Understand the teaching content of watch lesson plan 1
Pages 105~ 106 of the textbook illustrate classroom activities related to pages 1, 2 and 108.
Teaching objectives
1? By observing the clock face, we know the second hand and the time unit hours and minutes, and know that 1 hour =60 minutes.
2? In the activity of feeling what 1 minute did, the concept of minute was initially established.
3? In the activities of observing and understanding the clock face, cultivate students' ability of observation and inquiry, as well as their feelings and attitudes of active learning.
4? Experience the connection between mathematics and life, and form a good habit of observing schedule and cherishing time.
Teaching preparation
1? Multimedia courseware (8: 08 clock face is designed in the picture) or pictures to celebrate the opening of the one-year countdown to the Beijing Olympic Games.
2? The physics clock has 1 teaching AIDS, and each student has 1 physics clock.
teaching process
First, create scenarios to stimulate interest.
Media presentation: the opening ceremony of the one-year countdown celebration of the Beijing Olympic Games. (There is a clock face in the scene that shows 8: 08)
Teacher: What do you see in the picture? Tell us one thing?
According to the students' feedback, the teacher briefly introduced: This is the opening ceremony of the one-year countdown celebration of the Beijing Olympic Games. At 8: 08 pm on August 8, 20xx, Beijing held a grand celebration of the first anniversary of the countdown to the Olympic Games, which was a day of jubilation for the people of the whole country and an important moment worth remembering.
Teacher: How did we know that the opening ceremony was held at 8: 08 just now? (on the clock face of the picture)
Teacher: Now let's get to know the clock face. Write on the blackboard: Know the clock.
Second, rely on students' experience to perceive the clock face
1? Ask a question
What have the students learned about the clock face?
2? Observe the clock face and show it according to the students' answers.
(1) refers to the hour hand, minute hand and second hand on the clock face.
(2) Students or teachers introduce secondhand goods to students. (The longest and thinnest hand on the clock face, blackboard writing: second hand) Guide the students to look at their clock face and point out which second hand it is.
(3) Teacher: Besides the hour hand, minute hand and second hand, what else is there on the clock face? (Numbers and grids)
(4) Guide students to observe: the number of large squares and small squares on the clock surface and their relationship.
3? Speak separately.
How long does it take to walk in minutes 1 and in hours 1?
4? Dial, look and say.
How far did the minute hand just go when the pointer reached 1? How many squares is (1 circle)? (60 cells)
How many points? (60 points)
Thinking and discussion: 1 What's the score?
Blackboard: 1 hour =60 points.
Teacher: How to express hours and minutes by letters? (Sometimes it can be represented by the letter H, sometimes it can be represented by the letter min) and guide students to read and write these letters.
5? Complete the blank space on page 106.
Third, connect with life and construct the concept of 1 minute.
Teaching example 2.
Teacher: Do you know how long it will take to take the exam 1? Let's feel it together.
Student group activities 1:
(1) 1 How many points can be calculated from 1?
(2) 1 how many times can the pulse jump?
(3) 1 How many times do you breathe?
Student group activity 2:
(1) 1: How many times did you high-five?
(2) How many hops are there about 1?
(3) 1 How many words?
Report exchange activities.
Fourth, activity expansion.
(1) Read a paragraph 1 (the teacher looks at the time) and see how many words have been read.
(2) Complete the third question on page 109 of the textbook. 1 minute?
(3) Let the students finish the question on page 108 1 by themselves, and read a children's song you like to see how long it takes.
Verb (abbreviation of verb) summary and review
Teacher: What did we learn in this class? What have you gained?
Understand the teaching content of clock teaching plan 2;
Mathematics, compulsory education curriculum standard experimental textbook (grade one), 9 1 and 92 pages, exercise 16, title 1 ~ 3.
Teaching objectives:
1, let students know the clock face and learn to look at the whole time with life experience.
2. Cultivate students to establish the concept of time, and develop life and study habits that cherish and observe time.
3. Cultivate students' observation ability and hands-on operation ability.
Teaching aid preparation:
Multimedia courseware, physical clock, clock face model.
Learning aid preparation:
Each student prepares a study clock.
Teaching process:
First of all, an exciting introduction.
1, the teacher is confused, listening to the song leads the bell.
2. Watch self-introduction, animation demonstration watch self-report.
3. Reveal the theme:
Second, independent inquiry.
1, see the theme map for the guide.
(1) The teacher asked, "What is a picture?" Let students realize that the clock is indispensable in our daily life, and timely educate students to get up on time in the morning to avoid being late for school.
(2) Know the clock face.
① Observe the clock face in groups. Discussion: Ask the students to say that there are 12 numbers on a clock face and two hands with different lengths.
② Know the minute hand and the hour hand.
The teacher shows the clock face model, so that students can identify the minute hand and the hour hand.
(3) understand the whole process.
① ② ③ Guide to observe what the minute hand and the hour hand point to in the theme map and establish the concept of 7 o'clock.
2 Show the clock face at 8 o'clock and ask, "What time is it? How did you see that? " Write "8 o'clock" at the same time to teach reading; Then show the clock face at 3 o'clock and ask the students to say that the teacher wrote "3 o'clock" on the blackboard. Finally, take out the clock face at 6 o'clock and let the students write by themselves.
③ Guide students to observe at eight, three and six o'clock. The minutes and hands on these three clocks point to each other and discuss in groups: "How can I accurately see what time it is?"
