Teaching goal: 1, let students know1-2; 2. Understand the quantity they represent; 3. Will use fingers to represent1-2; 4. Can write 1 and 2; Teaching emphasis and difficulty: writing 1 and 2 teaching preparation: courseware, stickers, digital cards 1-2, teaching time of countable objects: learning 1-2 for 20 minutes, writing 1 and 2 15 minutes, and 5 minutes interactive teaching process. Do you know that numbers have a special name? (Arabic numerals) Where have you seen numbers? Teacher: From today on, we will learn these numbers, not only reading but also writing. Let's see who learns numbers well!

Second, the new prize 1. Teacher: Please hold out your finger. Do you know which finger stands for 1 Which finger do you think is the most comfortable? Then we can use the index finger to represent 1. Who can write 1, that's even worse. (Name) 2. Read it all at once, by name.

3. 1 What does it look like? (1 Write like a pencil) (Show courseware) 4. (Show the courseware) Let's count. 5. Teacher: How many ducklings are there? (Show the courseware) Lead out 2 Who can write 2? (Name) (Read it all at once) 6. Teacher: What is it like? (Like a duckling swimming in the water) How to express it with your fingers?

Third, consolidate the exercise 1, please point out the numbers with your fingers.

Please use dots to represent numbers.

Please be born with numbers.

4. Please write 1 and 2.

Four, homework write 1 and 20 each.

Teaching reflection: most children begin to understand the rules slowly in class, which basically puts an end to wandering around. 1 and 2 are mostly well written. Four or five people are slow, and two or three people can't write. The important thing is to cultivate habits and then start teaching slowly.

Know the numbers 3, 4 and 5

Teaching objective: 1, to let students know 3-4; 2. Understand the quantity they represent; 3, will use fingers to represent 3-5; 4. Can write 3, 4, 5.

Teaching emphases and difficulties: Writing 3, 4 and 5.

Teaching preparation: courseware, stickers, digital cards 3, 4, 5, countable objects. Teaching time: 3-5, 20 minutes of study, 3, 4, 5 15 minutes of writing, 5 minutes of interactive teaching process: 1. Review 1 and ask the students to point out 1 and 2 with their fingers.

Please use dots to represent 1 and 2.

3. Please use objects to represent 1 and 2.

Please recite the digital nursery rhymes.

5. Please write 1 and 2.

Second, the newly awarded 1, what is this number? Lead out 3 (show courseware). How many ducklings are there? What do you mean, dot? Who will show it with their fingers? 3 Like what? (3 Listening to sounds like ears) (Showing courseware) Who can write 3? How many ears are there?

2. What is the teacher's finger? Lead out 4. Represented by dots. How many ears are there? How many ears do you have? Somebody help me count four pieces of chalk. Who can count the other four objects? How to write? Like what? (4 Like a red flag fluttering in the wind) (Show courseware) Count the red flags.

3. Lead out 5. How to express 5? Who would use dots to express it? Want to know how to write? (Showing the courseware) Like what? (5) Like a hook to buy food) Third, consolidate exercises 1. Please point out these figures with your finger.

Please use dots to represent numbers.

Please be born with numbers.

Please write 3, 4 and 5.

Four, homework write 3, 4, 5, a total of 8 lines.

Teaching reflection: Some children can't write 3 and 5 well, and some children like to express 5 with their previous gestures. It's not impossible, just to make it more convenient to use the hand index in the future, students are required to indicate 5 with their thumbs.

Know the numbers 6 and 7

Teaching goal: 1, let students know 6,7; 2. Understand the quantity they represent; 3, will use fingers to represent 6, 7; 4. Can write 6 and 7.

Teaching emphases and difficulties: Writing 6 and 7.

Teaching preparation: courseware, stickers, digital cards 6, 7, countable objects Teaching time: 20 minutes for learning 6-7, 5 minutes for writing 6, 7 15, and 5 minutes for interactive teaching process: 1. Review 1. Please indicate 1-5 with your finger.

2. Please click 1-5.

3. Observation points represent numbers.

Please recite the digital nursery rhymes.

5. Look at the picture and fill in the numbers.

6. Fill in the order. 2. Newly awarded 1. What's this number? Lead out 6 (show courseware). What do you mean, dot? Who will show it with their fingers? 6 Like what? (6 whistling loudly) (showing courseware) Who can write 6? How many whistles are there?

2. What is the teacher's finger? Resulting in 7. Represented by dots. How many whistles are there? Who can count seven other objects? How to write? Like what? (7 Cut the grass like a sickle) (Show the courseware) Count the sickles.

Third, consolidate the exercise 1, please point out the numbers with your fingers.

Please use dots to represent numbers.

Please be born with numbers.

Please write 6 and 7.

Fourth, the homework is written in 8 rows, 6 and 7.

Teaching reflection: students can basically write, but "7" a few students will learn to write backwards.

Tisso

Teaching objective: 1, to make students know 8, 9 and10; 2. Understand the quantity they represent; 3. Will use fingers to represent 8, 9 and10; 4, can write 8, 9 and 10.

Teaching emphasis and difficulty: write 8, 9, 10.

Teaching preparation: courseware, stickers, digital cards 8, 9 and 10, teaching time of countable objects: 20 minutes to study writing of 8, 9 and 10, 8, 9 and 10, and 5 minutes interactive teaching process: 1. Review/kloc.

2. Look at the ruler and fill in the numbers.

3. Count the beads.

4. Observe and write the numbers.

2. Newly awarded 1. (Show courseware) Count how many people have rings on the playground. How many flowers are there? How many people play football? Resulting in 8, 9 and 10 respectively.

2. Name the numbers written by the students.

3. Name and draw dots according to the numbers.

4. Say the numbers with your fingers.

5, 1 what 1, post 1. 2 what 2, duck 2.

3 what 3, ears 3. 4 what 4, sailing 4.

5 what 5, hook 5. Six what six, big belly six.

7 what 7, crutch 7. 8 what 8, glasses 8.

9 what 9, balloon 9. 10 what 10, playing baseball with a stick.

6. What is the answer before and after a certain number?

Three, homework 8, 9, 10 wrote five lines each.

Teaching reflection: 8 Many children can't write well, some can write continuously, and some can't. Nine children really write like a ball. Some children write 10 backwards.