高中英语 Unit 1 School life Reading I教案 牛津译林版必修1
高中英语牛津译林版模块1 Unit 1 reading(1)：school life in the UK课件(共22张PPT)
a. Amy wanted to __b_e_t_h_in__ very much.
b. Amy was going to _d__ie__ because she had taken some weight-loss pills which did great harm to her health.
now
①
Why?
Used to go to the gym
Take weightloss pills
dangerous …
priceless
Mum
?
7
kg
Feel …
be ashamed of…
E-mail 2
Where What Why Who
How
She is in_h_o_s_p_i_ta_l__
We can use a comma after “however”
E-mail 1 True or False
1. Amy used to go on a diet to keep slim. (F) 2. Amy is trying to lose weight because she is
ashamed of her body. (T) 3. Most young women want a slim figure. (T) 4. The weight-loss pills Amy took didn’t work. (F) 5. Sometimes Amy feels so energetic. (F)
牛津版高中英语,电子版
牛津版高中英语,电子版篇一：牛津高中英语模块一unit1-school life电子版篇二：牛津版高一英语必修1全套教案牛津高中英语模块一（第1讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit 1 （上）二、教学要求：1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大，没有高层建筑。
Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。
Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。
3．学习阅读技巧：skimming&scanning。
4．语法：定语从句（一）【知识重点与学习难点】一、重要单词：access achieve attend assembly article available averagecanteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax二、重点词组：class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪【难点讲解】1. What is your dream school life like?你理想中的学校生活是什么样子?这里dream 表示心目中最理想的. 如dream team (梦之队)。
Unit 1 《School life》教案7(牛津版必修模块1)
Unit 1 Word powerWarming-up1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressionsWhat do you think of our canteen? How about the gym? Is our car park ok in the school? Encourage them to express their genuine opinions.3. Ask stu dents to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.V ocabulary learning1.Ask students to do Part B. Write a description of the quickest way to get from thedormitories to class 4 and read it to the class.Sample answersB If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.AnswersC 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteenV ocabulary extension1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a g ym? How do you like these equipments?AnswersD 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping ropeHomework1.let the students to remember all the useful words and expressions in Part A, B, and D .Learn to make sentences with the key words in Part C.2.Do Part A and B in writing on Page 85.3.Pick out attributive clauses in the passage of Part C.。
牛津高中英语模块一unit—教案schoollife
牛津高中英语模块一u n i t—教案s c h o o l l i f e Revised by BLUE on the afternoon of December 12,2020.课堂教学安排作后置定语)看下面的图片。
Standingontopofthehill,wefoundthecitybelowverybeautiful.站在山顶上,我们发现下面的城市非常美丽。
Writedowneightkeywordsthatyouexpecttofindinthereadingpassagebelow.写下在下文中你预计会出现的8个关键词。
Note:常见作后置定语的副词有home,here,there,back,above,downstairs,upstairs等。
Hewasknockeddownbyacaronhiswayhome.他在回家的路上被车撞了。
Theairhereisveryfresh.这里的空气很新鲜。
Thebookshereareallforyou.这里的书都是给你的。
Thepeoplethereareveryfriendly.那里的人非常友好。
Thechildwaslostintheforestandcouldn’tfindthewayback.那个孩子在树林里迷路了,找不到回家的路。
Whendoyouthinktheinventionsinthepicturesaboveweremade你认为上面图片里的物体是什么时候发明的Themandownstairsgothomeverylatethatnight.楼下的那个人晚上回来的很晚。
,learningandhardwork.中学是一个探索、学习和刻苦努力的时期。
inancienttimes在古代inmoderntimes在现代inShakespeare’stime在莎士比亚时代atthesametime同时duringthewartime在战时阶段atnotime=bynomeans决不onceuponatime很久以前Howtimeflies!(谚)光阴似箭;日月如梭。
牛津译林版英语必修一Unit1Reading1教案
牛津高中英语教学设计单元：Unit1 School life板块：Reading教学内容浅析：第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为“Reading School life in the UK”课文理解。
在这一部分，学生将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。
Teaching aims:1. to read a magazine article about school life in the UK;2.to learn to apply two basic reading skills: skimming and scanning;3.to learn some expressions about school life;4. to get some information about what school life in the UK is really like.Teaching procedures:Step1 Lead-inPlay the song of ‘High School Life’ and show students’ photos.Can you guess the name of the song?What can you think of when we talk about school life?Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there.Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word.Step2 readingBefore we read the article, we are going to learn the reading strategies: skimming and scanning.1. Reading strategy－scanningWe scan the text when we want to find certain information in a text quickly.Apply scanning to finish PartC1.C2.2. Reading strategy－SkimmingWe skim a text when we want to get a general idea of what it is about.Apply skimming to find the key sentences of the paragraph.Find out the main idea of each paragraph and answer questions concerning the content of each paragraph.Part1:School hours:1. Was she happy with the school hours? ______________2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
牛津译林版高中英语必修一unit1schoollifereading
√□ friends
□√ subjects
√□ homework □√ grades
□ festivals
□ timetable
√□ activities √□ food
□ host family □ hobbies
√□ school rules √□school hours
□√ school assembly √□Woodwork class
B. I could e-mail my family and friends back home freely.
C. I could e-mail my family and friends in my free time.
D. I could be free to e-mail my family and friends back home.
library.
