Unit Teaching Content: Unit 1 (Location)

Unit teaching material analysis: The teaching content of Location is rich and open, with distinctive characteristics of the times. It is an important tool for people to better understand and describe their living space and communicate. Children have a preliminary understanding of up, down, front, back, left and right in life. On this basis, they learn to determine the position of objects from two dimensions, such as which group a classmate is in, and ask students to describe the positional relationship between objects in an appropriate way. The teaching content design of this unit is arranged according to students' existing experience and interest characteristics and children's cognitive order of spatial orientation. In other words, teaching is introduced from the life scenes that students are most familiar with, such as bus stop signs and seats used by left and right hands in the classroom. In various operations and exploration activities, we observe, perceive, guess and feel the meaning and relativity of "up, down, front, back, left and right". After experiencing the positional relationship and transformation of objects, students can be guided to apply the knowledge of spatial orientation to their lives, stimulate their interest in exploring mathematics, develop their innovative consciousness and cultivate their initial concept of spatial orientation.

Unit teaching requirements:

1. Let students understand the basic meanings of "up", "down", "front", "back", "left" and "right" through intuitive demonstration and hands-on operation, and initially feel their relativity.

2. Let the students use "up", "down", "front", "back", "left" and "right" to describe the relative position of objects.

3. Enable students to determine the position of objects according to the rows and columns in specific situations.

The key and difficult point of unit teaching is to feel their relativity and describe the relative position of objects.

Unit class arrangement: about 4 class hours.

Up and down, back and forth, left and right, positioning in each class.

Up-down (position) design of classroom questioning

Teaching objectives 1. In specific activities, let students experience the positional relationship between the upper and lower positions, and initially cultivate their spatial concept.

2. Determine the position and order of objects up and down and express them in your own language.

3. Cultivate students' habit of observing in a certain order.

4. Initially cultivate students' imagination and awareness of problem-solving strategies, so that students can gain positive emotional experience in activities.

The focus of teaching can determine the position and order of objects up and down, and you can try to express them in your own language.

Teaching difficulties allow students to experience the relativity of upper and lower positions.

Prepare some animal room distribution maps before class; Four animals have many heads; courseware

One class at a time.

teaching process

First, starting from life experience, understand the meaning of "Shang Xia" and cultivate imagination.

1. Look at our classroom. What did you find?

2. Look again, what's on you?

Imagine: if you look up again, go up again, penetrate the roof and penetrate the building, what will be above you?

4. Look again, what's under you? Keep thinking, what else will you have next?

5. Uncover the topic: Let's feel the "up and down" together today.

Second, create a situation, understand the upper and lower, and initially cultivate the concept of space.

1, create a situation (1), and get a preliminary understanding of the hyponymy.

A: In late autumn, the earth has been harvested, and the little rabbit is busy harvesting radishes, ready to go home for the winter! Cai shows: lovely birds are busy picking fruits! (CAI) display

B: Look at their positions. What did you find? Who can completely tell, who is above who? Who's under who?

2. Create a situation (2) Understand the relativity of the up-and-down position.

A: You are right. The little squirrel also wants to hear Cai's show.

B: Observation: Can you still use "up" or "down" to describe their current position? Talk to your partner first.

C: Look at the position of the little squirrel again: Is it right to say "the little squirrel is up there"?

"The little squirrel is down there", right? Then how can we use and tell the position of the little squirrel completely?

Summary: It seems that the position of squirrels varies with different reference objects.

3. Create a situation (3) Further understand the relativity of hyponymy.

A: Everyone is right. Squirrels and birds jump up and down on the branches happily (Cai). The squirrel and the bird exchanged places.

Now, what did you find? What else do you want to know? Talk to the students in the group and compare them. Whoever asks well answers well.

Summary: It seems that if the position changes, the relationship between the superior and the subordinate will also change.

Third, create activities to deepen understanding and promote emotional experience.

1, pendulum Establish a preliminary concept of space

(1) Listen to the password and wave it.

Put the math book first, then put it under the math book, and finally put the pencil box on the math book and say, who's on it? Who's at the bottom?

(2) At the same table, Qi Xin put on a show and talk it over.

2. look for it. Experience the positional relationship between up and down in life

(1) Everybody stand up. From the classroom, can you find who is above who? Who's under who?

(2) If you are in the classroom, can you still use it to indicate your position in the classroom?

