牛津上海版英语八年级上册 Unit 4 Numbers 教案（10课时）

2021学年牛津上海版英语八年级第一学期教案unit
4
Teaching
Plan
Chapter
topic:
overview
Chapter
aims:
to
review
language
connected
with
numbers
and
maths
in
general.
Main
passage:
numbers
as
an
international
language,
and
includes
some
information
about
the
history
of
numbers.
Listening
section:
consists
of
a
quiz
about
numbers.
Language
section:
there
are
several
exercises
about
puzzles
and
games
with
numbers.
Speaking
section:
practices
ways
of
pronouncing
and
talking
about
numbers.
Writing
section:
about
using
and
understanding
simple
graphs.
First
Period
Ⅰ.Teaching
objectives:
Language
objectives:
Let
students
know
the
importance
of
numbers
as
an
international
language.
Let
students
know
the
background
of
the
numbers.
Skill
objectives:
Enable
students
to
speak
out
the
different
ways
of
numbers
in
English
Moral
objectives:
let
students
explore
the
enjoyments
of
learning
math
Ⅱ.Materials:
P47,
48
Ⅲ.New
words:
minus---brain
Teaching
procedure:
Ⅰ.Warming-up
Tell
a
story
(Class
A)
Let
students
know
the
importance
of
numbers
by
asking
some
questions.
Which
class
are
you
in?
What
time
is
it
now?
How
old
are
you?
How
many
students
are
there
in
our
class?
How
much
is
your
English
book?
How
tall
are
you?
How
much
do
you
weigh?
Pre-task
preparation
Tell
students
they
are
going
to
read
about
an
international
language---numbers.
Ask
them
what
international
means.
Ensure
that
students
understand
the
meaning
used
by
or
connected
with
several
nations
or
countries.
The
cartoon:
make
sure
students
understand
the
order
of
the
speech
bubbles
in
the
cartoon.
In
the
cartoon,
‘Hi’
is
tricking
‘Lo’
by
saying
that
his
cat
gave
the
correct
answer
to
a
simple
sum.
The
answer
was
zero,
and
because
the
cat
did
not
say
anything
(‘it
said
nothing’),
it
thus
gave
the
correct
answer.
Tell
students
that
the
word
digit
has
two
meanings,
a
number
(1,2,3,
etc.)
and
a
finger.
Then
tell
them
that
the
words
calculator
and
calculate
came
from
a
word
that
meant
a
stone.
Ask
the
to
guess
the
connections
between
number
and
finger
and
between
stone
and
calculator.
(Before
numbers
were
invented,
people
counted
with
their
fingers
or
with
stones.)
Tell
students
to
work
in
groups
of
four
to
write
down
all
the
things
they
use
counting
and
/
or
numbers
for
from
the
time
they
get
up
in
the
morning
until
they
go
to
bed
at
night,
e.g.
Wake
up
---look
at
time
on
clock.
Get
in
lift---press
button
number.
Go
to
bus
–stop
and
look
for
bus
number.
Count
money
for
bus
fare.
Invite
a
discussion
on
using
numbers
in
everyday
life
by
asking
students
to
write
down
the
names
of
ten
kinds
of
jobs
that
use
numbers
a
lot.
(E.g.
architect,
banker,
engineer,
math
teacher,
scientist,
hawker,
pilot,
salesperson,
accountant,
etc.)
Ask
if
they
can
think
of
any
jobs
in
which
numbers
are
not
often
used
(e.g.
film
star,
artist,
writer,
etc.).
Pre-reading
Learn
the
new
words
and
phrases
about
numbers.
Do
some
exercises
of
pre-reading.
What
do
you
know
about
?
Ask
students
to
do
Exercise
A.
Use
the
notes
below
to
explain
items,
quiz
students,
and
practice
the
vocabulary.
(After
students
have
been
familiar
with
these
words
and
phrases,
we
can
play
a
game
to
help
them
remember
the
new
words.
Invite
four
students
to
come
to
the
front:
one
of
them
say
a
number
phrase,
the
other
three
write
a
number
according
to
the
instruction)
Notes:
A
decimal
number
is
written
as
a
dot(.)
followed
by
numbers
representing
tenths,
hundredths,
etc.
(e.g.,
0.62=six
tenths,
two
hundredths).
A
protractor
is
usually
in
the
form
of
a
half
circle,
with
degree
(0-180)
marked
on
it.
Odd
numbers:
cannot
be
divided
by
two
to
give
a
whole
number
without
a
fraction.
