课件21张PPT。Oxford EnglishPeriod 1Reading (I)Module 1 Amazing thingsOxford EnglishUnit
2 Numbers/'n?mb?(r)/Getting readyGetting ready1What’s in Lo’s right hand?
What’s in Hi’s hands?
What question did Lo ask?
What did Hi say?A calculator.A cat.Can animals count?He joked by saying his cat could count./3kClkjuleItR(r)//kaWnt/ Look at the cartoon and answer the questions.What do we use numbers for?We use numbers to …Brainstorm 2What do you know about …?A You can find numbers everywhere in your daily life. Look at the photos
and write the correct numbers in the blanks.1
Today is _______
September.2
It is _______°C.3
It is _______.4
They are ______ grams.5
It is _________
centimetres long.6
It is __________ yuan.12310:1052617.83.90/ɡr?m/Who are the people in the first picture?
a The king and his son.
b The king and his brother.
c The king and an old man.B Look at the pictures, the title of the story and the first sentences of
paragraphs 1 and 2 on page 19. Then circle the correct answers.Before you read3The king and the rice/s?n/a wise old man/wa?z/the king2 What are they doing?
a Playing chess.
b Growing rice.
c Playing cards.The king and the rice/t?es/ chessboard/'t?esb??d/A long time ago , there was a king in India.3 Where did the story probably happen?
a In China.
b In India.
c In Japan.The king and the rice/'?ndi?/Make predictionsLook at the pictures and the title of the story again. Then answer the questions below.1. Who won the game, the king or the wise old man?2. What prize did the wise old man want, silver, gold
or something else?/???ld/3. Would the king give him the prize he wanted?4. Why is the title “The king and the rice”?/praIz/Para. 1Para. 2Para. 3Para. 4Para. 5Part 1: (the beginning)
The king challenged the old man to a chess game.Part 2: (the middle)
The king promised to give the old man the rice he wanted if he won the game.Part 3: (the ending)
The king lost the game. He he didn’t have enough rice to give the old man.Para. 64While you readSkim the story and divide it into 3 parts./'t????nd?/realized/'ri:??a?z//3prBmIs/C1 The words in italics are from the story on page 19. Match the two halves of these sentences to make them meaningful.VocabularydaecbThe beginningThe king and the riceA long time ago, there was a king in India. The king’s favourite game was chess.
One day, a wise old man came to the palace and the king challenged him to a game. The king promised the old man, “You can have any prize if you win the game.”
Read Paragraphs 1 and 2. 1. The story happened in ancient Italy.
2. The old man challenged the king to a chess game
in the king’s palace.
3. The king promised to give the old man anything
he wanted if the old man won the game.
IndiaFDecide whether the following statements are true or false.FTThe kingthe old man The old man said, “If I win the game, I’d like one grain of rice for the first square of the chessboard, two for the second, four for the third, and then double the amount for each of the rest of the squares.”
“Is that all?” asked the king. “Wouldn’t you like gold or silver instead?”
“No, just rice,” replied the old man.
Read Paragraphs 3, 4 and 5. The middle/ɡre?n//?'ma?nt//?n'sted//'d?b?//rest/Match the sentences with the characters.He wanted only rice.He wanted to have 2n-1 grains of rice put on each square of the chessboard.He offered gold or silver.
The king and the old man played the game for a long time. Finally, the old man won. So the king ordered his men to collect a bag of rice. He put one grain on the first square, two on the second, and so on. The king quickly realized the problem—even with all the rice in the country, he would still not have enough rice to put on all the squares!The ending Read Paragraph 6. Put the following sentences into the correct order.a The king lost the game.
b The king put one grain on the first square, two on the
second, and so on.
c The king and the old man played the game for a long
time.
d The king realized he wouldn’t have enough rice to put
on all the squares. cabdAfter you read The king and the riceA long time ago, there was a king in India. The king’s favourite game was chess.
One day, a wise old man came to the palace and the king challenged him to a game. The king promised the old man, “You can have any prize if you win the game.”
The old man said, “If I win the game, I’d like one grain of rice for the first square of the chessboard, two for the second, four for the third, and then double the amount for each of the rest of the squares.”
