牛津上海版 (五四制)八年級(jí)上冊(cè)（新版）Module 2 Amazing thingsUnit 4 Numbers教案-教案下載-教習(xí)網(wǎng)

章節(jié)分析（Reading sectin ）
綜述
本單元的閱讀部份是關(guān)于數(shù)字的幾篇短文。對(duì)學(xué)生來(lái)說(shuō)，有些內(nèi)容是熟悉的，有些則是新鮮的。教師應(yīng)充分利用學(xué)生的已有知識(shí)和興趣來(lái)引導(dǎo)學(xué)生進(jìn)行閱讀。對(duì)于基數(shù)詞和序數(shù)詞，因?yàn)閷W(xué)生在小學(xué)和中預(yù)時(shí)已經(jīng)學(xué)過(guò),比較熟悉，教師應(yīng)通過(guò)對(duì)數(shù)字運(yùn)算及數(shù)字游戲來(lái)加深同學(xué)對(duì)數(shù)詞的印象，進(jìn)而引入對(duì)加、減等較陌生數(shù)學(xué)符號(hào)的教學(xué)，由淺入深。本篇閱讀中還出現(xiàn)了一些核心詞匯如： amazing, be made up f 等，也是本篇的教學(xué)重點(diǎn)。
本課的任務(wù)有兩個(gè)：
學(xué)生通過(guò)對(duì)課文的學(xué)習(xí)。掌握一些核心詞匯，例如，amazing, be made up f等。
通過(guò)學(xué)習(xí)課文，了解數(shù)，能用英語(yǔ)講述基本的數(shù)學(xué)運(yùn)算。
（二）閱讀目標(biāo)
知識(shí)目標(biāo)
學(xué)習(xí)課文中重點(diǎn)詞、詞組、句型和語(yǔ)法。
能力目標(biāo)
通過(guò)閱讀進(jìn)一步了解數(shù)字，同時(shí)能掌握基數(shù)詞，和序數(shù)詞的用法。
情感目標(biāo)
通過(guò)對(duì)數(shù)字、符號(hào)等學(xué)習(xí)，喚起同學(xué)對(duì)數(shù)學(xué)這門學(xué)科的濃厚興趣。
（三）教學(xué)方法
采用任務(wù)型教學(xué)法組織教學(xué)，通過(guò)聽說(shuō)，討論等具體活動(dòng)，達(dá)到教學(xué)效果。
（四）重點(diǎn)和難點(diǎn)
詞匯學(xué)習(xí)
核心詞匯：
accurate, amazing，angle, at least, be made up f，brain, calculate, calculatr, cnsist f, develp, divide, electrnic, especially, even, figure, fllwing, human, invent, inventin, dd, pwerful, prgram, time, cpy, decisin, fellw, nt at all
拓展詞匯：
abacus , bead, calculatin, cmpasses, decimal, fractin, lifetime, living, measure, multiply, percentage, prtractr, represent, square rt, subtract, annuncement, gift, wrngly, graph

1) 句型學(xué)習(xí)
Abacuses are s fast and accurate that peple still use them tday.
Shakuntala’s brain tk fifty secnds t find the answer
教學(xué)設(shè)計(jì)（Teaching Designs）
鏈接1
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鏈接7
教學(xué)內(nèi)容
教學(xué)實(shí)施建議
教學(xué)資源參考
Pre-reading
1）復(fù)習(xí)以前學(xué)過(guò)的數(shù)詞，通過(guò)游戲使學(xué)生對(duì)數(shù)詞有一個(gè)熟悉的過(guò)程
2）通過(guò)brainstrm 和圖片來(lái)引進(jìn)一些加，減,等較難的單詞，通過(guò)這些符號(hào)的學(xué)習(xí)加深對(duì)數(shù)詞的學(xué)習(xí)，從而達(dá)到對(duì)本課的理解。同時(shí)和平時(shí)的數(shù)學(xué)課聯(lián)系向?qū)W生介紹
具體處理這部分內(nèi)容的建議
《牛津英語(yǔ)教學(xué)參考》
While-reading
這是本課的重點(diǎn)部分.要求老師與學(xué)生一起走進(jìn)數(shù)字世界.同時(shí)初步了解整篇課文的布局
①講解課文：
A. 通過(guò)圖片引入單詞B．接下來(lái)的環(huán)節(jié)是Further understanding f the text。學(xué)生在這一環(huán)節(jié)里，可以用新的單詞和句型來(lái)講述文中的數(shù)字的形成、計(jì)算機(jī)和電腦。這個(gè)設(shè)計(jì)安排既可以回顧課文的主要內(nèi)容，還可以看出學(xué)生的理解是否準(zhǔn)確，很多精彩的智慧火花會(huì)在這一刻出現(xiàn)。C討論文章四段大
