2019-2020年三年级上册1.8《三位数（末尾有0）乘一位数的笔算》word教学设计.doc

2019-2020年三年级上册1.8三位数（末尾有0）乘一位数的笔算word教学设计一教材分析（一）教学内容分析三位数（中间有0）乘一位数的笔算是本单元三位数乘一位数的难点。本节课是在学生学习了三位数乘一位数的笔算方法的基础上进行教学的，首先进行“0和任何数相乘都等于0”的教学，然后再教学“一个因数中间有0的计算方法”。根据小猫钓鱼的情境图，结合本校是在下木村水库边这一实际情况，向学生进行渗透法制教育中华人民共和国水污染防治法。（二）教学对象分析学生已学习了三位数乘一位数的笔算方法，解决了乘的顺序和竖式写法的问题，根据学生对这些知识的掌握情况，相信大部分学生会用旧知迁移新知，个别学生计算或书写上会有困难。二教学目标 （一）知识目标掌握“0和任何数相乘都等于0”的规律；掌握一个因数中间有0的计算方法，理解算理。（二）能力目标结合具体情景，能应用所学知识解决学习中的简单问题，培养学生应用意识和能力。（三）情感目标渗透法制教育中华人民共和国水污染防治法第四十七条、第四十九条。三教学重难点（一）重点掌握“0和任何数相乘都等于0”的规律。（二）难点理解一个因数中间有0的乘法的算理。 四教学过程 （一）创设情景1口算：（小黑板出示）3002 6002 6400 7900 203 303 400设疑：400=0还是400=40？你能给出合理的解释吗？【设计意图：用“小黑板”出示口算题的情景诱发学生学习的兴趣。衔接后面的数学问题。使得整个教学环节环环相扣，过渡顺畅自然。】2揭示研究问题：有关0的乘法（二）探索新知1探索理解“0与任何数相乘都得0”（1）出示：例8小猫钓鱼情境图。师：小黄猫、小红猫、小蓝猫又去河边钓鱼了，我们一起去看看它们今天又有什么收获呢（出示小猫钓鱼图）师：3只小猫一共钓了多少条鱼？你怎么看出来的？学生回答。师：你能用加法算式表示吗？板书：0+0+0=0你能改写成乘法算式吗？指名汇报，学生回答。板书：03=0或30=0师：你是怎么知道得数是0的？学生答出：因为3个0相加等于0，所以03=0。2渗透法制教育中华人民共和国水污染防治法（1）第四十七条使用农药，应当符合国家有关农药安全使用的规定和标准。运输、存贮农药和处置过期失效农药，应当加强管理，防止造成水污染。第四十九条国家支持畜禽养殖场、养殖小区建设畜禽粪便、废水的综合利用或者无害化处理设施。畜禽养殖场、养殖小区应当保证其畜禽粪便、废水的综合利用或者无害化处理设施正常运转，保证污水达标排放，防止污染水环境。（2）要求学生不能私自下河游玩、洗澡或捞鱼，要求家长不能乱打农药和乱排污水进入水库。3完成教材第21页的“试一试”中的算式：07= 80= 00=指名汇报，说说你是怎么知道的？教师：现在你知道400=0还是400=40？你能给出合理的解释吗？4小结：0与任何数相乘都得0。【设计意图：提供学生独立探究的空间，使学生经历0与任何数相乘都得0的计算过程。提供正确的计算，解决学生计算方法上的模糊认识。提供观察比较的机会。并根据小猫钓鱼的情境图，结合本校是在下木村水库边这一实际情况，向学生渗透法制教育中华人民共和国水污染防治法】5出示例9：体育馆一个看台有102个座位，4个这样的看台一共有多少座位？师：一个看台有102个座位，那么4个看台有多少个座位呢？先请小朋友估计一下4个看台大约有多少个座位？师：说说你是怎样想的？学生回答大约有400个。师：他估计得对不对呢？请小朋友一起来算一算。指名一人板演。1 0 24 4 0 8师：指着十位上的0问：为什么十位上写0？生回答因为十位上0和4相乘得0。师：看来4个看台有408个座位，刚才小朋友估计得完全正确，你们可真厉害！【设计意图：使学生经历三位数（中间有0）乘一位数的笔算乘法的计算过程。提供正确规范的计算，解决学生计算方法上的失误现象。】（三）巩固练习1第22页的“想想做做”第2题。学生做在书上，指名4个学生板演，集体订正得数。师：为什么后面三道题目积的中间没有“0”呢？学生回答：因为用一位数去乘被乘数的个位满几十，就要向十位进几。引导观察：今天计算的三位数乘一位数有什么共同的特点？揭示课题：乘数中间有0的乘法。2“想想做做”第3题出示题目，让学生先找一找每个题错在哪里，再改正过来，把正确的答案写在旁边。学生独立完成，集体订正。3“想想做做”第5题。（1）编2个中国结要用多少厘米？（学生独立解答）（2）要求还剩下多少厘米？需要知道哪些条件？原来有多少？已经用去了多少厘米？4“想想做做”第6题。师：下面我们一起来看看第6题，说说你从图中知道了哪些信息？师：你能估计出3个书架大约有多少本书吗？你是怎么估计出来的？指名学生回答。引导学生完成，订正时让学生说说是怎样完成的？【设计意图：通过教学练习题，让学生进一步掌握三位数（中间有0）乘一位数的笔算方法，从而培养学生解决相应实际问题的能力。】（四）总结1师：同学们，今天你们学到了哪些知识？2请小朋友回想一下我们在笔算的时候要注意什么呢？（五）作业完成第22页第1、4题。（六）板书设计三位数（中间有0）乘一位数的笔算0+0+0=0 03=0或30=01024=408（个）1 0 24 4 0 8五教学反思 这一课是孩子们很容易犯错误的地方。一个因数中间有0的乘法是学生学习乘法的一个难点，在知识上学生已有多位数乘一位数计算方法的基础，因此本节课关键是0和任何数相乘都得0这一结论。通过教学后，我认为比较成功地体现在以下两点：第一、在情境创设上，从学生的生活实际出发。教学时，通过让学生自己探索情境图，激发学生的学习兴趣，学生算出3只小猫一共钓了多少条鱼，根据乘法算式的意义得出03=0、30=0。联系小猫钓鱼这一问题情境，使他们感受到“问题”就存在于生活中，就存在身边，每时每刻都会产生，而解决问题又是我们的需要，拉近了数学问题与学生情感的距离。练一练中的07=0、80=0和00=0是乘法的补充定义，通过让学生思考交流加深对0和任何数相乘都得0的结论。第二、在解决问题上。探究活动中的教学是让学生运用类推的方法思考当因数中间有0时，如何计算，在这里将学习自主权留给了学生，培养学生的迁移类推能力。在学生自主探索过程中，教师及时针对学生存在的问题，让学生在解决存在的问题中掌握正确的计算方法。对于学生问题意识的培养大有好处，因为课堂上学生的表现给了我较肯定的回应。同时较大的空间也为学生提供了自己选择的空间，体现了不同的学生学不同的数学的思想。本班的学生对本节课所教学的知识掌握得比较好，但还有少数的同学在计算中出现了一些失误，有些还掌握得不大好，也许是我教学经验的还不足，因此我将在以后的教学中，不断的自我学习、自我反思、自我总结，以便能更好地胜任小学数学的教学工作。附送：2019-2020年三年级上册3AM1Unit3Intheclassroom4课时表格式英文教案Language focus:1. Using formulaic expressions to greet people.e.g. Hello. 