5“Is that all?” asked the king. “Wouldn’t you like gold or silver instead?”
“No, just rice,” replied the old man.
The king and the old man played the game for a long time. Finally, the old man won. So the king ordered his men to collect a bag of rice. He put one grain on the first square, two on the second, and so on. The king quickly realized the problem—even with all the rice in the country, he would still not have enough rice to put on all the squares!ComprehensionD1 Read the story on page 19 and complete the table below.in Indiawise old manthe wise old manany prizea long timeThe old manenough riceCheck your predictions The wise old man.Rice.No.The king lost the game but he didn’t have enough rice for the old man.HHomework 模仿录音的语音、语调，朗读课文。
抄写单词和短语： number，gram，son，chess，India，wise，challenge，promise， prize，grain，chessboard， double，amount，rest，gold，instead，realize， a long time ago，challenge … to …，and so on等。
完成下表中对故事基本要素的归纳。
完成《综合练习册》第18页Vocabulary和第25页Reading A的练习。课件14张PPT。Oxford EnglishPeriod 2Reading (II)Module 1 Amazing thingsOxford EnglishUnit
2NumbersVocabulary1A young man once talked to a (1)_________ old man. “I won a (2)_________ and have a little gold now, but I want much more,” he said. “Can you help me?”
The old man looked at him. “I can teach you how to make more money if you (3)___________ to follow my advice,” he said.wiseprizepromiseC2 Complete the story below with the words from the box. Change their
forms if necessary.
The young man agreed. Then the old man took the young man to a window. “Look outside,” he said.
“I can see nothing but an empty field,” the young man said.
“Use your money to buy this field,” said the old man, “and grow some cotton. In a year, you can sell the cotton and (4)___________ your money.”
The young man (5)___________ what
the old man meant. From then on he
was not lazy any more. He worked hard all year round.doublerealizeddouble prize promise realize wiseThe story took place a long time ago.It took place in India.The story has two characters.One is a king and the other is
a wise old man.Check the answersThe king offered gold or silver as a prize, but the old man only wanted to have grains of rice put on the chessboard.The king lost the game. When he put one grain on the first square, two on the second, and so on, he realized he wouldn’t have enough rice for the old man. The king challenged the old man to a chess game and promised to give him any prize he wanted if he could win.1 The king loved to play games. (The king’s favourite …)
____________________________________________________
2 The king thought the old man asked too little for the
prize. (“Is that all?” …)
____________________________________________________
____________________________________________________
3 The king did not have enough rice for the old man. (The
king quickly realized …)
____________________________________________________
____________________________________________________
________________________________________________________ Comprehension 2The king’s favourite game was chess.“Is that all?” asked the king. “Wouldn’t you like gold
or silver instead?”D2 Find facts in the story to support these statements about the king.
Write down the facts.The king quickly realized the problem—even with all the
rice in the country, he would still not have enough rice
to put on all the squares!Role-playThe king’s favourite game was chess.A wise old man.In the palace.He promised the wise old man that he could
have any prize if he won the game.In pairs, act out the following dialogue. He wanted one grain of rice for the first square of the chessboard, two for the second, four for the third, and then double the amount for each of the rest of the squares. The wise old man.He put one grain on the first square, two on the second, and so on.The king asked us to collect a bag of rice.He realized that even with all the rice in the country, he would still not have enough rice to put on all the squares.Act out the dialogue.Show timeFind out who said these words.Make inferencesI am good at chess. I want to play a game of chess against you.Are you ready to tell me what you want? I think I can make your dream come true.Are you sure you have enough rice for me?Sorry, Your Majesty, the bag of rice is used up.That’s impossible. How could that happen?That is the secret of maths.3The KingThe old manThe King’s servantsThe king ordered his men to collect a bag of rice.Infer how the king felt and what he thought before and after the game. Discuss your inferences with your classmates and find the facts from the story to support them.Before the gameAfter the game The king thought he could defeat the old man.You can have any prize if you win the game.… The king thought the prize was easy to pay. The king was surprised.…Think and discuss 9,223,372,036,854,775,808
grains of rice263
grains of riceWhat do you think of the old man?
If you were the king, what else would you offer the old man?