D. 重點(diǎn)詞匯及句式講解E．Cnslidatin and cnclusin 指導(dǎo)學(xué)生完成課文后的P50 Ex C1、C2,C3.
Pst-reading
同時(shí)推薦學(xué)生閱讀補(bǔ)充材料：
說(shuō)明：對(duì)于Pre-reading 的PPT處理
說(shuō)明：通過(guò)圖片介紹數(shù)學(xué)符號(hào)和數(shù)學(xué)用具
說(shuō)明：通過(guò)圖片引入古代數(shù)字，算盤，計(jì)算機(jī)和電腦
說(shuō)明：課文講解及重點(diǎn)句型的介紹。
課文提問及重點(diǎn)句型的介紹
1. Accrding t the text ask the questin:
In what way, did peple all cunt in the same way?
what did peple write in many different ways?
Wh invented the zer?
Why was the zer a very imprtant inventin?
Which is ne f the first calculating machines?
Hw d peple describe the abacuses?
Why d say cmputers are very pwerful?
Is a human brain mre pwerful than a cmputer? Why ?
2. Change the fllwing sentences
This maths prblem is t difficult t wrk ut.
The camera is t expensive fr her t buy.
Tny is ld enugh t g t schl.
The hle is t small fr the dg t g int.
These vegetables are fresh enugh fr us t like t eat.
the schls is t far away fr wei wei t g n ft.
The music is t sft fr him t hear.
the bird is t high fr us t see.
3. Rewrite sentences
1. I spent tw days ding this jb.
2. Tmmy paid 25 yuan fr this shirt.
3. Sandy spent 135 dllar n this bicycle.
4 The students f class Fur spent tw hurs finishing their hmewrk.
5. Fangfang paid 100yuan fr all f the bks.
1.

課文提文及重點(diǎn)句型
課文講解
1 at least 意為“至少”，“無(wú)論如何；不管怎樣”。如：
He has waited fr yu at least 30 minutes.他等了你至少30分鐘
Yu might at least answer 你不管怎樣該給個(gè)答復(fù)。
At least 的反義詞是at mst（至多；最多）
Language是名詞，意為“語(yǔ)言”。 language 的搭配是speak a language。如：
Peple in different cuntries speak different languages。不同國(guó)家的人說(shuō)不同的語(yǔ)言。
Language的常用搭配還有：
An fficial language 官方語(yǔ)言 spken/ral language口語(yǔ)
The Chinese language 漢語(yǔ) written language 書面語(yǔ)言
2 In ancient times, peple wrte numbers in many different ways, as these pictures f the number 6 shw.古時(shí)候，人們以不同的方式書寫數(shù)字，正如那些表示數(shù)字6的圖片所示。
Ancient 是形容詞，意為“古代的”，“很久以前的”。又如：
The ancient Chinese wre different clthes frm the mdern Chinese.
中國(guó)古人與現(xiàn)代人穿的衣服完全不同。
Ancient 的反義詞是mdern （a 現(xiàn)代的；現(xiàn)代化的）
times 與time 不同，前者表示“某個(gè)時(shí)代”，而后者表示“時(shí)間”。如：
In Shakespeare’s times, nt many peple culd read.
