Unit 2 Amazing numbers-Section 2 Grammar 教学设计 2024-2025学年沪教版英语八年级上册

Unit 2 Amazing numbers-Section 2 Exploring and applying rules (Grammar) This grammar section of Unit 2 "Amazing numbers" focuses on number-related grammar knowledge, including the usage of cardinal numbers, ordinal numbers, and simple arithmetic expressions in English. Through this section, students will learn how to accurately express numbers, sequences, and perform basic arithmetic operations in English, which is crucial for enhancing their language application ability in daily life and mathematical contexts. 教学目标 Students will be able to clearly distinguish between cardinal numbers and ordinal numbers and master their correct forms and pronunciations. For example, they can accurately read and write numbers like "one - first", "two - second", "three - third", "twenty - twentieth", etc. Students will learn how to express simple arithmetic operations such as addition, subtraction, multiplication, and division in English. They should be able to say "Six plus two is eight.", "Six minus two is four.", "Six multiplied by two is twelve.", and "Six divided by two is three." correctly. Students will understand and be able to use numbers in different contexts, such as expressing dates, ages, percentages, and fractions. For instance, they can say "My birthday is on May 1st." "He is twelve years old." "Eighty percent of the students passed the exam." "One - third of the cake is eaten." 教学重难点 The correct form and usage of cardinal numbers and ordinal numbers. This includes the spelling and pronunciation rules of numbers from 1 to 100, as well as the conversion between cardinal and ordinal numbers. For example, students need to remember that "five" becomes "fifth", "eight" becomes "eighth", and "twelve" becomes "twelfth" when changing to ordinal numbers. How to express arithmetic operations in English accurately. Students should master the English words for addition (+), subtraction (-), multiplication (×), and division (÷), and be able to form correct arithmetic sentences. Using numbers in different real - life scenarios, such as expressing time, dates, ages, percentages, and fractions. A. Cardinal Numbers Basic forms: Numbers from 0 to 12 are: zero, one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve. Numbers from 13 to 19 end with "-teen": thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen. Notice that "thirteen", "fifteen", and "eighteen" have some irregular spellings. Numbers from 20 to 90 are formed by adding "-ty" to the root of the number: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety. "Forty" has an irregular spelling. For two - digit numbers, the tens and units are connected by a hyphen. For example, 21 is "twenty - one", 35 is "thirty - five". For three - digit numbers, we use "and" between the hundreds digit and the remaining two - digit number. For example, 123 is "one hundred and twenty - three", 405 is "four hundred and five". For larger numbers, we use commas to separate every three digits from the right. The first comma represents "thousand", the second represents "million", and the third represents "billion". For example, 1,234 is "one thousand two hundred and thirty - four", 1,000,000 is "one million", 1,000,000,000 is "one billion". Usage: Expressing quantity: "There are fifty students in our class." Expressing age: "She is ten years old." Expressing time: "It's seven o'clock." "It's half past eight." "It's a quarter to ten." Expressing phone numbers, room numbers, etc.: "My phone number is 138 - 1234 - 5678." "Our classroom is Room 302." 教学过程 A. Warming - up (5 minutes) Greet the students and show some pictures of numbers in daily life, such as price tags, calendars, and speed limits. Ask students to read the numbers they see in the pictures. For example, if there is a picture of a price tag with "$25.99", ask students to read it as "twenty - five dollars and ninety - nine cents". Play a short video about interesting numbers in the world, like the population of different countries, the height of famous mountains, or the speed of fast - moving animals. After watching the video, ask students some simple questions related to the numbers in the video, such as "How tall is Mount Everest?" (Students should answer in English, e.g., "It's about 8,848.86 metres high.") B. Presentation (12 minutes) Cardinal Numbers Write some numbers on the blackboard, such as 15, 28, 136, 2005, and 3,456,789. Teach students how to read these numbers step by step. Explain the rules of forming and reading cardinal numbers, including the usage of hyphens, "and", and commas. Let students practice reading the numbers in pairs. Give students some exercises to write the numbers in words according to the Arabic numerals shown on the PPT. For example, show "456" on the PPT and ask students to write "four hundred and fifty - six" on their notebooks. Ordinal Numbers Write the first few ordinal numbers (1st - 10th) on the blackboard and explain their forms and pronunciations. Compare them with the corresponding cardinal numbers. Point out the irregular forms like "first", "second", "third", "fifth", "eighth", "ninth", and "twelfth". Let students find the rules of forming ordinal numbers from cardinal numbers by themselves. Then, give them more examples, such as 21st, 33rd, 40th, and ask them to read and explain how to form these ordinal numbers. Do a small activity: Ask ten students to stand in a line. Give each of them a number card from 1 to 10. The rest of the students in the class use ordinal numbers to describe their positions, for example, "The student with number 3 is the third one in the line." C. Practice (15 minutes) Arithmetic Expressions Practice Write some simple arithmetic equations on the blackboard, such as 3 + 4 =, 8 - 5 =, 2 × 6 =, 15 ÷ 3 =. Divide the class into groups of four. Each group takes turns to come to the blackboard and write the English expressions for the equations and the answers. For example, for "3 + 4 =", they should write "Three plus four equals seven." The group that makes the fewest mistakes wins. Give students a worksheet with more arithmetic problems. They need to write the English expressions and solve the problems. After they finish, ask some students to read out their answers. Number - related Context Practice Show some sentences on the PPT with blanks related to numbers. For example, "My birthday is on the ____ (12) of May." "There are ____ (30) students in our class." "____ (2/3) of the apples are red." Let students fill in the blanks with the correct forms of numbers. Ask students to work in pairs. One student makes up a short story related to numbers, such as a shopping experience or a sports event, and the other student listens and corrects any number - related mistakes if there are. Then they switch roles. D. Consolidation (8 minutes) Group Competition Prepare some number - related questions, including questions about cardinal numbers, ordinal numbers, arithmetic expressions, and number - related contexts. Divide the class into several groups. Each group takes turns to answer the questions. For each correct answer, the group gets one point. The group with the most points at the end wins. The questions can be like: "What is the ordinal number of 25?" "How do you read 5,678,901 in English?" "What is the result of 'Four times six' in English?" "If there are 40 students in a class and 3/5 of them are girls, how many girls are there? Express the number of girls in English." Summary Summarize the key points of today's grammar knowledge with the students. Review the rules of cardinal numbers, ordinal numbers, arithmetic expressions, and other number - related expressions. Ask students to share what they have learned in this class. E. Homework Assignment (5 minutes) Ask students to write a short passage about their family members' ages, birthdays, and some numerical information about their daily lives, such as the number of books they read in a month or the amount of pocket money they get. They need to use at least five different number - related expressions. Let students make a number - themed poster. They can collect interesting numbers from newspapers, magazines, or the Internet, and write the English expressions for these numbers on the poster. They should also include some explanations about the significance of these numbers. 教学反思 After this class, students should have a better understanding and mastery of number - related grammar knowledge. However, during the teaching process, it was found that some students still had difficulties with the irregular forms of ordinal numbers and the accurate use of arithmetic expressions. In future teaching, more targeted exercises and real - life examples can be provided to help students overcome these difficulties. The group work and competitions were well - received by students, which effectively improved their enthusiasm and participation. But in some group activities, a few students were less involved. In the future, more attention should be paid to individual differences and ensure that every student can actively participate in classroom activities. Overall, this teaching plan achieved most of the teaching objectives, but there is still room for improvement in teaching methods and content design. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$