We
often
talk
about
a
pair
of
compasses
for
drawing
circles.
A
compass
is
a
device
with
a
magnetic
needle
which
tells
direction.
A
fraction
is
the
exact
division
of
a
number
(e.g.,
1/2,
2/3,
etc.)
Zero
(0)
is
nothing
/
naught
/
nil
/
oh.
Plus
(+)
is
the
sign
of
addition
(e.g.,
2+2=4)
Minus
()
is
the
sign
for
subtraction
(e.g.,
42=2)
To
multiply
()
is
to
find
the
total
you
get
when
you
add
a
number
to
itself
a
number
of
times.
(e.g.,
43=4+4+4=12).
To
divide
()
is
to
find
out
how
many
times
one
number
is
contained
in
another
(e.g.,
164=4).
A
degree
()
is
a
chapter
of
measurement
for
angles.
(e.g.,
10)
or
temperature
(e.g.,
2).
A
percentage
(%)
is
a
number
in
each
hundred.
Even
numbers:
can
be
divided
by
two
to
give
a
whole
number.
Equals
(=)
means
is
of
the
same
amount,
size,
value,
etc.
Look
and
think
1.
Draw
students’
attention
to
the
headings
of
the
article
(Ancient
numbers,
etc.).
Ask
them
how
many
sections
the
article
is
divided
into,
and
what
the
topic
of
each
section
is.
2.Ask
them
to
do
Exercise
B.
They
will
probably
tick
the
answers.
Once
they
have
finished,
ask
them
to
give
reasons
why
they
ticked
or
did
not
tick
each
statement.
The
object
is
not
to
be
correct
in
this
exercise,
but
to
think
about
the
passage
and
to
try
to
anticipate
what
it
will
contain.
Homework
1.
Copy
the
new
words.
2.
Remember
the
new
words
and
phrases.
3.
Look
for
the
numbers
used
in
our
daily
life.
Second
Period
Teaching
objectives:
1.
Let
students
review
numbers
and
signs.
2.
Let
students
learn
the
new
words
and
vocabulary.
Materials:
P49,
50.
Ⅲ.New
words:
at
least---stand
for
Teaching
procedure:
Warming-up
Tell
a
story.
(Class
A)
Go
over
the
new
words
and
phrases.
Show
student
a
slide
and
ask
them
to
say
the
names
of
the
numbers
and
figures.
Have
a
dictation:
1)
say
nothing
(said)
2)
count
numbers
3)
six
minus
six
4)
a
decimal
number
5)
multiply
6)an
especially
important
number
7)
a
protractor
for
measuring
angles
8)compasses
for
drawing
circles
9)
add;
plus
10)
subtract;
minus
11)a
pair
of
even
numbers
12)
equals
13)
a
number
showing
degrees
14)
a
percentage
15)
divide
16)a
pair
of
odd
numbers
17)
make
it
easier
to
calculate
18)your
brain
19)
an
important
part
of
your
body
20)different
ways
of
writing
numbers
Guessing
the
words.
1.
Ask
the
students
to
find
the
words
in
Exercises
C1
and
C2
in
the
article
first
and,
as
usual,
to
try
to
work
out
the
meanings
from
the
contexts.
Ask
students
do
Exercises
C1,
C2
and
C3.
Check
the
answers
in
class.
While-reading:
learning
the
new
words
and
phrases
1.
Learn
the
new
words:
at
least
---stand
for.
Learn
the
new
vocabulary:
1)
abacus
(n.)
[P3]:
an
old
form
of
calculator
My
grandfather
counts
on
an
abacus.
accurate
(adj.)
[P3]
:
with
no
mistakes
The
measurements
must
be
accurate.
add
(v.)
[P4]
:
put
amounts
together
to
get
a
total.
If
you
add
8
and
5,
the
answer
is
13.
addition
(n.)
amazing
(adj.)
[P7]
:
very
surprising
An
ox
eats
an
amazing
amount
of
food.
amaze
(v.);
amazement
(n.)
ancient
(adj.)
[P1]
:
very
old
The
ancient
Chinese
wore
different
clothes
from
the
modern
Chinese.
Brain
(n.)
[P6]
:
the
organ
inside
the
head
that
thinks,
remembers,
feels.
My
brain
is
tired
from
studying
too
much.
Brains
is
used
in
the
plural
form
to
mean
intelligence
(e.g.,
He
has
brains.)
calculate
(v.)
[P2]
:
use
numbers
to
find
answers.