2. Asking Wh-questions to find out a persons identity.e.g. Whats your name?2. Using verbs to introduce oneself.e.g. Im Danny.Language skills:Listening: a) Understand simple instructions.e.g. Colour your name card.b) Discriminate between words with different initial sounds e-,f-,g-,h-,Speaking: 1. Use modeled phrases to municate and elicit responses.e.g. Whats your name?2. Open an interaction by eliciting a response.3. Pronounce correctly words in isolation with initial sounds.e-, f-, g-, h-, and i-Materials: SB P8 cassette WB P4 ,35,36,37Preparation:Say “Hello Hi”each other. ProceduresContentsMethodsPurposePre-task Preparation1.What your name?Im2.Explain:Whats=What is1. Introduce: Whats your name? To elicit: Im2. Practice the question and answer with students.3. In pairs, the students practise the question and answer.4. Play the cassette for P8. The students listen and repeat. Explain the contraction: Whats is the same as What is.5. Select pairs to e out and act their dialogue. 强调Whats=What isWhile-task ProcedureA relay raceHave a relay race. Ask the student act the front of the first row: Whats your name? He /Sheanswers: Hello, Im(name) while putting up his (her) hand.The chain continues down the row.Post-task activitiesWookbook1. Distribute all the name cards for the students Book characters used so far to groups. The rest of the group ask the students with name cards :”Whats your name?” The student then answers with the name of the character: Imand holds up the name card.2. Workbook P4:a. Read the dialogues .Ask the students to supply the missing words orally.b. Ask individuals to e out and write the missing on the blackboard. Ask other students to correct any spelling mistakes.c. Students trace and write in the missing words in the bookLearn the letters:1. Play the cassette: Learn the letters: E “e” elephant.2. The students listen and point in their books.3. The students listen and repeat the sound.4. Repeat the process.5. Have the students enter the vocabulary in the relevant page of their personal vocabulary book.6. workbook P35, 36 and 37.Handwriting practice for Ee, Ff, Gg, Hh, Ii利用活页人物认识名字，再让学生在班内进行问答操练。ConsolidationexercisesGrammar Practice Book P5Assignment 教后感：句型What your name?Im是本课重点。但是有个小的问题是以后会出现who are you?以后还是会出现问题的，所以在本节课中我预先埋伏了一下。Unit 3 In the classroom(Second Period)Language focus: 1. Using verbs to describe conditions e.g. Youre 2. Using formulaic expressions to confirm/deny identity e.g. Yes, Im /No, Im Language skills: Speaking: Use modelled phrases to municate and elicit a response Materials: SB P9,cassette , WB P5,Card, disponsable wooden chopsticks, scissors, sticky tape Photocopiable pages 2-6 and 8Preparation:Collect sufficient card and disposable chopsticks to make character masks; scissors and sticky tape.ProceduresContentsMethodsPurposePre-task PreparationYoureYes. / No.2.Read the dialogue.A. Write the names of the characters in the Students Book met so far on the board. Practise reading them. Explain given names and surmanes.B.1. Introduce: Youre ; Yes; No. 2. Play the cassette for page 9. 3. The students listen and repeat. The students follow the dialogue in their books. 4. Read the dialogue. Play the cassette again, if necessary.通过了解，介绍对方，为新课作铺垫。While-task ProcedurePlay the game1. The students play the game in small groups at the front of the class. The students use their own names.2. The students make masks for: Miss Fang; Kitty: Ben; Mr Li; Mrs Li; Mr chen; grandma; Alice. Photocipy and enlarge Photocopiable page 2 and page 8.Use Pieces of card to make masks , then mount them on a chopstick, using sticky tape. This will allow the students to hold the masks up.Play the game again, this time using the characters in the book, will small groups at the front of the class.