Fourth, level-by-level activities to consolidate understanding and enhance application awareness.

1, show the 58-page exercise chart in the textbook of Beijing Normal University, and let the students observe and talk about it.

2. Show the third question on page 59 of the textbook of Beijing Normal University. Let students freely say who is above whom. Who's under who?

3. Determine the position and cultivate the ability of simple reasoning.

Xiaohong lives in Xiaoying Building.

Xiaoying lives upstairs in Xiaolan.

Who's up there? Who's at the bottom?

Design before and after class (page 2)

Teaching objectives 1. Students can experience the position and order before and after in specific life practice or game situations.

2, can accurately judge the position and order of the object before and after.

3. Cultivate students' concept of front and back space.

4. Cultivate students' patriotism.

The position and order of teaching focus before and after

Cultivation of students' spatial concept before and after teaching difficulties.

Prepare 4 paper steering wheels and 5 bus stop signs before class.

Class time 1 class hour

teaching process

First, create a situation to stimulate interest

1. The teacher asked five students to stand in line on the platform.

Five students line up, and the rest describe the position of one of them. )

2. Under the teacher's password, the students changed places as required (the students who were originally ranked second changed back in turn, changed three times, and finally changed to the end of the team. Let the students experience that the position and order before and after are relative.

Guide students to describe in more standardized languages such as "() students in front, () students in the back," and "() in front".

Second, observe and discuss and learn new knowledge.

1, (Based on the previous situation design, students have preliminarily experienced the position and order before and after, so the new lesson knowledge should be mastered by students themselves through observation and discussion. )

2. The teacher showed the computer: small animals race.

A deer, a fox, a white rabbit and a snail took part in the competition. Soon after they started, their position changed.

(Students watch the computer to observe the position changes of small animals)

Q: What do you see? Now running in front, what small animals are behind? Who won the second place? Where does the white rabbit run? Where does the snail run?

Q: What will happen if the game continues? Objective: To inspire students' different thinking in French, give full play to their initiative in learning, and cultivate their observation ability and language expression ability. Once again experienced the relativity of the sequence)

3. Reading: Page 2 Above: Ask the students to look at the picture and answer.

Third, practice consolidating and enlightening thinking.

1, say it

(1) Who is in front of your seat? Who's in the back? (Objective: Let students experience the meaning and relativity before and after in real scenes)

(2) How many classmates are there in front of you? How many students are there in the back? Where do you rank? Let the students learn to count from the front or from the back to get different answers.

2. Do the second question on the second page, and then correct it collectively.

3, the game:

(1) Let one student play the driver, the teacher play the conductor, five students play the bus stop signs (standing in five different places with bus stop signs in the classroom), and the rest students play the passengers waiting for the bus (you can stand up at will), and play a car game in the classroom.

Show one of the stop signs and let the students talk about the meaning of standing.

Teacher: Ladies and gentlemen, welcome to our bus. The bus starts at the train station and ends at the zoo. Passengers who have already boarded the bus, please board.

Teacher: Where do you want to go? How many stops are there to your destination?

At every stop, the teacher reported that the station was different, and students were free to get off, but asked to tell how many stops they had taken. (The answer is not unique)

(2) Look, now the teacher is standing in front of you, so which side of the blackboard is the teacher? Which side of the blackboard is the teacher? Which side are you on with the teacher? (Working with a student), whose side is he on? Ask another place: What about now? The teacher and the students turn left at the same time and ask: What about now? (Back)

Teacher: Yes, please remember that the facing direction is-

Health: Before.

Teacher: The opposite direction is-

Health: Hou

Teacher: Before and after is relative, not absolute.

Fourth, family games and knowledge consolidation.

(1) When you get home, line up your toys (dolls or blocks of different shapes) and tell your family the order before.

(2) Tell parents who is in front and who is behind when doing exercises during recess.

Teaching reflection:

Mathematics in life will bring endless interest to students: observing the changes in the queue order of several students in the class, observing the introduction of several photos taken by a child in different positions in the class, stimulating students' interest in learning and making them actively participate in learning. In the new class teaching, I also play games with students, so that students can observe in groups. In the process of observation, I naturally understand that "the same object is observed in different positions and in different orders", which shows students a lively and vibrant teaching scene.

The left and right (page 3) design of this lesson.

Teaching objectives 1. Look at the real situation about "left and right" in life and stimulate students' interest in learning.