在莎士比亞時(shí)代，沒有多少人認(rèn)識(shí)字。
Times 的近義詞是age （n 時(shí)代）
In ancient times 是“在古代”，“很久以前”的意思。我們也可以用lng g, lng, 或 nce upn a time來(lái)表示“從前”或“很久以前”之意。
本例中，as 是個(gè)介詞，意為“正如”，“像……一樣”。又如：
She wrks in the same building as my sister 她和我妹妹在同一大樓上班。
3． Hwever, they nearly all cunted in the same way—in tens.
然而，它們的計(jì)數(shù)方式都是一致的—十進(jìn)制。
Nearly是個(gè)副詞，表示“大約”，“接近”，“差不多”的意思。又如：
I’m nearly 16.it’s my birthday next week.我就快16歲了，下個(gè)禮拜是我生日。
Almst 與nearly 意思相近，當(dāng)與動(dòng)詞、副詞、形容詞及名詞連用時(shí)，可互換，如：
It’s nearly lunchtime =it’s almst lunchtime。快到午飯時(shí)間了。
但Almst 可以和n 、nne 、never 、nthing 等不定代詞連用，而nearly 則不可；nearly 常用在含有nt 的否定句中，而almst 則不可與nt 單獨(dú)連用。如：
There’s almst n water left in the bttle.瓶子里水快沒了。
It is nt nearly s pretty as it was befre 這遠(yuǎn)不及以前漂亮了。
4．The system f numbers that nearly everyne uses tday cnsists f the numbers frm 1 t 9 and 0(zer).今天幾乎所有人使用的數(shù)字系統(tǒng)都包含從1到9和0這十個(gè)數(shù)字。
Cnsist f 是“包括”，“由……組成”的意思。cnsist 沒有被動(dòng)輿臺(tái)，因此不可以說(shuō)成is cnsisted f。如：
The class cnsists f 22bys and 18 girls.
這個(gè)班級(jí)是由22個(gè)男生和18個(gè)女生組成的。
Cnsist f 與be made up f意思相近。因此，上句也可改寫為：
The class is made up f 22bys and 18 girls.
這個(gè)班級(jí)是由22個(gè)男生和18個(gè)女生組成的。
5．The Indians first invented and develped the 1 t 9 system f numbers.
印度人最早發(fā)明并建立了從1到9的數(shù)字系統(tǒng)。
動(dòng)詞Invent 是“發(fā)明”，“創(chuàng)造”之意。如：
Wh invented the bicycle? 誰(shuí)發(fā)明了自行車？
與之相關(guān)的派生詞有：
inventr n.發(fā)明者；發(fā)明家
Thmas Edisn was a great inventr in the American histry.
托馬斯`愛迪生是美國(guó)歷史上一位偉大的發(fā)明家。
Inventin n.發(fā)明，發(fā)明物
Inventin作“發(fā)明”解時(shí)，是不可數(shù)名詞。如：
The inventin f telephnes and telegrams made the wrld different.
電話與電報(bào)的發(fā)明使世界不同以往。
Inventin 作“發(fā)明物”的解時(shí)，是可數(shù)名詞。如：
His 6000 inventins included the electric light, the phngraph, and the mimegraph machine.
他作出了6000項(xiàng)發(fā)明，包括電燈泡、留聲機(jī)和油印機(jī)。
動(dòng)詞Develp 為“發(fā)展”，“開發(fā)”之意，如：
Sme children develp mre slwly than thers.有的兒童比其他兒童發(fā)育得慢。
Develp的派生詞有：
Develpment n。發(fā)展：
The develpment f mdern science and technlgy makes peple lead amre enjyable life.
現(xiàn)代科技的發(fā)展使人們享受更幸福的生活。
Develped a.發(fā)達(dá)的
The USA is a develped cuntry。美國(guó)是發(fā)達(dá)國(guó)家
Develping a.發(fā)展中的
The PRC is a develping cuntry.中國(guó)是發(fā)展中國(guó)家
動(dòng)詞Calculate是“計(jì)算”之意。如：
Can yu calculate hw much the hliday will cst?
