Teaching objective: 1. Knowledge and ability: can read and write the clock correctly, know that 1 is 60 minutes, initially establish the concept of time, and initially cultivate students' awareness of exploration and cooperative learning through activities such as observation, operation, thinking and discussion. 2. Process and methods: Through group learning activities, students are given enough time to think independently and explore communication. At the same time, the intuitive and dynamic demonstration of courseware can deepen students' understanding and mastery, and improve their interest and initiative in learning. 3. Emotion, attitude and values: educate students to cherish time, develop good study and life habits, and further improve their consciousness and enthusiasm of grasping time and studying hard.

Teaching emphasis: teaching emphasis: be able to read and write clocks and master the speed of time units. Teaching difficulty: teaching difficulty: understanding 1 =60 points.

Teaching Preparation: Teachers: Multimedia Courseware, Clock Face Model Students: Clock Face Model creates situations and stimulates interest: 1. Create a situation to stimulate interest: 1. Students, do you like cartoons? (like it! Who do you think this is? Blue cat! Blue Cat brought us an old friend. You know what else? What can it do for us? Today, in this class, together with Blue Cat, we once again entered the interesting kingdom of time. Let's learn more about the time! Explore communication and solve problems. Second, discuss communication and solve problems. Please look at the big screen and observe the clock face carefully. Can you tell me what's on the clock face? The courseware shows the clock face diagram, and the students answer: there is one on the clock face. . . . . . . . Students observe very carefully! There is also the number 12 on the clock face. Just now, my classmates said that there were big squares on the clock face. How many? Let's count together. Students say there are still small cells. How many cells are there in each big cell? Take out your clock face and count it. How many small cells are there in each big cell? Find any big cell and count it. All the students answered. Please look at the big screen. How many cells are there from 12 to 1 and from 1 to 2? 12 to 2? How many carriages are there? Health 10, from 12 to 3? How many carriages are there? How did you know? Give birth to a number, five numbers. Then can you tell the number of small cells corresponding to each large cell? Show the passage. There are 60 squares on the clock face. It took an hour for the hour hand to walk from 12 to 1. How many hours did it take for the hour hand to walk from 1 to 2? It's also an hour to walk clockwise from 4? Can you still see how long the hour hand has gone? The students fully expressed that they spoke very well. We already know that it takes an hour to walk a big grid in the clockwise direction, so it takes 1 minute to walk a small grid in the minute hand. Demonstration: every time the minute hand moves, it is 1.