Calculate
how
much
money
I
owe
you.
calculator
(n.)
:
a
machine
for
calculating
calculation
(n.)
:
the
result
of
calculating
computer
(n.)
[P5]
:
electronic
machine
for
calculating,
giving
information
Tim
uses
his
computer
to
do
his
homework.
9)
consist
of
(v.)
[P2]
:
be
made
up
of
something
Our
lunch
today
consists
of
rice
and
pork.
Consist
is
an
active
verb.
We
do
not
say
is
consisted
of
(e.g.,
The
class
consists
of
22
boys
and
18
girls.).
Comprise
has
a
similar
meaning,
but
can
take
a
passive
form
(e.g.,
The
class
is
comprised
of
22
boys
and
18
girls.).
developed
(v.)
[P2]
:
grew
bigger
and
/
or
better
.
The
kittens
developed
into
cats.
11)divide
(v.)
[P4]
:
find
out
how
many
times
one
number
is
contained
in
another.
If
you
divide
28
by
7,
the
answer
is
4.
division
(n.)
electronic
(adj.)
[P4]
:
using
electrons
for
power.
Most
modern
calculators
are
electronic.
Electronics
(n.)
:
takes
a
singular
verb.
instruction
(n.)
[P8]
:
order.
The
instructions
on
the
packet
told
him
to
mix
the
powder
with
water.
international
(adj.)
[subtitle]:
used
by
/
connected
with
more
than
one
country
/
nation.
Cathay
Pacific
is
an
international
airline.
invented
(v.)
[P2]
:
made
for
the
first
time.
The
Chinese
invented
the
compass.
multiply
(v.)
[P4]
:
add
a
number
to
itself
a
number
of
times
(e.g.,
24=2+2+2+2=8).
If
you
multiply
7
by
4,
the
answer
is
28.
Multiply
also
means
to
increase
in
number.
(e.g.,
Our
problems
have
multiplied
since
last
year.).
percentage
(n.)
[P4]
:
an
amount
that
is
part
of
a
hundred.
More
than
90
per
cent
of
the
class
was
present.
Only
a
small
percentage
was
absent.
Percentage
is
always
written
as
one
word;
per
cent
is
written
as
two
words.
powerful
(adj.)
[P5]
:
strong.
His
car
had
a
powerful
engine.
Program
(v.)
[P8]
:
give
orders
to
a
computer.
He
tried
to
program
his
computer
to
correct
the
errors
in
his
compositions.
Program
(n.)
:
a
computer
program;
In
British
English,
programme
(n.)
is
a
radio
/
TV
item
or
a
plan
/
schedule.
represent
(v.)
[P3]
:
mean,
stand
for.
These
hearts
represent
love.
Ⅳ.
Homework
1.
Copy
the
new
words
and
try
to
remember
all
of
them.
/
Make
sentences
with
the
new
words.(Class
A)
Workbook
P18.
Third
Period
Teaching
aims:
1.
Review
the
vocabulary.
2.
Learn
the
new
passage.
Teaching
procedure:
Warming-up
Go
over
the
new
words.
Give
the
meaning
of
the
new
vocabularies
and
students
try
to
say
the
words
and
spell
them.
Ask
students
to
look
at
the
slide
and
try
to
fill
in
the
blanks
with
the
new
words.
2.
Dictation:
1)
abacus
2)
accurate
(with
no
mistakes)
3)
ancient
(very
old)
4)
amazing
(very
surprising)
5)
consist
of
(be
made
up
of
)
6)
instruction
(order)
7)
invented
(made
for
the
first
time)
8)
powerful
(strong)
9)
represent
(mean,
stand
for)
10)
program
(give
orders
to
a
computer)
11)
electronic
(using
electrons
for
power)
12)
developed
(grew
bigger
/or
better)
13)calculate
calculation
14)
add
(put
amounts
together
to
get
a
total)
computer
(electronic
machine
for
calculating,
giving
information)
divide
(find
out
how
many
times
on
number
is
contained
in
another)
brain
(the
organ
inside
the
head
that
thinks,
remembers
feels)
international
(used
by/
connected
with
more
than
one
country
/nation)
multiply
(add
a
number
to
itself
a
number
of
times)
program
(give
orders
to
a
computer)
a
calculating
machine
22)
use
wires
and
beads
23)
amounts
of
money
24)at
least
3.
Review
numbers
and
signs.
(What
is
this?)
=
60
0
23%
0.21
6
12
11
23
Reading
1.