If you were the old man, what would
you want instead of the rice? 4D3 How many grains of rice should the king put on the last square? Discuss this with your classmates. HHomework 请选择下列形式中的一种准备口头汇报。
2. 完成《综合练习册》第26页Reading B的练习。用国王的口吻描述设想的故事结尾。
用智者的口吻描述设想的故事结尾。
以小组为单位，编排小品，表演设想的故事结尾。
课件14张PPT。Oxford EnglishPeriod 3ListeningModule 1 Amazing thingsOxford EnglishUnit
2 NumbersShow time1Decimals2Read the decimals aloud./?????/Read the decimals aloud.one point o four six eight26.231385.548.48 526.4321.0468 twenty-six point two threeone thousand three hundred and eighty-five point fiveforty-eight point four eightfive hundred and twenty-six point four three twoPercentages 3Read the percentages aloud./?R3????/nine point four five per cent0.5%21%33.33%100%9.45%zero point five per centtwenty-one per centthirty-three point three three per centone hundred per centDates41990 nineteen ninety
2010 twenty ten1806 eighteen o six1900 nineteen hundred
2000 two thousandRead the years aloud.2001 two thousand and oneRead the years aloud.ten sixteen19021814 2035 1666 1016 nineteen o twoeighteen fourteentwenty thirty-fivesixteen sixty-sixRead the months aloud.Read the dates aloud.Read the dates aloud.the fourteenth of April/April the fourteenth, twenty eleven2 January 1999September 30, 200916 June 1857March 3, 175814 April 2011 the second of January/ January the second, nineteen ninety-nineSeptember thirtieth, two thousand and ninethe sixteenth of June/June the sixteenth, eighteen fifty-sevenMarch third, seventeen fifty-eightMay 22, 1977 12 October 1900May twenty-second, nineteen seventy-seventhe twelfth of October/ October the twelfth, nineteen hundredTime Read the times aloud.5 half past four/four thirty12:00 1:152:203:254:30noon/twelve o’clocka quarter past one/one fifteentwenty past two/two twentytwenty-five past three/three twenty-five5:406:45twenty to six/five fortya quarter to seven/six forty-fiveTelephone numbersRead the telephone numbers aloud.6856 4129 321 0784 565 2881 eight five six, four one two ninethree two one, o/zero seven eight fourfive six five, two double eight one/
five six five, two eight eight oneListening Read the numbers aloud. Then listen to a quiz about numbers and circle the correct answers.7HHomework 查找其他与数字有关的英语表达，并相互交流其朗读方法。
完成《综合练习册》第22至23页Listening and speaking A，B1，B2，C，D的练习。课件16张PPT。Oxford EnglishPeriod 4Grammar
Speak upModule 1 Amazing thingsOxford EnglishUnit
2 NumbersRead the numbers aloud.1We use cardinal numbers to count things.The king put two grains on the second square.Cardinal numbersWe use cardinal numbers to count things.? In the cardinal numbers, we do not add -s to hundred,
___________ and ______________ .
? With large numbers, we put ______________ between
hundred and ten.thousandmillionandComplete “Work out the rule”.Read the following numbers.2,53425,342253,4232,534,23325,342,330two thousand five hundred and thirty-fourtwenty-five thousand three hundred and forty-twotwo hundred and fifty-three thousand four hundred and twenty-threetwo million five hundred and thirty-four thousand two hundred and thirty-threetwenty-five million three hundred and forty-two thousand three hundred and thirty2We use ordinal numbers to show the order of things.Read the numbers aloud. We form most ordinal numbers by adding __________ to the cardinal numbers. There are exceptions, like first, second and third.-thThe king put two grains on the second square.
Our flat is on the sixth floor.Ordinal numbersThe students are standing in a line. They each have a number (from 1 to 28). Fill in the blanks with cardinal numbers on the left and ordinal numbers on the right.first2thirdfourthtwelfth19twenty-thirdtwenty-eighthInstructions about numbers3add … and …subtract … from …multiply … by…divide … by …/??//?????????//??????????//???????/Read the instructions aloud.2+1010-22?1010÷2Add 2 and 10.Subtract 2 from 10.Multiply 2 by 10.Divide 10 by 2.Instructions about numbers4We can use equals or is to express “=”. /????//???????/Things to rememberPlus and minus are prepositions.Read the statements aloud.2+10 = 1210-2 = 82 ? 10 = 2010÷2 = 52 plus 10 equals/is 12.10 minus 2 equals/is 8.2 multiplied by 10 equals/is 20.10 divided by 2 equals/is 5.In pairs, complete the sentences like those in Table I and Table II.Instructions about numbers1 S1: A________ 11 ______ 1.