你能否計(jì)算一下度個(gè)假要花多少錢？
Calculatr n.計(jì)算器
Calculatin n 計(jì)算；計(jì)算題
解釋為“計(jì)算”時(shí)，Calculatin為不可數(shù)名詞。如：
Perhaps yu have made a mistake in yur calculatin.
你方可能計(jì)算有誤。
解釋為“計(jì)算題”時(shí)，Calculatin為可數(shù)名詞，如：
All these calculatins are based n the data yu have prvide.
所有計(jì)算結(jié)果都是根據(jù)你們提供的數(shù)據(jù)做出的。
Calculating a.計(jì)算的；與計(jì)算有關(guān)的
Calculating machine 計(jì)算機(jī)calculating businessman精明的商人
Accurate是形容詞，意為“準(zhǔn)確的，精確的”
Accurate的派生詞有：
Accurately ad.正確地，精確地 Accuracy n.精確性，正確度
S …that…是“如此……以至于……”的意思，它所引導(dǎo)的是結(jié)果狀語(yǔ)從句。如：
The desk is s heave that I can’t carry it課桌太重了，我搬不動(dòng)他。
動(dòng)詞represent是“代表”的意思，又如：
we chse a cmmittee t represent us 我們選出一個(gè)委員來(lái)代表我們。
Representative是represent的名詞形式，是“代表，代理（人）”的意思。
In a flash 是“在一瞬間”的意思，相當(dāng)于very quickly。
Whle 在本例中是個(gè)形容詞，意為“整個(gè)的”，“全部的”。又如：
She ate the whle cake 她把整個(gè)蛋糕都吃了
Whle還可以作名詞用，意為“整體”?！叭w”常見的搭配有：
As a whle 整體來(lái)看
She dislike the acting but enjyed the play as a whle
她不喜歡這部戲的表演，但整體上她還是喜歡這部戲的。
On the whle 總的來(lái)說(shuō)
The weather this mnth has been gd n the whle 這個(gè)月天氣基本是好的
介詞against在本文中是“對(duì)著；對(duì)立”的意思。又如：
they played against a ftball team frm anther village
他們跟另一個(gè)村的足球隊(duì)比賽
此外，against還可以用來(lái)表達(dá)如下含義：
不喜歡；反對(duì)
many peple are against the plan 很多人都反對(duì)這個(gè)計(jì)劃
此時(shí)它的反義詞為fr，即表示贊成。
防止；預(yù)防
have yu had an injectin against the disease ?你注射過(guò)這種疾病的預(yù)防針了嗎？
靠著；倚著
put the cupbard against the wall 把這個(gè)櫥柜放在靠墻的地方。
Sme peple call the brain a living cmputer 有人把人腦稱為“活電腦”
Living一詞為形容詞，解釋為“活著的”“健在的”，又如：
Sme peple say he is the greatest living writer.有人說(shuō)他是健在的最偉大的作家。
alive，live和living這三個(gè)詞有時(shí)會(huì)被混淆。以下簡(jiǎn)述一下它們的區(qū)別：
通常情況下，alive作表語(yǔ)（be alive），而living一般放在名詞前作定語(yǔ)用。如：
that great man is still alive 那個(gè)偉人依然活著
all living things一切生物
live也是“有生命的，活著的”的意思，但往往指
說(shuō)明：本課核心詞匯、拓展詞匯、重點(diǎn)詞組、句式列表
本課核心詞匯、拓展詞匯、重點(diǎn)詞組、句式列表
1,*abacus (n)算盤
2,*accurate: (adj.)正確無(wú)誤的：準(zhǔn)確的：精確的
( adv.) accurately
3,amazing: ( adj.)另人驚奇的
(v.) amaze. ( n.)amazement
4,at least至少
5, *angle角：角度
6,be made up f: cnsist f由…組成
7,*bead珠子
8,*brain(n).大腦
9,*calculate（V）計(jì)算
10,*calculatin（N）計(jì)算
11,calculatr（N）計(jì)算器
12,*cmpasses（N）圓規(guī)
13,cnsist f 包括；由…組成
14,*decimal （a）以10做基礎(chǔ)的；十進(jìn)位的；小數(shù)的
15,develp （v）（使某事物）發(fā)展；發(fā)育；成長(zhǎng)；發(fā)達(dá)
16,divide: (V.) （v）除
17,*electrnic: (adj.) 電子的
18,especially （ad）特別；尤其；主要
19,*even （a）偶數(shù)的；能被2除盡的
20,figure （n）數(shù)字
21,fllwing (adj)下列的，接著的
22,*fractin （n）分?jǐn)?shù)
23,human （n）人
24,invent: （v）發(fā)明；創(chuàng)造
25,inventin （n）發(fā)明；發(fā)明物
26*lifetime （n）一生；終生
27,*living （a）活著的
28,*measure （v）量；測(cè)量；計(jì)量
29,*multiply （v）乘
30,*dd （a）奇數(shù)的；不能被2除盡的
31,*percentage（n）百分?jǐn)?shù)；百分率；百分比
32,pwerful: (adj.)強(qiáng)大的；強(qiáng)有力的；有力量的