Students may answer: at 8 o'clock, the minute hand points to 12, and the hour hand points to 8; At 3 o'clock, the minute hand points to 12 and the hour hand points to 3; At 6 o'clock, the minute hand points to 12 and the hour hand points to 6. Students may also answer: the minute hand points to 12, and the hour hand points to any number between 1 and 12, indicating when it points.
Teacher's summary: On the clock face, when the minute hand points to 12, what time does the hour hand point to?
2. Feedback exercises.
(l) Let the students go to the stage to dial the clock. The teacher asked the students to set aside time first, and then corrected them collectively.
(2) Then, ask the students to set the clock and evaluate each other.
(3) Group practice of setting the clock: one person says the time, and the other three practice setting the clock and check each other.
(4) Explain 12 when creating the scene.
One day, when Xiaodong was looking at the clock, he found a problem: "Hey! Why is there only one needle left on the clock face? " The teacher asked, "Is the clock broken? Can you help Xiaodong solve this problem? "
Make it clear to the students that when the clock indicates 12, both the minute hand and the hour hand point to 12, just together, so only one needle can be seen.
(5) Create a scenario: the teacher has lunch at noon 12 and takes a lunch break one hour later. Do you know when the teacher takes a lunch break?
Ask the students by name, and let them establish the concept of time connection.
3. Know the second way to write the electronic watch and time.
(1) The teacher asked, "Do you know what the spreadsheet says at 8 o'clock?" When the students say it, they will be released at 8 o'clock to verify the students' statements.
(2) Let students think about the representation of three points on the electronic desk. Answer the roll call, and the teacher will board at 3 o'clock.
(3) Let the students write 6: 00 by themselves.
4. Class summary.
We got to know the time to express the whole time together and learned that there are two ways to express the whole time. Have you learned?
Third, recess activities (music accompaniment, teacher-student rhythm).
Fourth, guide reading.
Practical application of verb (abbreviation of verb)
1. Complete "Do it" on page 92, educate students to arrange their study and life reasonably according to the content, and form a good habit of cherishing and observing time from childhood.
2. Find a friend to practice (practice 16, question 1).
3. Complete the exercise on page 94 of the textbook 16, question 3.
Listen to stories and do exercises.
The little goat is going to invite the little monkey to his home to celebrate his birthday. He called the little monkey and said, "Hello! Is it a monkey? Today is my birthday. Please come to my house, two hours later. " The little monkey looked at the clock. At this time, the minute hand of the clock points to 12 and the hour hand points to 10. Please help the little monkey think: when will he go to the little goat's house?
VII. Design Issues
Group discussion: how to arrange the weekend? And then go on stage and tell everyone.
Understand the teaching objectives of clock lesson plan 3;
1. Through observation and operation, students can have a preliminary understanding of the external composition of the clock face; Combined with life experience, the method of understanding the whole period of time is summarized; Know the two forms of time.
2. Cultivate students' awareness of inquiry and cooperative learning through observation, operational communication and other activities.
3. Make students initially establish the concept of time, and consciously form a good habit of observing and cherishing time and arranging time reasonably.
Teaching process:
First of all, an exciting introduction.
1, riddle
There is a small playground where three players are busy with the game and keep ticking, urging me to get up early every day.
2. Talk about the function of the clock.
3, blackboard writing topic
(1) Wonderful introduction
Division; Students, do you like guessing riddles? Today, the teacher made an interesting riddle to see who would guess.
There is a small playground where three players are busy with the game and keep ticking, urging me to get up early every day.
Health (Chorus): Bell
Teacher: You are so clever. Its answer is the clock (showing the real clock).
Teacher: Do you know what a clock is for?
Health 1: It can wake us up.
Health 2: It can make us go to bed on time.
S3: You can tell us when and what to do.
Division; Today we will know the time by clocks.
Writing on the blackboard: understanding clocks and watches
Second, independent inquiry.
1, know the clock face
The students look at the clock face, dial it, and then start playing.
2. Communication discovery
3. Teacher's summary
4. Understand the whole process
(1) Students observe the characteristics of the hour hand and the minute hand at 7 o'clock and 9 o'clock.
(2) Teacher's summary
How long have you known each other?
6. How long will the teaching last?
Third, consolidate the practice.
1, observe the clock face, see what is on the clock face, and then communicate in groups. Students report their observations.
Teacher's blackboard writing: hours and minutes 12
When reporting the observation results, some students talked about the second hand. I believe the students observed it very carefully. When we look at the time, we usually only look at the hour hand and the minute hand. We will learn about the second hand later.
2. By observing the clock faces at 7 o'clock, 9 o'clock, 1 1 o'clock and 4 o'clock, what are the same features? What number does the minute hand point to? Discuss the method of watching the whole process in groups, discover students' personalized thinking through discussion, and cultivate students' language expression ability.
3. When does teaching start on the hour? On the clock face at 6 o'clock, slightly change the position of minutes so that it does not completely point to "12". First, let the students feel that "it's not exactly 6 o'clock" on the clock.
Connecting with experience, we can distinguish that one clock face is less than 6 o'clock and the other clock face is just after 6 o'clock; Then it is pointed out that both clocks are close to 6 o'clock, which can be said to be around 6 o'clock. So as to realize the difference between about 6 o'clock and 6 o'clock.
4. Present children's study life in the form of comics. In practice, students can tell stories by looking at pictures first, and then talk about how their day is arranged, so as to cultivate students' initial concept of time and educate them to develop good habits of regular work and rest.
Fourth, summary:
What did you learn in this class?