Listen
to
the
recording
of
the
passage,
let
students
read
after
the
recording.
2.
Tell
students
this
is
an
article
about
the
invention
of
numbers,
the
means
of
calculation
and
a
comparison
between
the
brain
and
a
computer.
Explain
the
passage
to
the
class.
Language
points:
in
ancient
times
in
many
different
ways/
in
this
way/
by
the
way/
on
my
to
as/
like:
as
these
pictures
of
number
6
show.
(a
sentence)/
like
a
flash
(
a
noun
or
a
phrase)
in
tens
the
system
of
numbers
nearly/
almost
consist
of
/
be
made
up
of
from
to
first
invent
and
develop
invention/
invent/
inventor
make
it
easier
(
make
here
is
used
as
a
verb
like
be:
make
sth.
+
adjective)
calculate/
calculation
(do
a
calculation)/
calculator
so…that…/
enough…
to/
too…to:
He
was
so
clever
that
he
could
work
out
that
problem
in
a
minute./
He
was
clever
enough
to
work
out
the
problem
in
a
minute./
He
was
so
tired
that
he
could
not
to
walk
any
longer./
He
was
too
tired
to
walk
any
longer.
In
a
flash
A
calculation
that/
which
you
could
not
do
in
your
whole
life
time.
A
living
computer
Amazing/
amazed
Was
given
this
problem
to
solve
Sb.
Takes
some
time
to
do/
it
takes
sb.
Some
time
to
do/
sb.
Spend
some
time
doing/
on
sth.
Program
it
with
instructions
4.
Synopsis:
P1:
Ancient
numbers
---
In
ancient
times,
numbers
were
written
in
different
ways,
but
counting
was
nearly
always
in
tens.
P2:
Zero---
Everyone
uses
the
number
system
1
to
9
plus
0
(zero).
The
system
was
invented
by
the
Indians.
Zero
makes
it
easier
to
write
big
numbers
and
to
calculate.
P3-5:
Calculating
machines
---
Descriptions
of
three
calculating
machines:
the
ancient
abacus,
the
modern
electronic
calculator
and
the
computer.
P6-9:
Brain
against
computer---
An
account
of
an
actual
competition
between
an
Indian
lady
and
a
computer
in
which
the
lady
won.
Computers
cannot
do
anything
by
themselves.
They
must
be
programmed
by
human
beings.
Ⅳ.
Homework
Written
work
1.
Copy
the
whole
passage
and
recite
some
phrases.
Oral
work
1.
Listen
to
the
recording
of
the
passage
and
read
after
it
at
least
five
times.
2.
Recite
half
of
the
passage.
Fourth
Period
Teaching
aims:
1.
Review
the
vocabulary.
2.
Do
some
exercises
about
the
passage..
Materials:
P51,
52
New
word:
beat
Warming-up
Tell
a
story.
(Class
A)
Go
over
the
new
words
and
phrases.
Dictation:
1)
an
international
language
2)
ancient
numbers
3)
in
many
different
ways
4)
in
the
same
way
---
in
tens
5)
system
of
numbers
6)
consist
of
7)
from
the
biggest
to
the
smallest
8)
invent
and
develop
9)
an
important
invention
10)
calculating
machines
11)
an
abacus
12)
beads
on
the
wires
13)
start
from
the
bottom
wire
14)
a
modern
electronic
calculator
15)
add,
subtract
16)
multiply
,
divide
17)
percentages
and
square
roots
18)
powerful
calculating
machines
19)
in
a
flash
20)
in
your
whole
lifetime
21)
a
living
computer
(
brain)
22)
give
an
answer
23)
a
lady
from
India
24)
an
amazing
brain
25)
solve
the
problem
26)
program
it
with
instructions
27)
find
the
answer
on
page
59
28)
brain
against
computer
29)
Greek
and
Roman
30)
Egyptian
and
Chinese
3.
Daily
questions.
How
many
languages
do
you
know
?
What
are
they?
How
did
people
write
numbers
in
ancient
times?
Did
they
count
in
the
same
way---
in
tens
or
not
?
How
many
numbers
do
nearly
everyone
use
today
?
Who
first
invented
and
developed
the
1
to
9system
of
numbers?
Did
the
Indians
invent
the
zero
or
not
?
An
abacus
was
one
of
the
first
calculating
machines,
wasn’t
it
?
What
is
a
modern
electronic
calculator?
(It
can
add,
subtract,
multiply
and
divide.)
What
a
computer
can
do
?
Do
any
people
call
brain
a
living
computer
?