33,prgram: (n.) （v）編程；用程序指示計(jì)算機(jī)工作
34,*prtractr （n）量角器；分度規(guī)
35,*represent （v）代表；象征
36,*square rt （n）平方根
37,*subtract （v）減
38,times （n）時(shí)代；時(shí)期
39,*annuncement (n)聲明；宣言
40,cpy （n）拷貝；復(fù)制
41,decisin （n）決定
42,*fellw （adj）同類的；同伴的
43,*gift (n) 禮物
44,*wrngly（adv）錯(cuò)誤地
45,*graph (n) 圖表
46,nt at all 沒關(guān)系
未打*號(hào)是核心詞匯
詞組歸納
everyne’s language大家共同的語(yǔ)言 d a calculatin計(jì)算
at least至少；無(wú)論如何； in ne’s whle lifetime在某人的一生
不管怎樣 brain against cmputer人腦戰(zhàn)電腦
the internatinal 國(guó)際通用的數(shù)字語(yǔ)言 call the brain a living 把人腦叫做活電腦
language f numbers cmputer
in ancient times 古時(shí)候；從前 give an answer 給出答案
in many different ways用許多不同的方法 with an amazing brain具有一個(gè)不可思議的
大腦
in tens用十進(jìn)制 calculate like lightning像閃電般計(jì)算
the systems f numbers數(shù)字系統(tǒng) find the answer 找出答案
cnsist f包括；由…組成 take a minute 花費(fèi)一分鐘
frm the biggest t 從最大的到最小的 prgram it with用指令為其編程
the smallest instructins
have t 不得不
ne f the first 最早的工具之一 slve the prblem解題
calculating machines dd number 奇數(shù)；單數(shù)
s…that… 如此…以至于…… decimal number小數(shù)
start frm由…開始 even number偶數(shù)；雙數(shù)
n the right 在右面 be made up f由…組成
a mdern electrnic現(xiàn)代電子計(jì)算器
calculatr
square rts 平方根
說(shuō)明：關(guān)于算盤和電腦的補(bǔ)充閱讀材料，拓展學(xué)生的閱讀能力，并加深對(duì)課文主題的理解。
I reading
Abut cmputer
That little "a" with a circle curling arund it that is fund in email addresses is mst cmmnly referred t as the "at" symbl.
Surprisingly thugh, there is n fficial, universal name fr this sign. There are dzens f strange terms t describe the @ symbl
Befre it became the standard symbl fr electrnic mail, the @ symbl was used t represent the cst r weight f smething. Fr instance, if yu purchased 6 apples, yu might write it as 6 apples @ $1.10 each
With the intrductin f e-mail came the ppularity f the @ symbl. The @ symbl r the "at sign" separates a persn's nline user name frm his mail server address. Fr instance, je@uselessknwledge.cm. Its widespread use n the Internet made it necessary t put this symbl n keybards in ther cuntries that have never seen r used the symbl befre. As a result, there is really n fficial name fr this symbl
Histry tells us that the @ symbl stemmed frm the tired hands f the medieval mnks. During the Middle Ages befre the inventin f printing presses, every letter f a wrd had t be painstakingly transcribed by hand fr each cpy f a published bk. The mnks that perfrmed these lng, tedius cpying duties lked fr ways t reduce the number f individual strkes per wrd fr cmmn wrds. Althugh the wrd "at" is quite shrt t begin with, it was a cmmn enugh wrd in texts and dcuments that medieval mnks thught it wuld be quicker and easier t shrten the wrd "at" even mre. As a result, the mnks lped the "t" arund the "a" and created it int a circle-eliminating tw strkes f the pen.