2. Be able to use the knowledge of "left and right" mathematics to solve practical problems.

3. Understand the positional relationship between "left and right" and appreciate its relativity.

Teaching focuses on understanding the positional relationship between "left and right" and correctly determining "left and right".

Relativity of "left and right" in teaching difficulties.

Prepare computer courseware pen rubber ruler pencil case knife before class.

Class time 1 class hour

Teaching process 1. Perceive your left and right through the activities of your left and right hands.

Teacher: Children, who is confident to have a good class today? Please raise your little hand.

1, sensing left and right hands

Teacher: Look at this hand you are holding up. Is it your right hand?

Look at your other hand. Is it your left hand?

Teacher: Tell us, what do we often do with our right hand (or left hand)?

(Students speak freely)

Teacher: We should exercise our left and right hands more, especially our left hand. Doing more exercise will make our little brains smarter and smarter.

2. Experience your own "left and right"

Teacher: My left hand and right hand are good friends, and they are very good together. The children looked at their bodies again. Is there such a good friend? Who will say something?

(Students are free to answer)

3, small game listen to the password to do action (from slow to fast)

Hold out your left hand, hold out your right hand.

Pat your left shoulder, pat your right shoulder.

Pat your left leg, pat your right leg.

Touch your left ear with your left hand and your right ear with your right hand.

Grasp the right ear with the left hand and the left ear with the right hand.

Step 4 reveal the topic

Teacher: Just now, the children have been familiar with the "left" and "right" of the body. In fact, there are still many "Left" and "Right" in their lives. Today, let's identify them.

(blackboard title: left and right)

Teacher: please remember that under the word "left" are "work" and "right"

Below the word is a word "mouth".

Second, play with school tools and understand the left and right.

1, swing it.

Teacher: Work together at the same table and put the school supplies prepared in advance in the order on the computer.

(Computer demonstration: pencil, rubber ruler, pencil case, knife, five learning tools in turn)

Teacher: Let's make sure first. What's on the far left? What's on the far right?

Step 2 count

Teacher: Count from left to right. Count by lighting the learning tool, and ask the students to answer after counting, so as to complete the fill-in-the-blank questions in the computer.

The eraser on the right is the third one.

The eraser on the left is the first one.

Teacher: The same thing is counted in different directions, and the order is different.

Step 3 talk about it

What's on the left of the ruler? What about the right?

(1) Enlighten and guide students to observe the pictures and tell what is on the left. What's on the right?

(2) Tell me which two learning tools are on the left or right side of the ruler?

(Computer demonstration confirmed)

5, how to put the photos, and then chat with each other at the same table.

Third, experience "relativity" and strengthen understanding.

1, find it (computer demonstration)

Teacher: On Sunday, Xiao Jiang wanted to visit Xiao Ming's house, but he only remembered that Xiao Ming lived on the left side of the third floor. Can you tell him which room Xiaoming lives in? (Discuss and show the results by computer)

Step 2 think about it

Teacher: I stand face to face with everyone (the teacher raises his right hand). Excuse me: Did the teacher raise his right hand?

Teacher: (The teacher puts down his right hand) Ask the children to raise their right hand and decide whether the teacher raised it. (The teacher raises his right hand again) Students discuss.

The teacher raised his right hand and turned to the same direction as the students to confirm the conclusion.

Teacher: We stand face to face, because the direction is opposite, and the right hand will be just the opposite.

Exercise: Teachers and students raise their left hands together to experience.

Fourth, solve problems and enhance application awareness.

1. Say: Who is your deskmate neighbor?

Q: What do you mean by adjacent?

Face the blackboard and tell me who your neighbor is.

Turn your back to the blackboard and tell me who your neighbor is.

Turn around and say, who is your neighbor?

Teacher: Every time I turn around, the people around me change, but the classmates next to me are always these.

2. Show the students going up and down the stairs by computer.

Q: Do they all go to the right? Discuss with the students, or let them try to walk and experience. )

Summary: the direction is different, the left and right are different, according to the people walking. At ordinary times, we should go up and down the stairs to the right like these children, and walk in an orderly way, so as not to collide and ensure safety.

Step 3: Swing

The teacher said that the students put

Put the book under the book.

Put the ruler on the left side of the book

Put the pencil on the right side of the book

4. Show the fifth question on page 6 1 of the textbook of Beijing Normal University.

Teacher: The car in the parking lot plays hide-and-seek with the children. (Computer shows pictures) The carriage tells everyone that the bus on the right is the fifth car. Guess how many cars there are?