After
reading
(exercise
on
page
51,52)
1.
Find
the
facts:
1)
Ask
students
to
read
the
text
together.
2)
Ask
students
to
read
the
dialogues
and
then
search
quickly
for
the
answers,
which
are
one
or
two
words
only.
Do
Exercise
D.
Then
check
the
answers.
2)
Let
students
do
pair
work
to
read
the
dialogues.
2.
Read
and
think:
Let
students
do
these
questions
in
pairs
and
have
some
discussion
to
exchange
the
ideas.
Check
the
answers
in
class.
Ⅲ.
Homework
1.
Listen
to
the
recording
of
the
passage
and
read
after
it
at
least
five
times.
2.Recite
the
rest
of
the
passage
P49.
Fifth
Period
Teaching
aims:
1.
Review
the
passage.
2.
Practise
listening
3.
Give
orders
and
insturctions.
Materials:
P52,
53.
New
word:
receive
Warming-up
Tell
a
story.
(Class
A)
Invite
some
students
to
retell
the
story
3.
Daily
questions.
Do
everyone
know
numbers
are
an
international
language
?
Who
invented
the
zero?
What
the
beads
on
the
wires
represent
?
Do
you
have
a
modern
electronic
calculator
?
Is
it
useful
?
Why
?
Where
is
Shakuntala
Devi
from
?
What
can
she
do
?
How
long
did
it
take
her
brain
to
find
the
answer?
How
long
did
it
take
the
computer
to
find
the
answer
?
Was
there
anyone
who
could
program
Shakuntala?
Go
over
the
new
words
and
phrases
in
the
passage
and
have
a
dictation:
1)
find
the
facts
2)
clear
answers
(clearer)
3)
fast
and
accurate
4)
alive
5)
beat
a
computer
6)
count
in
tens
7)
in
figures
8)
a
more
powerful
calculator
9)
give
a
reason
10)
an
important
invention
Listening
section
A
quiz
about
numbers:
1.
This
exercise
presents
students
with
a
quiz.
The
main
purpose
is
to
revise
the
vocabulary
we
use
to
talk
about
numbers
and
their
relationships.
Explain
the
task
to
students.
Make
sure
they
understand
that
they
will
be
asked
a
variety
of
questions
about
the
numbers,
and
that
the
recording
will
not
just
dictate
one
of
the
numbers
for
each
question.
Play
the
recording
twice
or
more
if
necessary,
and
explain
any
problems.
Let
students
read
all
the
numbers
and
signs
in
Listening.
Language
section
A
.
Giving
orders
or
instructions.
1.
Explain
that
to
give
orders
or
instructions,
we
use
the
base
form
of
verbs
with
other
necessary
words.
Write
these
orders
on
the
slide.
Stand
up.
Sit
down.
Be
quiet.
Go
away.
2.
Explain
that
we
make
orders
negative
by
adding
do
not
or,
more
commonly,
don’t.
Do
not
sit
down.
Don’t
run.
3.
Tell
students
it
is
easier
to
make
most
people
obey
orders
if
you
give
the
orders
politely.
You
can
do
this
by
adding
please.
Please
stand
up.
Please
don’t
make
a
noise.
Tell
students
we
can
also
make
orders
personal
by
adding
a
person’s
name.
May,
be
quiet.
David,
please
stand
up.
Jane,
don’t
shout.
Jane,
please
don’t
shout.
Note:
We
can
put
please
before
or
after
positive
orders
(e.g.,
Please
stand
up.
Stand
up,
please.).
Before
negative
orders,
please
usually
comes
first
(e.g.,
Please
don’t
stand
up.).
Let
students
read
the
instructions
on
P53.
Homework
1.Listen
to
the
recording
of
the
numbers
on
P52
and
read
them.
2.Workbook
P19,
Grammar
Practice
Book
P20.
Sixth
Period
Teaching
aims:
1.Review
the
numbers
2.
Learn
instructions
and
statements
about
numbers..
Materials:
P
53,
54.
New
words:
statement,
pause,
arrange,
total
Warming-up
Tell
a
story.
(Class
A)
Retell
or
recite
the
text.
Dictation:
(Let
students
listen
to
instructions
to
write
numbers.)
1)
an
even
number
2)
a
fraction
3)
a
percentage
5)
a
decimal
number
6)
an
odd
number
7)a
number
showing
degrees
8)
Multiply
8
by
4.
What
is
the
answer
?
Subtract
11
from
32.
What
is
the
answer
?
