box.
The teacher demonstrated the courseware for another second and drew a conclusion (blackboard writing: second hand goes 1, square is 1). So just now, the students saw the second hand go around. How many seconds did it walk? Please look at the clock face again and gently count how many squares the second hand has passed. (Show the courseware clock-the whole process of the second hand walking around and the minute hand walking a small square)
Teacher: What did you find?
Health: It takes 60 seconds for the second hand to turn once.
Teacher: The second hand goes once, how far does the minute hand go?
Health: The minute hand moves in a small space, so one minute equals 60 seconds.
Teacher: Yes! The second hand makes a circle and the minute hand makes a point. (Teacher writes on the blackboard: the second hand goes 1, squared 1 sec, and one lap is (60) seconds, which is (1) minutes. 1 min =60 seconds)
Teacher: Please read it.
B, hands-on operation:
Please take out your clocks and watches, dial: 1 sec for 30 seconds, and then dial 1 min to see if the second hand goes full circle, and the minute hand just goes a small space, that is, one minute. (Experience 1 =60 seconds. )
2. What can one minute do?
Teacher: The students have known each other for a minute just now, so what can you do in a minute? Teacher on the blackboard: What can I do in one minute?
Activity 1: Count.
Teacher: Please raise your left hand and press this place with three fingers of your right hand. Do you feel it moving? (The teacher walks among the students and demonstrates while talking. )
Health: I feel it.
Division; The beating place is the pulse. Did you find everything? Students who can't find it can ask the teacher for help. Teacher: Now the teacher gives you 1 minute. Please count how many times your pulse beats a minute. Are you ready? All right, let's go! The teacher timed the time with a stopwatch. )
Teacher: Who will tell you how many times his pulse beats a minute?
Students speak freely.
Teacher: At this age, the pulse is usually around 70-90 times per minute. If you are nervous or after strenuous exercise, your pulse will accelerate. Ask your parents to look at the time for you when you get home, and then do the math yourself.
Activity 2: Do it.
Teacher: Today, the teacher prepared some activities for the students, including oral calculation, counting, reading texts, writing new words and memorizing words. Please choose one thing you like best. Later, please count the number of people who like reading and see how many words you read in one minute. People who like to write, see how many words you can write in a minute; Those who like to count, see how much you can count in a minute; People who like to do oral math problems do it and see how many problems you can solve in one minute. The students choose and prepare, and the teacher shows them oral arithmetic problems.
Teacher: Now the teacher will give you a minute to see what you can do and how much you can do. Are you ready? Let's go Teacher: Who will tell you what you did this minute? How much did you do?
Students speak freely.
Teacher: Students can do so many things in one minute of study, so what can we do in one minute of life?
Students speak freely.
Teacher: Well said, life can do a lot in one minute, so don't underestimate this minute, cherish every minute of life. Yuanyuan slept an extra minute just now, and she was 20 minutes late.
Third, consolidate practice and expand thinking.
Activity 1: estimate the length of 1 minute.
Just now, the teacher asked everyone to do a lot of activities in 1 minute, so now the teacher will test everyone and let the children do something they like. It is estimated that we will stop for one minute to see who estimates the time closest to one minute.
Teacher's time, student activities, recording data, classroom communication.
Health 1: I'll calculate. I slowly counted to 60, and it was estimated to be one point.
Health 2: I used the method of writing. I wrote 25 words, which is estimated to take a minute.
Activity 2: Estimate the length of a few minutes.
Students should not only learn to estimate the length of one minute, but also learn to estimate several minutes. So many old teachers come to our class today. I ask you to sing a song "Hello, Teacher" for the teachers. After everyone finished singing
estimate
I counted for about a few minutes. The teacher plays music, shows the lyrics, and the whole class sings together. )
Students can speak freely for a few minutes or so.
There are only () minutes before class is over. Let's finish the exercises in the book quickly:
1, textbook 66 "Think about it"
2. Textbook 67 "Practice One Practice" (which can be flexibly omitted as homework)
3. Correct the wrong question: Hello everyone! I'm Wen Wen. I sleep for 9 minutes every night, get up at 6: 30 in the morning, and then do exercise. It took me seven minutes to jump 10. By this time, my mother had cooked the meal, and it took 10 hours just to eat. I said goodbye to my mother with my schoolbag on my back and went to school happily.
Fourth, class summary.
What did you learn in this 40-minute class? What did you get? Students speak freely.
Teacher: The teacher gives everyone a proverb: an inch of time is worth an inch of gold, and an inch of gold cannot buy an inch of time. I hope everyone will cherish every minute and try to be the little master of time.
Teaching emphasis: Experience the length of 1 minute and establish the concept of one minute.
Teaching difficulty: How long is one minute?
Teaching preparation: multimedia courseware, questions, cards, brushes and other learning tools.
Teaching process:
Communication before class: rhythm counting with "tick" sound (from 1 to 60)
First, create a situation to stimulate interest and promote learning
1, "Ding Lingling, the alarm clock rang. Naughty yawned, turned over and thought: sleep for another minute, just one minute, you won't be late. After a minute, Yuanyuan got up. He washed his face quickly, had breakfast and went to school with his schoolbag on his back. He started to use it, but then he looked at his watch and said, "Oh, no, I'm going to be late. So he ran to the bus that stopped at the station, and suddenly he ran to the station. When the bus left, he sighed and said, "I wish I had been a minute earlier." He has to go to school on foot. Walking to the school gate, he looked at his watch and said, "Gee, I'm twenty minutes late. I wish I had been a minute earlier. "
Teacher: "What do you want to say after reading this story?"
Students speak freely.
Teacher: "Yes! One minute is very important, so how long is a minute? Today we will study together for a minute. " (blackboard writing: one minute)
How long is the score (supplementary question: how long)
Second, practical perception.
(1) How long is the one-minute experience?
1, feel for one minute.
Look at the clock and walk for one minute every second.
Teacher: Students, what did you feel just now?
Health 1: Very excited.
Teacher: I'm excited, too. Do you feel anything else?
Health 2: This minute is very short, and it will pass quickly.
Teacher: Yes, a minute is neither long nor short. Let's feel it together again.
Step 2 count your heartbeats
The courseware shows the system clock, and the students beat their hearts against the clock. )