S2: ______ p______ ______ equals/is ______. ( )
2 S1: S________ 5 ______ 13.
S2: ______ m________ ______ equals/is ______. ( )
3 S1: M________ 7 ______ 8.
S2: ____ m________ by ______ equals/is ______. ( )
4 S1: D________ 16 ______ 4.
S2: ______ d________ by ______ equals/is ______. ( )
5 S1: A________ 9 ______ 6.
S2: ______ p________ ______ equals/is ______. ( )
6 S1: A________ 14 and 4 and d______ the answer by 2.
S2: ____ p________ ______ and d______ the answer by
______ equals/is ______. ( )ddand11lus11211+1=12ubtractfrom13inus5813-5=8ultiplyby 7ultiplied8567×8=56ivideby16ivided4416÷4=4ddand 9lus6159+6=15ddivide 14lus4ivide29(14+4)÷2=9Speak up5Mandy did not copy her homework correctly, so she called Joyce. In pairs, check the Maths problems in Mandy’s exercise book. Follow the example.Things to rememberWhen we make a phone call, we don’t use “I am …” or “Are you …”. We use “This is …” and “Is that …”Mandy did not copy her homework correctly, so she called Joyce. In pairs, check the Maths problems in Mandy’s exercise book. Follow the example.Joyce: Hello, this is Joyce speaking.
Mandy: Hello, Joyce. It’s Mandy.
Joyce: Hi, Mandy. What can I do for you?
Mandy: I don’t think I copied down the Maths problems
correctly. Can I check them with you?
Joyce: OK.
Mandy: Number 1. Is it seventy-two plus twenty-seven?
Joyce: No. It should be seventy-two plus two hundred
and seventy-two.
.../k?'rekt?i//3kBpi//Tek/HHomework 模仿录音的语音、语调，与同学操练对话。
完成《综合练习册》第19至21页Grammar和第24页Listening and speaking F的练习。课件14张PPT。Oxford EnglishPeriod 5Talk time
WritingModule 1 Amazing thingsOxford EnglishUnit
2NumbersTalk time: Strong and weak forms1Some words have both a strong form and a weak form.Things to rememberIn most sentences, we use the weak forms of articles, prepositions,
pronouns, auxiliary verbs, modal verbs, conjunctions, etc.In most sentences, we use the weak forms of these words.Sometimes we use the strong forms for emphasis.Listen to the conversation below. Pay attention to the pronunciation of the words in blue. Then practise it in pairs.May: What’s your favourite subject, Ben?
Ben: Maths. Our Maths teacher uses a lot of games to help us learn. He
makes the class really interesting. Also, I like to work with numbers.
May: OK. Do you know the number of students in your class?
Ben: Yes, I do. There are 35 students in my class—18 boys and 17 girls. I
can remember all their birthdays!
May: You’re amazing!Writing: A report with numbers2May found some figures about traffic accidents in her city. She drew a line graph and wrote a report. Look at the line graph and answer the following questions.What’s the line graph about?
What does the vertical axis stand for?
What does the horizontal axis stand for?
How many accidents were there in July?
What’s the number of accidents in August? Traffic accidents.The number of accidents.The month.208.234./'tr?f?k//'?ks?d?nt/Look at the line graph again and complete the sentences below.The number of accidents _________ (went up/went down) in October.
The number of accidents _________ (went up/went down) in November. went upwent downFind the synonyms in the following two sentences.The price of rice went up in March and it rose again in April.
The population of the city went down in 2011 and it fell again in 2012.
rise—rose fall—fell The temperature rose to 18℃.
The air conditioner raised the temperature to 18℃. = go up, increase= put up, increaserise (vi.) raise (vt.)Read the sentences below. Note the differences between the words in italics.Use rose or raised to complete the sentences.Last year the rate of birth ________.