Add
a
half
and
one
point
five.
What
is
the
answer
?
Divide
99
by
9
and
add
1.
What
is
the
answer?
My
phone
number
is
2565
3882.
You
must
take
the
15A
minibus
from
Central.
This
ring
costs
sixty
thousand
dollars.
The
maximum
temperature
today
was
31
point
5
degrees.
Language
section
(B)
1.
Let
students
read
the
sentences
on
P53.
Ask
students
to
do
Exercise
B1.
The
main
aim
is
to
get
the
language
right,
not
the
arithmetic(算术).
Then
check
the
answers
and
let
students
read
the
sentences
correctly.
Make
sure
that
all
the
students
have
written
the
correct
answers
and
then
give
them
some
time
to
practice
the
dialogue
in
pairs.
(If
students
have
some
difficulty,
we
can
ask
them
first
write
the
numbers
and
signs,
then
try
to
fill
in
the
blanks.)
Ask
students
to
do
Exercise
B2.
Using
numbers
below
20
will
make
the
arithmetic
easier.
Students
work
in
pairs.
S1
reads
the
instructions
in
the
box
while
S2
carries
them
out.
At
the
end,
S1
tells
S2
what
S2’s
number
is
.
Ask
students
to
copy
the
square
in
Exercise
B3.
In
Exercise
B3,
ask
students
to
work
in
pairs.
They
read
and
carry
out
the
first
instructions
together.
Then
they
discuss
with
each
other
how
to
fit
in
the
other
numbers
to
solve
the
problem.
Tell
them
to
make
sure
they
get
the
numbers
2,
4,
5
and
8
in
the
right
squares
before
they
place
1,
3,
6,
7
and
9
in
the
correct
squares.
Ⅲ.
Homework
1.Copy
the
new
words.
2.Grammar
Practice
Book
P21.
Seventh
Period
Teaching
aims:
1.
Review
the
instructions
and
statements
about
numbers.
2.
Read
the
cardinal
numbers
and
ordinal
numbers
correctly.
Material:
P55.
New
words:
cardinal---
separately
Warming-up
Tell
a
story.
(Class
A)
Play
a
game:
Invite
one
student
from
each
group
to
the
blackboard.
Then
invite
another
student
to
give
instructions
about
numbers.
The
four
students
at
the
blackboard
write
the
numbers
following
the
instructions.
The
one
who
gets
the
correct
answer
at
last
will
be
the
winner.
Dictation:
(
Listen
to
the
instructions
and
write
the
numbers.)
1)
Subtract
3
from
9.
9-3=6
2)
Multiply
3
by
9.
93=27
3)
Divide
9
by
3.
93=3
4)
Add
12
and
40.
12+40=52
5)
14
plus
4
divided
by
2.
(14+4)2=9
6)
7
multiplied
by
8.
78=56
7)19
minus
9
multiplied
by
3.
(19-9)3=30
8)
20
divide
4.
204=5
Speaking
A.
Talk
time
Numbers
1.
Tell
students
we
use
cardinal
numbers
to
state
exact
numbers,
e.g.,
Give
me
six
packets.
2.
Ask
students
to
say
the
numbers
in
Number1
of
Exercise
A1
and
then
ask
them
to
repeat
them,
paying
special
attention
to
the
stressed
syllables
as
underlined
below.
three
thirteen
thirty
thirty-two
five
fifteen
fifty
fifty-four
six
sixteen
sixty
sixty-seven
nine
nineteen
ninety
ninety-eight
3.
Some
students
have
problems
hearing
the
difference
between
the
–teen
ending
and
the
–ty
ending
(e.g.,
thirteen
and
thirty).
Point
out
the
different
placement
of
the
stress.
4.
Ask
students
to
say
the
numbers
in
Number
2
of
Exercise
A1
and
then
ask
them
to
repeat
the
numbers,
paying
special
attention
to
the
stress
as
underlined
below.
Note
the
pauses
after
thousand.
one
hundred
two
hundred
two
hundred
and
ten
four
thousand
(pause)
one
hundred
and
eighty-nine
5.
Ask
students
to
say
the
numbers
in
Number
3
of
Exercise
A
1
as
before,
and
then
ask
the
students
to
repeat
them.
The
stressed
syllables
are
underlined
below.
Note
the
pauses
after
million
and
thousand.
two
hundred
and
eighty-four
thousand
(pause)
six
hundred
and
fifty-three
one
million
one
million
(pause)
three
hundred
and
sixty-seven
thousand
(pause)
nine
hundred
and
eighty-two
When
writing
and
saying
big
numbers,
note
that
million,
thousand
and
hundred
are
used
in
the
singular.
