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Unit 2 Amazing numbers
Focusing on culture
一、教学内容分析
本课时为阅读课，聚焦“数字的起源与发展”。阅读材料The Story of Numbers以时间线为轴，先介绍最原始的“tally sticks”与 pebble 计数，再过渡到抽象的印度数字符号，最后呈现经阿拉伯世界传播、最终成为全球通用数字体系的Arabic numerals，并穿插 Chinese、Roman、Arabic 三种数字书写形式的对比。文章结构清晰，采用“时间线+对比”模式，通过不同的活动，培养学生信息提取与逻辑梳理的能力。
二、语篇分析
【What】 该语篇为说明性文体，文本以时间线为轴，讲述了数字的起源与发展：从最原始的“tally sticks”（计数棒）和pebble（鹅卵石）计数，到抽象的印度数字符号，最终演变成经阿拉伯世界传播的全球通用数字体系Arabic numerals。文章通过对比Chinese numerals（中国数字）、Roman numerals（罗马数字）、Arabic numerals（阿拉伯数字）三种数字书写形式，展示了数字体系的多样化。 【Why】 通过了解不同文化背景下的数字体系，增强学生对多元文化的认识与尊重，提升文化自信和跨文化交际能力。同时，通过探索数字的发展，学生可以认识到数字在社会发展中的重要作用，以及不同数字体系在当今世界中的影响和作用，从而深化对中西方数字书写的认识，理解世界语言文化的多样性和统一性。 【How】 从文体上看，文本属于说明性文章，语言简洁明了、条理清晰。语篇运用了举例、对比等说明方法，使内容更具说服力和可读性。此外，教材通过提供文章总结的填空练习和词汇练习，帮助学生巩固基础语言知识，以及通过问题探究，引导学生进行批判性思考和深入讨论，从而帮助学生理解数字体系的演变逻辑和跨文化背景下的数字使用。
三、学情分析
学生已具备初步的英语阅读技能，能够借助图片、标题和上下文猜测词义，对“数字”这一主题有天然的生活化兴趣。大多数学生已能熟练认读并书写 1–100 的 Arabic numerals，对 Chinese numerals 也有母语优势，但对 Roman numerals、tally sticks 及 pebble counting 等历史计数方式较为陌生。
四、教学目标
通过本课时的学习，学生能够： 掌握重点词汇及短语，如symbol, count, write down, instead of等。 读懂讲述数字的发展历史的语篇，获取段落大意及细节信息。 运用阅读策略，如预测、略读、细读等，提高阅读理解能力和阅读效率。
五、教学重难点
【重点】 读懂讲述数字的发展历史的语篇，获取段落大意及细节信息。 运用阅读策略，如预测、略读、细读等，提高阅读理解能力和阅读效率。 【难点】 运用阅读策略，获取段落大意及细节信息。
六、教学活动设计
环节一：激活旧知，引发兴趣。(2 mins) 教师引导学生自由讨论：古人是如何计数的？
教学活动 活动层次 效果评价
Students have a free talk. 应用实践之描述与阐释 倾听学生的回答，了解学生对于古人计数方式的了解情况。
环节设计意图：激活学生已有的生活经验与零散的历史知识，调动学生的好奇心和学习积极性，并引出本节课的学习主题。
环节二：读前预测，猜测文章主题。(2 mins) 教师引导学生看文章标题和图片，猜测文章主题。
教学活动 活动层次 效果评价
Students look at the title and pictures, and guess the main idea. 应用实践之分析与判断 观察学生能否基于文章标题和所给图片预测本文的重点内容。
环节设计意图: 通过引导学生预测阅读内容，培养学生读前预测的能力。
环节三：读中探究—— 分层任务，深读文本。(26 mins) 教师引导学生分阅读语篇，完成一系列的阅读任务。
教学活动 活动层次 效果评价
Students read and choose the correct answers, and then answer a question. Students read the passage carefully and fill in the blanks. Students think and discuss the questions. 学习理解之获取与梳理、概括与整合 应用实践之描述与阐释 倾听学生的回答，了解学生对语篇信息的获取情况。
环节设计意图: 遵循学生认知规律与阅读教学逻辑，实现从浅层感知到深层理解的递进，构建“感知—探究—深化”的阅读探究路径，全方位提升学生的语篇理解能力与核心素养。
环节四：阅读后进行主题探究，升华主题。 (15 mins) 教师引导学生阅读完成语篇填空，选择填空，知识点回顾与练习。
教学活动 活动层次 效果评价
Students complete the summary below with the information from the article on page 30. Students complete the sentences with the words below. Change the form if necessary. Students review the phrases and learn a language point. Students do some exercises. 应用实践之内化与运用 观察学生完成任务的情况，了解学生对语篇信息以及语言知识点的掌握情况。
环节设计意图: 通过文章总结练习和词汇练习，帮助学生总结回顾重点知识，同时检验学生的学习情况。
作业与拓展： Base: Read the passage on Page 30 three times. Practice: Create a table listing 1–20 in Chinese characters, Roman and Arabic numerals. Expand: Ask an elder what counting tool they used when young and share it with the class.