She _______ her hand to ask a question.
Last week, my father ______ my pocket money.
The water in the reservoir ______ to its highest point. roseraisedraisedroseA May found some figures about traffic accidents in her city. She drew a line graph and wrote a report. Complete the report below.August234220SeptemberOctoberrose239fell224November3Look at the line graph and complete the table below.123,000125,000120,000113,000123,000+2,000
=125,000 (rose)125,000-5,000
=120,000
(fell)120,000-7,000
=113,000
(fell)A report with numbers123,000Write sentences using information from the table and following the example below.Example:
In 2010, the number rose. The number was 125,000. In 2011, the number fell. The number was 120,000.In 2012, the number fell again. The number was 113,000.In 2010, the number rose to 125,000.In 2011, the number fell to 120,000. In 2012, the number fell again to 113,000.B Look at the line graph on p. 28 about the number of students at junior high schools in May’s city. Then write a report by following the example in A.Number of students in junior high schools
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The graph shows that there were 123,000 students at junior high schools in May’s city in 2009. In 2010, the number rose to 125,000, and then fell to 120,000 in 2011. In 2012, the number fell again to 113,000.HHomework 将自己上学期的英语成绩绘成一幅曲线图，并完成分析报告。
完成《综合练习册》第24页Listening and speaking E和第28页Writing的练习。课件15张PPT。Oxford EnglishPeriod 6More practice
Culture corner
ProjectModule 1 Amazing thingsOxford EnglishUnit
2NumbersMore practice 1Read the title, the first paragraph and the sequence words at the beginning of Paragraphs 2-5. Then make a spidergram.tokens made from clay or small stonesRead, match and rearrangefingers and toes/'f??G?(r)/marks on sticks and bones/mɑ?k//'t??k?n/bacdthe Hindu-Arabic system/??????? ???????//??????? /acdbRead the first sentences in paragraphs 2-5 and then match the pictures below with the words in the box. Then put the pictures in the correct order./tRW//kleI//stIk//bRWn/At first, people used their fingers, and even their toes.
Then people began to use tokens made from clay or small stones.
This developed into tools like the abacus.
/dI3velRp/ Look and match/'?b?k?s/Read the article and complete the table.More practice fingers and toessmall numbers(small) marks on sticks and bonesbigger numberstokens made from clay or small stoneseven bigger numberssystems of written marksthe days of the monththe amount of foodthe number of animalsthe Hindu-Arabic system (0-9)lead tothe abacusdifferent numbersHowever, they could only count small numbers in this way.
This helped them count bigger numbers.
This helped them count even bigger numbers.
by using their fingers and even their toesMaking small marks on sticks and bonesUsing tokens made from clay or small stonesFind the factsThis developed into tools like the abacus.
… and this led to the Hindu-Arabic system (0—9).
We are still using this system today.
Putting the tokens on pieces of stringdeveloping systems of written marksthe Hindu-Arabic systemA Read the online article and then complete the flow chart about the development of counting methods.their fingers and even their toessmall marks on sticks and bonestokens made from clay or small stonessystems of written marksthe Hindu–Arabic systemMake a spidergramfingers and toes small marks on sticks and bones tokens made from clay or small stones systems of written marks Numbers around the world
People around the world write numbers in different ways. The following shows how people from different cultures write one to five.
Chinese: 一、二、三、四、五
Romans: I, II, III, IV, V
English: one, two, three, four, five
However, most people around the
world use Arabic numbers
(1, 2, 3, 4, 5, etc.) today.2Culture cornerRomansChineseEnglishArabic numbersLook at the picture and read the article. Then make a spidergram about the numbers around the world.Project3A In groups, brainstorm some topics about numbers. Use the following spidergram to help you.C In groups, write a short article on your topic. Follow the example.4Self-assessmentHHomework 完成More practice板块的练习B。
通过书籍、网络等渠道查询相关信息，完成Project中自己负责的部分。
以班级为单位完成一本完整的关于数字的“迷你百科全书”。
完成《综合练习册》第27页Reading C1，C2的练习；选择性完成第29至32页Integration的练习。
