A A LessonLesson inin a a LabLab第二课时第二课时一、教学目标1.知识与技能熟练掌握 English numbers，a little, a bit, a lot, rather, no, any, (very) much, lots2. 态度与方法Help the students to read and write some English numbers correctly.Help the students find the main parts of an experiment while they are listening.3. 情感态度与价值观Help the students know the rules of expressing numbers.Help the students guess the main parts of a listening material from the tips.二、Teaching important points 教学重点 Let the students pay attention to the key words in the materials about Aim, Equipment, Method, Result, and Conclusion.三、Teaching difficult points 教学难点Help the students read some large English numbers.四、Teaching methods 教学方法Listening and discussion.五、Teaching aids 教具准备A projector and a recorder.六、Teaching procedures Task 2, Activity 2; Task 3, Activities 3 and 4.Task 1: Activity 1T: Today well learn how to read some English numbers. Please look at Screen 1, Part A. There are some numbers on it. Find the rules and then work in pairs to read them correctly.Screen 1:A2202002,00020,000200,0002,000,00020,000,000200,000,0002,000,000,000B1221231,23412,345123,4561,234,56712,345,678123,456,7891,234,567,890Several minutes later.T: Do you find the rules of these numbers?S1: It seems that three zeros are used as a unit.T: Right. How do you read 20,000?S1: Twenty thousand.T: How about 200,000?S1: Two hundred thousand.T: How about 2,000,000?S1: Two thousand thousand.T: Im afraid you are wrong. It should be two million.S1: Sorry, I forget it.T: OK, how about 20,000,000?S2: Its twenty million.T: Right. How about 200,000,000?S3: Thats two hundred million.T: What about 2,000,000,000?S4: That is two thousand million. T: Right. This is the way that English numbers are read. American would like to read like this: two billion. You did very well. Sit down, please. Now, lets look at the screen. Here is the ways we read English numbers. Please pay attention to the bold face. Thats the unit of the numbers.Screen 2:200Two hundred2,000Two thousand20,000Twenty thousand200,000Two hundred thousand2,000,000Two million20,000,000Twenty million200,000,000 Two hundred million2,000,000,000Two thousand million or two billionLet the students read the numbers on Screen 2 and then read numbers in Part B in Screen 1. Let them work in pairs to do the job, and then ask them to read the numbers out individually.S: .T: Now lets look at Screen 3. These are the ways we read and write the numbers.Screen 3:22Twenty-two123One hundred and twenty-three1,234One thousand, two hundred andthirty-four12,345Twelve thousand, three hundredand fifty-five123,456One hundred and twenty-three thou-sand, four hundred and fifty-six1,234,567One million, two hundred and thirty-four thousand, five hundred andsixty-seven12,345,678Twelve million, three hundred andforty-five thousand, six hundredand seventy-eight123,456,789 One hundred and twenty-three mil-lion, four hundred and fifty-sixthousand, seven hundred and eighty-nine1,234,567, 890One billion, two hundred and thirty-four million, five hundred and sixty-seven thousand, eight hundred andninetyTo check whether the students have mastered the way of reading English numbers, let them look at the numbers in Activity 1. There are two mistakes. Let the students read the numbers and find the mistakes.T: Now there are some numbers in Activity 1 on page 42. There are two mistakes in them. Read the numbers and then find the mistakes. After that Ill ask some of you to tell the mistakes.Later.T: What are the mistakes?S1: One is in Number 1. The word “thousand” is missing after “four hundred and seventy”. The other is in Number 2. The word “one” (or “a”) is missing before “hundred million”.T: Quite right. Thats all for Activity 1. Task 2: Activity 2Now, lets turn to Activity 2. Look at the fractions and the way of saying them. Whats the rule?S1: The upper ones are cardinal numbers and the lower ones are ordinal numbers.T: Right. When do we use plural forms?S2: When the upper one is more than one.T: Right. But the way you are saying is very interesting. In English, what you call “upper one” is called numerator of a fraction; while the “lower one” is called denominator. Now, lets read these fractions in English: 2/5, 5/8, 9/10, 3/8, 5/6.Students read the fractions.Task 3: Activities 3 and 4T: Now, lets look at Activity 3. Describe the fractions in Activity 2 as percentages. Ask the students to work in pairs to compare their answers. And then collect the answers from the class.T: Now, look at Activity 4. Read these questions aloud and say the answers. Work in pairs to take turns asking and answering the questions.Give them some help, if some of them have any trouble in doing this. After a while, check the answers with the whole class.If time permits, finish Activity 5. If not, leave it as homework.Step HomeworkT: In this class we listened to two materials and learned to read some numbers in English. Its hard, but you have mastered all of them. You are terrific!