1. (老师通过小黑板展示如下内容，学习整十数词。让学生通过观察、比较，找出这两组数词之间在写法上的内在联系。注：用彩色来凸现-teen与-ty。)
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Group A
Group B 12 twelve 20 twenty 13 thirteen 30 thirty 14 fourteen 40 forty 15 fifteen 50 fifty 16 sixteen 60 sixty 17 seventeen 70 seventy 18 eighteen 80 eighty 19 nineteen 90 ninety |
T: Look at the small blackboard, can you find some rules of the two groups?
(让学生自主归纳、总结，教师最后补充说明。)
T: Very good. Let’s read Group A.
(老师指着Group B的数词，让学生朗读。因twenty已学过，学生可能模仿它读出后面的数词。)
T: Now look at Group B, try to read them.
S4: Twenty.
S4: Thirty.(老师指向thirty，若学生把重音读错，教师必须及时纠正。)
…
(然后让学生齐声朗读，老师观察有没有读错或不会读的学生。待齐读完毕后，及时纠正读错或不会读的数词。)
(链式操练，纠正个别学生的读音。)
T: Now, let’s read one by one.
S5: twenty.
S6: thirty.
(学生依次操练，若有个别学生读音不准，老师要及时纠正。)
2. (由数词0-20的复习，引入整十整佰的学习。)
(运用“What’s … and …?”句型来引入整十的数字。)
T: What’s five and fifteen?
S2: Twenty.(教师帮助学生回答。)
T: What’s fourteen and sixteen?
S3: thirty. (教师帮助学生回答。)
…
(板书)
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twenty, thirty,
forty, fifty, … |
Step 2 Presentation 第二步 呈现(时间:10分钟)