资源简介

(共14张PPT)
Unit 1
A new start
Evelyn
Do you still remember the first English class in junior high school
/'d u:n (r)/
-- Zig Ziglar
Read and match
You are not fish, so how do you know the true happiness of fish
Isn’t it a pleasure to study and practice what you have learned
Concerns(忧患) makes people or countries alive, comfort makes people or countries die.
The highest good is like water.
Chuang-Tzu
Confucius
Mencius
Lao-Tzu
/men s/
/k n fju s/
Think and share
Learning without thinking is of no use.
--- Mencius
Read and answer
When did the story happen
Who wrote this story
Wang Han
A. In the first lesson.
B. In the last lesson.
C. In the Chinese lesson.
found a mistake
Beginning (P1-3)
Why did Wang Han stop writing
What questions did Wang Han have
1. Is it proper to point it out
2. Is that polite to do so in the first lesson
Because the sentence is not right.
Learning without thinking is of no use.
--- Mencius
To say
A. Something right and good.
B. Something wrong and bad.
/ pr p (r)/
worried
Not to say
Developing (P4-7)
Did Ms Chen notice Wang Han
I looked up at Ms Chen and met her eyes.
Did Wang Han finally point out the mistake
My throat felt dry.
nervous
make up his mind
What’s the meaning of the sentence
/θr t/
What did he do next
That sentence was from Confucius, not from Mencius.
Ending (P8-9)
Was Ms Chen angry with Wang Han
Why did Ms Chen write this wrong sentence
Because she wanted to teach her students a lesson:
Did she know it’s a wrong sentence
2. It’s important to think more about learning.
1. Learning will be more difficult in junior high school.
Thinking is important in junior high school.
Think and share
3. When you are learning in future study, what should you do
1. What’s the best title for the passage
A. The famous saying.
B. The first lesson.
C. The kind teacher.
We should think more before accepting.
Is it correct
Are there any different ideas
Do I really understand it
...
Never be afraid to show our ideas.
The first English class in junior high school.
The first thing they learnt in junior high school.
2. What do you think of Wang Han
polite
brave
careful
like thinking
After Wang Han went home...
Mom and Dad, today we had our first lesson in junior high school!
At first, Ms Chen ________________________. But I found_____________. A lot of _______ filled my mind. I was _______ and __________.
Then I _________ the ________ of the sentence. So I _______________________.
After hearing my words, Ms Chen ___________________. She said ____________________________. I felt _________ and I learnt that ___________________________________.
Think and share
Learning without thinking is of no use.
Thinking without learning is dangerous.
--- Confucius
Homework
Finish the talk and shared with your classmates.
Find other famous sayings about learning and share your ideas with the class.
Must-do
Choose- to-do
THANKSA new start教学设计
一、教材分析
（一）语篇分析：
What: 这是一篇Wan Han写的记叙文。主要记录了他在初中第一节课时的经历。Ms Chen在黑板上写了一句“学而不思则罔”，但却将作者写为孟子。在抄写的过程中，Wang Han发现了这个错误，并陷入了纠结。到底要不要指出老师的错误。在反复纠结与紧张之后，Wang Han最终思考了学而不思则罔的含义，选择了指出错误，得到了老师的称赞。最后Ms Chen指出，事实上这是她给学生们的第一节课，希望能够教会学生们在初中学会思考。
Why：作者通过记叙文的形式，记叙了自己在课堂中的感受以及行为，表达了对于“Learning without thinking is of no use”的理解，并且通过Ms Chen的话表达了主题——学习最重要的是要保持思考。
How: 该语篇为记叙文，主要内容为The first lesson，涉及使用 一般过去时来表达过去发生的事情。文本涉及生字词，如junior，proper，throat等。
二、教学设计
（一）教学目标
通过本课时学习，学生能够
1. 通过阅读，把握记叙文主要内容，who, when, where, what, why和how，同时把握“Learning without thinking is of no use”是什么意思；（学习理解）
2. 在教师的引导下，开展细读，对每一段的内容进行深入解读，了解作者的情感变化，并且能够推断其行为；（应用实践）
3. 结合文本，开展讨论，思考标题的意义，反映出作者的品质以及通过课文的学习，结合“Learning without thinking is of no use.”在以后得学习过程中我们应该怎么做。（迁移创新）
【核心词语】
proper，run through，make up mind，throat
【核心句型】
Learning without thinking is of no use.
（二）教学过程
学习活动 设计意图 指向
1. 通过让学生回忆初中第一堂英语课学习了什么内容，引发学生对于开学第一课的思考。以开学第一课时教给学生的 “Attitude determines altitude”引出名言。So there are also many great thinkers and their famous sayings. Can you match them？让学生匹配名人与名言。 观察学生能否参与互动，贴合学生实际，让学生进入到开学第一课的情境中，同时通过名人名言match，处理Mencius和Confucius的读音，让学生对英文版名言处于敏感阶段，能够更快地对之后“Learning without thinking is of no use”的意思做出反应 目标1
在黑板写下Ms Chen在开学第一课写的话，引导学生开始快速阅读，找出记叙文相关信息：Who wrote this story？When did he wrote this story 让学生迅速把握文章的主要情节，同时考查了学生的细节查找与推断能力。
4. 细节阅读 阅读第一到第三段，聚首先明确第一句话中“the sentence”指代哪一句话，这里要引导学生完整地把黑板上写的话和作者都说出来。并且提出问题“Why did Wang Han stop writing？”“What questions did Wang Han have ”(以填空的形式)。在过程中，处理proper的意思，让学生进行选择，并且引导学生通过questions run through来判断作者当时的心情。 细读第四到第七段，结合P3最后判断的Wang Han非常紧张的心理，首先提问“Did Ms Chen notice Wang Han？”然后再关注到Wang Han被发现之后的举动以及举动背后反应的心理。重点处理“throat felt dry”所表现出来的情绪。当学生能够感知到作者此时的情绪后，再深入提问，then “Did Wang Han finally point out the mistake ”以及“What helped Wang Han make his mind？”“What’s the meaning of the sentence ” 精读第八到第九段, 仍旧把握主要任务的情绪以及行为这条线，探讨当Wang Han当中指出问题后， “Was Ms Chen angry？”“Did she know it’s the wrong sentence ”当学生自然产出 “Of course she knew it’s wrong”之后，引发学生思考，“Why did she write this wrong sentence ”以此来引出最后的主题意义———It's the first lesson，并且让学生找出first lesson的内容 指导学生开展细节阅读，获取信息。通过分段问题链的形式，引导学生一步步思考作者的行为以及行为背后反映出来的心理与情感变化。让学生把握住作者从紧张、不敢说到最后敢说这个转变，以及为什么会有这样的转变——因为思考了“Learning without thinking is of no use。”的含义，这也正式文章主题：The first lesson，Ms Chen想要教会他们的东西。步步深入，让学生更好地理解事情发展的脉络。 目标1和2
提出问题：选择最佳标题。选出来后进一步引导学生思考，为什么要用The first lesson？探索背后的双关含义——既是初中第一节英语课，也是老师在初中阶段教会他们的第一个关键能力。 讨论思考：What do you think of Wang Han When you are learning in future study life, what would you do 复习与复述：如果你是Wang Han，在经历了今天的这一课后，回家如何和父母讲述今天的经历。 作业布置 让学生深入思考“学而不思则罔”背后的含义，并且让他们总结今日所学，能够对以后的学习方法产生思考。同时锻炼他们的文本总结能力，能够根据人物的行为推断人物性格。 目标3
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