An Illustrated Histry f Cmputers
Jhn Tppling ? 2002
The first cmputers were peple! That is, electrnic cmputers (and the earlier mechanical cmputers) were given this name because they perfrmed the wrk that had previusly been assigned t peple. "Cmputer" was riginally a jb title: it was used t describe thse human beings (predminantly wmen) whse jb it was t perfrm the repetitive calculatins required t cmpute such things as navigatinal tables, tide charts, and planetary psitins fr astrnmical almanacs. Imagine yu had a jb where hur after hur, day after day, yu were t d nthing but cmpute multiplicatins. Bredm wuld quickly set in, leading t carelessness, leading t mistakes. And even n yur best days yu wuldn't be prducing answers very fast. Therefre, inventrs have been searching fr hundreds f years fr a way t mechanize (that is, find a mechanism that can perfrm) this task.
This picture shws what were knwn as "cunting tables" [pht curtesy IBM]
A typical cmputer peratin back when cmputers were peple.
The abacus was an early aid fr mathematical cmputatins. Its nly value is that it aids the memry f the human perfrming the calculatin. A skilled abacus peratr can wrk n additin and subtractin prblems at the speed f a persn equipped with a hand calculatr (multiplicatin and divisin are slwer). The abacus is ften wrngly attributed t China. In fact, the Babylnians used the ldest surviving abacus in 300 B.C.. The abacus is still in use tday, principally in the Far East. A mdern abacus cnsists f rings that slide ver rds, but the lder ne pictured belw dates frm the time when pebbles were used fr cunting (the wrd "calculus" cmes frm the Latin wrd fr pebble).
II. Chse the suitable wrd r expressin t cmplete the passage
In sme schls there is a cmputer classrm. Teachers give lessns withut any chalk. Students wrk n the maths prblems with n pens r paper, either. The cmputer writes questins n the screen in frnt f the students, and the students’ answer n their keybards,
Students can easily learn a freign language with a cmputer. The cmputer gives lessns in grammar and crrect use f wrds and phrases. Its speakers can tell yu hw t prnunce the wrds.
Nw cmputer have entered a lt f families. Yu can exchange infrmatin thrugh the cmputer. Yu can even send r receive letters frm E-mail bx. Yu can als bk a theatre ticket r a plane seat n the cmputer net. Recently universities and senir high schls have succeeded in accepting new students n the screen.
Cmputers cme in all sizes and shapes—pcket calculatr, vide game machine. Human beings give cmputers their infrmatin and tell them what t d. Cmputers have played an imprtant part in ur daily life, but they can’t take the place f human beings. The students f tday shuld learn hw t use the cmputers f tmrrw

III. True r False
Leeds—Lndn
MF
MF
S
S
MF
Mndays t Saturdays
CF
CF
CF
CF
CF
Dep
O645
0725
0740
0845
0910
0945
1030
1045
Arr
0908
0945
1014
1112
1219
1212
1456C
1312
Dep=depart(leave)
CF=cheap fare(ticket) arr=arrive S=Saturday nly
C=change at Pncaster MF=Mnday t Friday
( )1. This is a train schedule.
( )2. The 1030 train is an indirect train.
( )3. The 0725 train takes the least time t get t Leeds.
( )4. There are 5 trains t g frm Mnday t Saturday.
( )5. There are 2 MF trains with cheap fares.
( )6. There are 3 trains n the schedule with nrmal fares
Key:
1, T 2, T, 3, T, 4, F, 5, T, 6, T

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