小学英语听课笔记范文听课记录范文听课记录怎么写？英文双语对照

教学目标：

1．经历用不同工具测量同一物体的长度的过程，体会统一长度单位的必要性。

2．认识厘米，体会厘米的实际意义。

3．能估计较小物体的长度，会用刻度尺测量物体的长度。

教学重点：体会统一测量单位的必要性，掌握测量方法以及能用“厘米”作单位。

教学难点：让学生掌握测量方法，理解长度单位“厘米”。

教学过程：

一、创设情景

师：同学们我们每个人都有一个自己的小课桌，来，我们一起摸一摸它，咦？它是什么形状的？那它有多长呢？用手比划比划。同桌比一比，看来我们的桌子是不是一样长呀？除了用手你还能用什么方法测量它吗？上节课我们用了不同的工具测量教室的长度，那你们同桌两个配合用自己喜欢的工具量一量吧！

汇报：铅笔、文具盒、尺子……

师：大家的桌子都是一样的，为什么你们说的数却不同？同样的桌子，怎样才能使我们测量的结果一样呢？

师：你们真了不起，看来呀，用不同的东西量，不好交流，因此呢统一测量的工具非常重要，只有工具一样，测量的结果才会一样，所以统一测量工具非常重要。看来，统一测量的工具非常重要，那你知道在日常生活中，人们一般用什么工具测量物体的长短呢？

二、互动新授、探索交流

1、活动一：认识刻度尺

师：同学们尺子上都有什么呢？把你的尺子拿出来看一看，知道了什么？还有什么不知道的，小组内相互说一说。（师巡视）

师：同学们瞧，老师这里也有一把尺子，它是尺子的一部分，快看看你有什么发现？（停留1分钟学生进行观察）——课件出示直尺。

师：谁来说一说，在尺上你们发现什么了?

生：看到尺子上有数字。

师：有哪些数字呢？我们看一下。

谁和他的发现不同？

生：我看到尺子上有cm。（板书）

师：你真是个善于观察的孩子，cm是表示厘米的意思，是国际上统一的长度单位，当我们在测量较短物体的长度时，一般用厘米做单位。

师：谁还想说你看到什么了？

生：我看到尺子上有0，

师：嗯，0在尺子的最左端，是吗?那它在尺子上表示什么意思呢？（0刻度）表示尺子的起点。(随即板书厘米cm0刻度)

生：表示起点。

师：还有什么呢？

生：尺子上还有许多长短不一的直线。

师：你的眼睛真厉害，他发现了尺子上有很多长短不一的小线，我们看看，这长短不一的线叫刻度线。

师总结：同学们可真会观察，在尺子上能找到这么多的小秘密。

2.活动二：介绍1厘米。

（1）师：同学们你们知道1厘米有多长吗？从刻度0到刻度1中间的长度就是1厘米（课件演示）。也就是这一大格的长度就是1厘米。自己找一找。并和同桌说一说。

师：同学们快来找一找自己的尺子上，还有刻度几到刻度几中间的长度也是1厘米？

指名学生上台自由说一说。

师：同学们的意思我明白了，也就是尺子上每一大格的长度都是1厘米，是吗？

（课件演示1厘米的长度）

（2）体会1厘米的长度

a.师：同学们1厘米到底有多长呢？请同学们试着用拇指和食指比画一下1厘米的长度？

b.师：刚才老师看到同学们用手指比画1厘米的长度，有的大约是这么长，有的大约是这么长？究竟1厘米有多长呢？老师给大家每人准备了1段1厘米长的小棒，请同学们用拇指和食指夹住老师发的小棒，再把小棒轻轻的抽出来，那么拇指和食指之间的缝隙大约就是1厘米。