Discussion: What do you think?

Are there any different phase methods?

Click on the computer: 7 cars appear.

Verb (abbreviation of verb) abstract

What have we learned? (Left and right) Right! It's about the direction.

We must distinguish between left and right in life, especially when walking, people should pay attention to walking on the right.

Teaching reflection:

Game activities bring students a pleasant emotional experience.

In the left-right teaching, I organize students to listen to the anti-password and applaud. When they see that their shots are consistent with others, their smiles are so bright that they can experience the fun of learning and increase their sense of success. If they find themselves "cheated" at the same time, they will correct them quickly. This design not only pays attention to students' cognitive needs, but also pays attention to students' emotional satisfaction in learning, so that students' hearts are full of excitement and challenges and get inner enrichment and satisfaction.

The location of the course (page 5 design

Teaching goal 1, which can determine the position of objects according to grades in specific situations.

2. Cultivate the thinking ability of observation, analysis and comparison.

3. Cultivate the spirit of unity, cooperation and mutual assistance.

Teaching focuses on determining the position of an object according to its grade.

Teaching difficulties can describe the position of an object in a language.

Prepare a wall chart before class.

Class time 1 class hour

First, the teaching process of self-introduction, initial perception and positioning

1, talk introduction

Teacher: There are so many lovely animals in our class today. They want to make friends with you (show their animal cards). Please introduce your position to which animal you want to make friends with and let it come to you.

2. Children introduce themselves and get animal cards.

Second, create game activities to further perceive the position.

1, find a seat game

Teacher: Every little animal has a little secret behind it. Open it (there is a new seat number on the back of the animal card).

Teacher: First, find out where your new seat is with your eyes and talk to your partner (students talk to each other).

Teacher: What do you want to remind your friends before you act? Guide students to say mutual humility.

Students press the card to find seats.

Step 2 introduce the method

Teacher: Who can tell us how you found your seat so quickly?

(Answer by name)

Teacher: With the help of small animals, the students found new seats, and some students were very helpful. It seems that the students have a good grasp of the front, back and forth. Your seat search just now is the "location" to learn today.

Text on the blackboard: location

Step 3 introduce the new location

Teacher: You all have new seats and new study partners around you. Now please talk about your position in the group, and then ask the children to get up and tell you. (Say one more word)

4. roll call game

Teacher: Now let's play a roll call game. Let's see what the teacher does first

Team six, number three, stand up!

Let's hear it for 1 in Group 2!

Where is XXX?

Who is the fourth in the third group?

Teacher: Who wants to be a referee like a teacher?

5. Further explore the relationship between locations.

Teacher: We can see that each student's position is different. What does the seat of the left and right classmates have to do with you? What does the position of those two classmates have to do with you?

Nomination panel report

Student: I am in a row with my classmates, and I am in a group with my classmates.

Third, practical feedback.

1, the teacher said: In daily life, there are many opportunities to sit in the right position. Do students like watching movies? Let's go to the movies today.

(1) The courseware shows the fourth question on page 8.

Teacher: Let's take a good look at the characteristics of the seats in the cinema.

Health: There are even numbers on the left and odd numbers on the right. The farther you go, the bigger the number.

(2) Teacher: The first little girl is holding Row 9 12. I don't know where to sit. Somebody help him. Go to the podium and point it out.

Teacher: How did you find this seat? (original answer)

Reading: Find seats for the rest of the children.

(3) class report, students say, teacher courseware demonstration.

Summary: We all found seats for the children. Look how happy they are! The little ant gave us another problem!

2. The flip chart shows the fifth question on page 8.

(1) scene import

Teacher: There are so many delicious foods that little ants love to eat, but it likes apples best. Let's help it think. How do small ants eat apples?

(2) the whole class communication

Teacher: The students are so clever that they have come up with so many ways. It is very grateful to you. Please help it complete the fifth question on page 8.

Students help children find their seats, and ants find delicious food. Xiao Bing and Xiao Ming also want to test us!

Complete the sixth question in the book, independently and collectively correct it.

4. Teacher: The students studied hard and solved many problems in real life. Now let's relax, play a bold game and listen to the irony.

Requirements: (1) If you are seated together, one will say and the other will do.

(2) A classmate said that the whole class should do it.

(3) One classmate does it and the whole class says it.