4 / 4(共19张PPT)
Amazing
Amazing
numbers
numbers
英语沪教版八年级上册
Unit 2
Focusing on culture
Learning objectives
3.运用阅读策略，如预测、略读、细读等，提高阅读理解能力和阅读效率。
2.读懂讲述数字的发展历史的语篇，获取段落大意及细节信息。
1.掌握重点词汇及短语，如symbol, count, write down, instead of等。
重点
重点
Free talk
How did people in ancient times record numbers
Chinese numerals
Roman numerals
Arabic numerals
一、二、三、四、五
I, II, III, IV, V
1, 2, 3, 4, 5
Observe and match
There are three ways of writing the numbers one to five. Match them with the correct one.
This passage is mainly about ( )
A. The development of counting methods.
B. The characteristics of “tally sticks”.
C. The development of Arabic numerals.
D. The development of Roman numerals.
A
Look and predict
You can get some clues about the main idea from the title, subtitle and the pictures provided.
Tip:
Look at the title and pictures, and guess the main idea.
Question 1: Where could this article come from ( )
A. A science-fiction novel.
B. A travel guidebook.
C. A science magazine.
D. A children’s encyclopaedia.
Read and choose
C
Question 2: What is the TEXT TYPE of this passage ( )
C
A. Argumentation (议论文).
B. Narration (记叙文).
C. Exposition (说明文).
Question 3: What’s the structure of this passage Find the main idea of each part.
B. Tally sticks—one of the earliest counting methods.
A. The development of Arabic numerals.
C. How Roman numerals work.
Read and answer
The development of different counting methods
Para. 1
Para. 2
Para. 3
Topic sentence
Details
A
B
C
How: Each “stick” stands for____________________, such as an animal or a bag of rice.
When: One of the _______counting methods.
Example: For each animal we want to count, we draw one stick.
Characteristic: _____________ correspondence.
Advantage:___________________ .
Disadvantage: It can take a_________ to write down _____ numbers.
One-to-one
a thing we want to count
earliest
Easy to understand
long time
large
“Tally sticks”
Read and fill
Group work: Read the passage carefully and fill in the blanks.
Where: Developed in______________.
How: Using different _______________to represent different numbers.
Spread to: __________→ __________ → across the world.
Advantage: A faster way of writing numerals.
ancient India
abstract symbols
Arab world
Europe
Arabic numerals
Read and fill
Use: Today we still see them in many places, for example, on _____________, on __________or in __________.
How: Used__________from the alphabet.
Where: Used to be the most common way of writing numbers in________.
Disadvantage: Roman numerals are not as common as Arabic numerals, maybe because they are _____________to use!
Europe
letters
clock faces
buildings
books
too difficult
Roman numerals
Read and fill
Think and discuss
It makes large numbers quicker to write and calculate.
1. Why did tally sticks become impractical when people needed to record large numbers
Because drawing thousands of tally marks is slow and easy to miscount.
2. What are two advantages that Arabic numerals have over Roman numerals
Group work: Think and answer the questions.
Read and complete
Complete the summary below with the information from the article on page 30.
In ancient times, people developed a counting system called (1) ___________. Later, people replaced this system with abstract (2) ___________. These were more convenient because they were quicker to write. The numbers we use today are called(3) _________________. They were invented in (4) _________________. Thanks to the (5) _________________, this system spread to other parts of the world. Sometimes we also see numbers written with (6) _____________________ on clock faces and buildings. These are called Roman numerals.
tally sticks
symbols
Arabic numerals
ancient India
Arabs
letters from Roman alphabet
Read and complete
Complete the sentences with the words below. Change the form if necessary.
exactly
represent
symbol
system
(1) The Roman symbol IV_____________ the number 4 in Arabic numerals.
(2)This palace was a(n) _____________ of the king’s wealth and power.
(3)The Roman alphabet is not the only writing _____________ in the world— there are many others.
(4)We don’t know _____________ how many animal species there are on Earth.
symbol
system
exactly
represents
Review and write
重点短语
1. 一一对应
2. 不得不做某事
3. 代替
4. 变成
5. 多亏
6. 遍及全球
7. 传播到
8. 被称为；作为...而闻名
9. 以不同方式
10. 太…而无法
one-to-one correspondence
have to do sth
instead of
turn into
thanks to
across the world
spread to
(be) known as
in a different way
too + adj. + to do
定语从句
结构：先行词 thing + (that/省略) + 主语 + want to count
用 “that” 或省略 “that” 的定语从句，精确限定 “我们要数的对象”。
Each stick stands for a thing (that) we want to count, such as an animal or a bag of rice.
Language point
面对这么多困难，我们决定继续奋斗，而不是放弃。
Facing so many difficulties, we decide to fight on _______ _____ giving up.
2. 在中华文化中，红色是幸运的象征。
Red is in Chinese culture.
3. 把这些有用的句子写下来，否则你会忘记的。
these useful sentences, you’ll forget them.
Finish the exercise
Complete the sentences with the help of Chinese.
instead of
a symbol of luck
Write down
or
Summary
Key expressions: one-to-one correspondence, instead of, turn into, thanks to, across the world, spread to, (be) known as, in a different way, too + adj. + to do, have to do
Para. 1: Tally sticks—one of the earliest counting methods.
Para. 2: The development of Arabic numerals.
Para. 3: How Roman numerals work.
The development of different counting methods
Homework
Practice: Create a table listing 1–20 in Chinese characters, Roman and Arabic numerals.
02
Expand: Ask an elder what counting tool they used when young and share it with the class.
03
Base: Read the passage on Page 30 three times.
01
numbers
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