师：同桌之间相互比一比，看看你们的1厘米长度一样吗？好，别动。

c.师：那你再用你的小手比一比看一看数学书的厚度够一厘米吗？（比1厘米短一些）文具盒的厚度呢？本子的厚度，铅笔的长度（比一厘米长的多）

师：好大家把手放下，老师来考一考你们记住1厘米了吗？伸出1厘米。看谁的1厘米长个了。

（3）生活中什么东西的长大约是1厘米？

师：那我们再我们的教室里，在自己的身体上或在我们的生活中，找一找，比一比，哪些物体的长度大约是1厘米呢？可以和同桌或前后交流一下。

生可能回答：学生的手指一节大约是1厘米，电灯的开关按钮的宽大约是1厘米，订书针的长度大约是1厘米，橡皮的厚度大约是1厘米。（课件出示哪些物体是1厘米）

3.活动三：在尺子上找2厘米、3厘米？

师：同学们除了能在尺子上找到1厘米之外，你还能在尺子上找一找从哪儿到哪是2厘米？从哪到哪是3厘米？哪儿到哪是4厘米呢？赶快找一找，（课件出示尺子）

生上台发言。

师：同学们通过在尺子上找这几个不同的长度，你们有什么发现吗？

生回答：从0到几就是几厘米。有几大格就是几厘米。

师：同学们说的真好，从0到几就是几厘米，这几厘米就有几个1厘米。（课件演示）

4.活动四：学生测量铅笔的长

a.师：那你能估一估你的铅笔的长大约是几厘米吗？

生回答（多位同学回答）

师：到底是几厘米呢，大家赶快量一量。

b.教师示范，学生动手量一量。同桌交换测量。

c.说一说它们这样量对吗？

师：听说呀动物学校的小熊，也在学着用尺子量物体的长度呢？你们想不想看？（出示课件）

师：同学们认真看看她们谁量的对呢？小组讨论讨论

师：谁来说一说哪幅图测量的是对的，哪副图测量的是错的，为什么？

5．活动五：量一量，画一画

（1）师：老师给大家发了一张小纸条快拿出来小组合作选自己喜欢的东西先猜一猜，再测一测有多长?

（2）汇报展示。（展示小组拿实物，其他学生估计后，再说测量结果）

（3）测量桌子的长度。

师总结：谁能说一说在测量长度时，应该提醒大家注意些什么呢？

我们在量物体的长度时，要把一端对准尺子的0刻度，另一端对着几，物体的长度就是几厘米。（板书）

(三）小结知识课后延伸

今天我们又认识了一个新的数学朋友——厘米的认识。我们测量比较短的物体的长度，一般用厘米作单位（板书课题）

那大家都学会测量长度了，需要大家帮老师一个忙，请大家帮老师测一测操场的长，好吗？

Education target:

1. Experience measures the process of the length of same object with different tool, experience unites the necessity of length unit.

2. Know centimeter, experience centimeter real significance.

3. Can estimate the length of lesser object, can measure the length of the object with scale feet.

Education key: Experience unites the necessity that measures an unit, master measurement technique and can use " centimeter " make an unit.

Education difficulty: Let student control measurement technique, understanding length unit " centimeter " .

Education process:

One, activate scene

Master: Our everybody has fellow students oneself small desk, come, we feel it together, well? What appearance is it? How long does it have then? Compare than delimiting with the hand delimit. With desk comparing, look is our table euqally long? Besides with what method can you still measure it with the hand? We used section tax on the length that different tool measures a classroom, that you with desk two tools that cooperate to like with oneself are measured!

Report: Pencil, writing case, rule...

Master: Everybody's table is same, why is the number that you say different however? Same table, the result that how ability makes we are measured is same?

Master: You are really marvelous, look, with different thing amount, bad communicating, accordingly it is very important to unite measured tool, the tool is only same, metrical outcome just is met same, unite so it is very important to measure a tool. Look, it is very important to unite metrical tool, then you know to be in daily life, with what tool does people measure the accident of the object commonly?

2, interact to be awarded newly, exploration communication

1, activity one: Know scale rule

Master: What do classmates have on rule? Obtain your rule have a look, what to know? What still does not know, small inter block says each other. (division is perambulatory)

Master: Classmates look, there also is a rule here, it is the one part of rule, see you quickly what discovery there is? (keep a student 1 minute to have observation) -- class show straightedge.

Master: Say for who, what do you discover on feet?

Unripe: See word of the know exactly about sth on rule.

Master: What number is there? We look.

Who and his discovery is different?

Unripe: I see there is Cm on rule. (writing on blackboard)

Master: You are a child that is good at observation really, cm is to express centimeter meaning, it is the unified length unit on international, when we are measuring the length of shorter object, use commonly centimeter become an unit.

Master: What does still want to say you see?

Unripe: I see there is 0 on rule,

Master: Hum, the 0 the leftest end in rule, be? What meaning does it express on rule then? (0 scale) the starting point that represents rule. (Immediately writing on blackboard centimeter Cm0 scale)

Unripe: Represent starting point.

Master: What to still have?

Unripe: There still are a lot of accidents on rule differ linear.