Note
that
we
usually
say
and
before
the
number
expressing
thousands
and
also
before
the
number
expressed
by
the
last
two
figures.
E.g.,
2,342,568---two
million,
three
hundred
and
forty-two
thousand,
five
hundred
and
sixty-eight.
Explain
that
ordinal
numbers
show
the
order
position
of
something
in
a
sequence.
They
are
made
by
adding
–th
to
numbers,
except
for
first,
second
and
third.
We
use
ordinal
numbers
in
dates.
The
short
forms
of
ordinal
numbers
are
1st,
2nd,
3rd,
4th,
5th,
etc.
Write
these
names
and
dates
on
the
slide
and
ask
students
to
make
dialogues.
Give
an
example.
Also
ask
students
to
tell
the
class
when
they
were
born.
S1
When
is
Betty’s
birthday
?
S2
It
is
on
the
second
of
January.
Betty---
2nd
January.
David---
30th
September
Cindy---16th
June.
Alan---
3rd
March
Lily---
14th
April.
May---
22nd
October
Do
Exercise
A2
in
the
book.
Say
the
sentences
before
asking
the
students
to
say
them.
Tell
students
that
numbers
after
a
decimal
point
are
usually
said
separately
(e.g.,
0.6---
zero
point
six;
59.23---
fifty-nine
point
two
three).
Say
the
examples
in
Exercise
A3
in
the
book
before
asking
them
to
repeat
the
list.
Write
the
following
numbers
on
the
slide.
Call
on
students
to
say
the
numbers
out
loud.
26.23
(twenty-six
point
two
three)
1385.5
C.
48.48
D.
526.453
E.
1.0468
(one
point
oh
four
six
eight
)
Ⅲ.
Homework
1.Copy
the
new
words
and
recite
them.
2.
Workbook
P20,
21.
Grammar
Practice
Book
P22,23.
Eighth
Period
Teaching
aims:
1.
Review
the
cardinal
numbers
and
ordinal
numbers
Read
the
numbers
correctly.
3.
Practice
speaking.
Materials:
P56,
57.
New
words:
ID
card---
fellow
Warming-up
1.
Tell
a
story.
(Class
A)
2.
Dictation.
1)
100,000
2)
19
3)
0.126
4)
4,167
5)
32
6)
3,367,675
7)
13
8)
46.19
9)
first
10)
fifth
11)
twenty-eighth
12)
twelfth
13)
thirty-third
14)
375
15)
15,
643
16)
90
Pre-task
preparation
1.
Ask
students
to
learn
the
fractions.
They
are
expressed
by
using
cardinal
numbers
and
ordinal
numbers
together.
e.g.
1/3
(one
third)
14/22
(fourteen
twenty-seconds)
7/12
(seven
twelfths)
21/60
(twenty-one
sixtieths)
5/16
(
five
sixteenths)
Note
these
special
fractions:
a
/one
half
1/2,
a
/one
quarter1/4,
three
quarters
3/4.
Explain
that
telephone
and
ID
card
numbers
are
said
separately.
Do
Exercise
A4.
Observe
the
following
rules
for
telephone
numbers:
We
usually
say
telephone
numbers
separately.
We
sometimes
say
oh
instead
of
zero.
When
the
same
two
numbers
come
together
we
can
say
the
number
twice
or
we
can
say
double
(the
number).
Point
out
the
importance
of
pausing
when
we
say
long
numbers.
We
usually
pause
if
there
are
more
than
four
numbers.
Point
out
the
breaks
in
the
following
set
of
numbers.
Say
the
numbers
below
and
then
ask
students
to
repeat
them.
534
5342
53-423
534-233
534-2330
Ask
students
to
do
Exercise
A
5.
Remind
students
of
how
we
say
the
numbers
of
years
in
dates,
e.g.,
1902---
nineteen
oh
two
1814---
eighteen
fourteen
1016---
ten
sixteen
2035---
twenty
thirty-five
Write
these
numbers
on
the
slide
and
ask
students
to
express
them
in
three
ways:
1)
as
an
amount
2)
as
part
of
a
phone
number
3)
as
a
date
2413
1977
1200
1)
one
thousand
two
hundred
2)one
two
double
zero
or
one
two
oh
oh
3)
twelve
hundred
Ⅲ.While-task
procedure
Speak
up
1.