猜一猜的游戏操练句型。Post-task activitiesDo exercises Workbook page 5A. Review the letters a to f, Write the letters on the boardB. Read the statements on p.5. The students find the relevant characters and the identifying letter.C. Read the stastement, Ask: Whats the letter? To elicit: a, b, etc.ConsolidationGrammar Practice BookAt this stage 3A page 5 could be used to practise and consolidate the oral and written language used in thid section further.AssignmentUnit 3 In the classroom(Third Period)Language focus:1. Using a formulaic rhyming expression to start a guessing gamee.g. One, two, three, I see 2. Using nouns to indefinite article to refer to something for the first timee.g. I see a book.3. Usin formulaic expressions to affirm and deny e.g. Yes / NoLanguage skills: Speaking: Open an interaction by eliciting a response Listening: Recognize differences in the use of intonationMaterials:SB P10,cassette, Word and Picture Cards 3A, WB P6Preparation:Ensure all the realia items are available.ProceduresContentsMethodsPurposePre-task PreparationIntroduce:I seeSay: I seeLearn the new wordsMake sentences.A. Use the game format One, two, three, I see to revise the students names and the characters (use picture cards). Say: One, two, three, see; then look at an individual. The class must guess. Use as a chain drill; each student says: One, two, three, I see ; and looks at a classmate. The nest student must say that students name.B.1. Introduce the new vocabulary, using classroom realia and the picture cards 2. Practise the nouns by using flashcards and pointing to the items. 3. Encourage individual students to do the same.C.1. Introduce One, two, three and practise the guessing game with the items. 2. Play the cassette for page 10. The students follow the dialogue in their books. 3. Explain use of indefinite article a. Encourage students to use the article before each noun.While-task ProcedureGame: guessing1. The students play the guessing game shown on page 10 as a class and/or group activity.2. The students play the guessing game shown on page 10 as a class and/or group activity.Post-task activitiesDo exercisesWorkbook Page 6A. Read the nouns on page6B. The students trace with their finger, joining the pictures and the words. Walk round the class, checking that the students understand the taskC. The students trace the words, join the objects and the words and color the objects.ConsolidationGrammar Practice BookAs the stage Grammar Practice Book 3A page 6 could be used to practise and consolidate the oral and written language in this section furtherStudents self-assessment on P58.Assignment”教后感：这是一个韵律的儿歌，读起来比较容易上口，但其实还是有很大难度的，单词的掌握，以及祈使句的新接触都是重点。Unit 3 In the classroom(Fourth Period)Language focus: Review and check the knowledge of this unit.Materials: SB P8-10, cassette, WB,Practise and AssessmentPreparation:Play a game: “One,two,threeI see”ProceduresContentsMethodsPurposePre-task PreparationReview:Words and sentences1. Open the studentsbook to P810, let students read the words and sentences.6. Listen to the tape and follow it.7. Practise in pairs:Whats your name? ImYoure Yes,Im/No,ImI see Consolidationexercises1. Oxford English Practice and Assessment Series (Module1Unit3 A:Look and write E:Listen and draw F:Read and match)2. Students self assessment P58Assignment