Master: Your eye is really fierce, he discovered to there is flyer on rule, we look, the line with this differ accident makes graduation mark.

Division summary: Classmates can be met really observation, little secret of so much can be found on rule.

2. activity 2: Introduce 1 centimeter.

(1) master: Do you know classmates how long do 1 centimeter have? From scale 0 to scale the 1 length among is 1 centimeter (class demonstrate) . Namely the length of this one big case is 1 centimeter. Oneself search. Mix with desk say.

Master: On the rule that classmates look for him quickly, still have scale a few to scale a few length among is also 1 centimeter?

Designation student appears on the stage to say freely.

Master: I understood the meaning of classmates, namely the length of on rule each big case is 1 centimeter, be?

(class the length that demonstrates 1 centimeter)

(2) the length that experiences 1 centimeter

A. Master: How long do classmates have 1 centimeter after all? Ask classmates to try to gesture with big toe and forefinger 1 centimeter length?

B. Master: The length that a moment ago the teacher sees 1 centimeter classmates gesture with finger, some is so long about, is some so long about? After all how long do 1 centimeter have? The teacher prepared 1 paragraph of 1 centimeter long little bars each to everybody, ask classmates to clip the little bar that the teacher sends with big toe and forefinger, again little bar gently take out come, so the aperture between big toe and forefinger is 1 centimeter about.

Master: Compare each other between the desk together, are 1 centimeter of length that see you same? Good, do not move.

C. Master: Does then your little hand compare your reoccupy is the ply that has a look at mathematical book enough a centimeter? (a few shorter than 1 centimeter) Where is the ply of writing case? The ply of the notebook, the length of pencil (what grow than a centimeter is much)

Master: Good everybody drops the hand, will the teacher took an examination of you to remember 1 centimeter? Extend 1 centimeter. 1 centimeter when who see long.

(3) the be brought uping of thing of the what in the life is 1 centimeter about?

Master: That us again in our classroom, go up in oneself body or be in our life, search, than, the length of what object is about 1 centimeter? Can mix communicate with desk or around.

Unripe likelihood replies: The student's finger is 1 centimeter about, the bounty of the switch pushbutton of electric lamp is 1 centimeter about, the length of the needle that order a book is 1 centimeter about, the ply of rubber is 1 centimeter about. (class showing what object is 1 centimeter)

3. activity 3: Do 2 centimeters search on rule, 3 centimeters?

Master: Classmates besides 1 centimeter can be found on rule besides, which can you still find on rule from where be 2 centimeters? From which to arrive which are 3 centimeters? Where arrives which are 4 centimeters? Search at once, (class produce rule)

Unripe appear on the stage to make a speech.

Master: Classmates look for these a few different length through be on rule, what do you have to discover?

Give birth to an answer: From 0 arrive a few it is a few centimeters. Having a few big case is a few centimeters.

Master: What classmates say is really good, from 0 arrive a few it is a few centimeters, these a few centimeters have a few 1 centimeter. (class demonstrate)

4. activity 4: The student measures the length of pencil

A. Master: That you can appraise is the be brought uping of your pencil makes an appointment with one appraise a few centimeters?

Unripe answer (many classmate replies)

Master: It is after all a few centimeters, everybody is measured at once.

B. The teacher sets an example, the student uses hand amount. Measure with desk exchange.

C. Say they are measured so be opposite?

Master: Hear ah the Little Bear of zoologic school, also learning to measure the length of the object with rule? Do you want not to want to look? (produce a course)

Master: Do classmates see them seriously what who measures is right? Panel discussion discussion

Master: What say which graph is measured for who is right, what which pairs of graph measures is wrong, why?

5. Activity 5: Quantity, picture

(1) master: The teacher sent a piece of small scrip to take group collaboration quickly to choose the thing that he likes to be guessed first to everybody, measure again how long to have?

(2) the report is revealed. (reveal a group to take in kind, after other student estimates, measure an outcome besides)

(3) the length that measures a table.

Division summary: When who can say to measuring length, what should remind everybody to notice?

When we are measuring the length of the object, want an one aspect of the matter to aim the 0 scale of rule, another end to a few, the length of the object is a few centimeters. (writing on blackboard)

(3) after class of brief summary knowledge outspread

We knew a new mathematical friend again today -- centimeter understanding. We measure the length of shorter object, use commonly centimeter make an unit (task of writing on blackboard)

That everybody learns to measure length, need everybody to give a teacher a help, ask everybody to help a teacher measure the length of the playground, ?