Let
students
work
in
groups
of
three
or
four
and
decide
on
an
answer
after
discussing
the
question
among
themselves.
Also
ask
them
to
prepare
reasons
for
their
decisions.
2.
After
all
the
groups
have
completed
the
exercise,
ask
a
representative
from
each
group
to
read
the
announcement
to
the
class.
Other
students
in
the
class
should
be
encouraged
to
ask
questions
and
ask
for
reasons,
or
to
argue
that
different
items
should
be
chosen.
Ⅳ.
Homework
1.Copy
the
new
words
and
recite
them.
2.
Grammar
Practice
Book
P24,
25
Write
an
announcement
students
have
discussed
in
class
on
P57.
Ninth
Period
Ⅰ.
Teaching
aims:
1.
Review
the
numbers
Practise
writing.
Ⅱ.
Materials:
P58,
59.
Ⅲ.New
word:
cashmere
Teaching
procedure:
Ⅰ.Warming-up
1.
Tell
a
story.
(Class
A)
2.
Dictation
1)
ID
card
2)
separately
3)
double
5
5)
2356
4399
6)
on
the
telephone
7)
pick
up
the
phone
8)
notebook
9)
copy
down
10)
a
homework
problem
11)wrongly
12)a
gift
of
$3,000
13)
three
different
things
14)
an
announcement
15)
my
decision
16)
fellow
students
17)
cost
120
yuan
18)
1200
19)
0.504
20)
105
Ⅱ.Pre-task
preparation
1.
Let
students
know
the
aim
of
Writing
is
to
:
get
students
to
complete
a
line
graph
with
figures;
write
a
paragraph
about
the
graph.
2.
Ask
students
to
do
Exercise
A
and
check
that
the
figures
on
the
graph
re
correct
before
moving
to
Exercise
B.
Exercise
B
requires
the
transfer
of
information
from
the
graph
to
the
paragraph
and
also
the
use
of
be,
rise
and
fall
in
the
simple
past
tense.
The
words
rise,
rose
and
risen
are
often
confused
with
raise,
raised
and
raised.
Note
that
both
verbs
have
similar
meanings,
but
that
we
use
rise
intransitively
(i.e.,
as
a
verb
without
an
object),
and
we
use
raise
transitively
(i.e.,
as
a
verb
that
must
have
an
object).
Last
year,
the
price
of
rice
rose.
(went
up,
increased)
Last
year,
the
government
raised
the
price
of
rice.
(put
up,
increased)
If
there
is
time
left,
do
this
exercise
first,
inserting
rose
or
raised
as
appropriate
in
the
blanks.
Answers
are
provided
in
brackets.
Last
year
the
population
(rose).
She
(raised)
her
hand
to
ask
a
question.
Last
month,
my
father
(raised
)
my
pocket
money.
The
water
in
the
reservoir
(rose
)to
its
highest
point.
Fall,
fell
and
fallen
are
sometimes
confused
with
feel,
felt
and
felt,
especially
in
the
past
simple
form.
Let
students
know
the
difference.
Last
year
the
population
fell
from
1,000,000
to
500,000.
(
went
down,
decreased)
He
felt
tired
so
he
went
to
bed.
(was,
seemed).
Check
the
answers
in
class.
Ⅲ.
Homework
1.Copy
the
new
word.
2.Write
the
paragraph
about
the
graph
on
P58,
59.
Tenth
Period
Ⅰ.
Teaching
aims:
1.
Review
the
numbers
Do
a
survey.
Ⅱ.
Material:
P60.
Ⅲ.New
word:
cashmere,
average,
population
Teaching
procedure:
Ⅰ.Warming-up
1.
Tell
a
story.
(Class
A)
2.
Let
students
read
the
numbers
correctly.
1)
72+14=
2)
10,0003.6=
3)
0.5041.12=
4)
1999
5)
May
1st
6)
2724
5566
7)
103-81=
8)
June
12th
9)
1,367,980
10)
5/7
11)
1/4
12)
33.5
14)
3/4
15)
$5,671
16)
16
60
Ⅱ.Pre-task
preparation
1.
Ask
students
to
say
the
numbers
in
Exercise
A.
2.
Ask
students
to
do
a
survey
of
their
class
and
complete
the
report.
Let
students
answer
the
questions.
Then
discuss
the
answers
in
groups
of
four.
Check
the
answers
in
class.
Ⅲ.
Homework
1.
Review
the
whole
chapter.
Answer
the
questions
on
P60
and
write
them
in
students’
exercise
books.