II. Read the text again and choose the best answers to the questions below. 1. Which of the following statements is true according to the text?
Consolidation
Talk about the topics mentioned in the text
1. teachers 3. friends
2. students 4. subjects
5. homework 6. grades
7. activities
8. food
9. school rules 10.school hours
high grades C. she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students D. she improved her English
牛津译林版英语必修一Unit1Reading1教案
牛津高中英语教学设计单元：Unit1 School life板块：Reading教学内容浅析：第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为“Reading School life in the UK”课文理解。
在这一部分，学生将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。
Teaching aims:1. to read a magazine article about school life in the UK;2.to learn to apply two basic reading skills: skimming and scanning;3.to learn some expressions about school life;4. to get some information about what school life in the UK is really like.Teaching procedures:Step1 Lead-inPlay the song of ‘High School Life’ and show students’ photos.Can you guess the name of the song?What can you think of when we talk about school life?Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there.Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word.Step2 readingBefore we read the article, we are going to learn the reading strategies: skimming and scanning. 1. Reading strategy－scanningWe scan the text when we want to find certain information in a text quickly.Apply scanning to finish PartC1.C2.2. Reading strategy－SkimmingWe skim a text when we want to get a general idea of what it is about.Apply skimming to find the key sentences of the paragraph.Find out the main idea of each paragraph and answer questions concerning the content of each paragraph.Part1:School hours:1. Was she happy with the school hours? ______________2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
高一英语(译林牛津版) 必修一教师用书 Unit1 School life
Unit 1School life【美文阅读】School years in different countries当你正在享受假期的时候，世界上有些国家的孩子却还在学校里学习。
由于地域、文化、时区的差异，在世界上不同的国家，学校里的学制、假期及课程安排等也形式各异。
Somewhere in the world, right now, students are hard at work in school and some are enjoying holidays. With over 190 nations across the globe's 24 time zones(时区), there are different types of school year. Here's a brief introduction to the typical school year in the following three countries.AustraliaStudents in Australia attend school for 200 days a year. Their school year lasts from late January to late November. Since Australia is in the Southern Hemisphere(半球), it experiences summer while it's winter in China. Summer vacation for Australian students is from December to late January. The school year in Australia is divided into four terms, with each term lasting 9 to 11 weeks. Students then have two weeks of vacation between each term. The typical school day is from 9 a．m. to 3：30 p．m., and lunch is eaten at school. Students are required to attend school for at least nine years.FranceThe school day in France typically runs from 8 a．m. to 4 p．m., with a half day on Saturday. Lunch is a two-hour break for public school students. Students usually attend school from the age of 6 to 18. The school year lasts from August to June, and is divided into four seven-week terms. Students in the primary grades learn basic skills in reading, writing, and math, as well as participate(参与) in exercises to develop observation，imagination, and physical abilities. Older students study French, math, physical and natural sciences, foreign language, history, etc.JapanMost Japanese schools run on a trimester(三学期制) schedule. The school year begins in April and ends in the following March, with summer, winter and spring holidays to separate the three terms. Uniforms are required and there are many rules for hairstyles, shoes, socks, skirt length, etc. Students in Japan study academic subjects, such as Japanese language, math, reading, social studies, and they also receive moral(道德的) education. Moral education involves teaching students about health and safety, understanding and confidence, public manners, and environmental awareness.From：http：//www.factmonster. com【诱思导学】1．What is the difference between our school year and theirs?【答案】We have different terms. There are usually two terms in our school year while in both Australia and France, they have four terms and Japan has three.2．Do you think our present school year is good or not, and why?【答案】It is hard to say good or bad because different countries lie in different time zones, they enjoy different holidays and different schools.3．Do you want to know the school life in the UK？Why or why not?【答案】Yes. Because the school life in the UK interests me very much./No. Because I have no interest in the school life there. It's none of my business.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。
英语ⅰ牛津译林版unit1schoollife教案3
英语ⅰ牛津译林版unit1schoollife教案3WelcometotheunitStep1:BrainstormingIt’sthebeginningofanewterm.Youhavejustfinishedjuniorhighandareabouttoenteranewperi odinyourstudies.IamveryhappytohaveallofyouinmyclassandIhopewecanbefriends.Icans eethatsomeofyouareeagertoknowwhatstudyingatseniorhighwillbelike.Willitbediffere ntfromjuniorhigh?Well,therearecertainlymanydifferencesbetweenjuniorhighandsenio rhigh,buttherearealsosomethingsthatarethesameineveryschoolinChina.Whataboutscho olsinothercountries?Dostudentslearndifferentlyandhavedifferentexperiences?Aresc hoolsallovertheworldthesame?Thisisthesubjectofourfirstunit.TodaywearegoingtolookatschoolsintheUnitedKin gdomandtrytoworkoutiftheyarethesameordifferentfromschoolsinChina.Herearefourpic turesthatshowsomeaspectsofschoollifeintheUK.Pleaselookatthepictures,readtheinst ructionsandtrytodeterminethedifferencesbetweenschoolsinChinaandtheUK.Step2:DiscussingandpracticingLet’shaveadiscussionforseveralminutes.(Theteachercanusethefollowingcontentstohelpst udents.)Hugecampusandlow-risebuildings:IntheUnitedKingdom,wecanseehugecampusandlow-r isebuildingsinthispicture.ItisthebiggestdifferencefromschoolsinChina.SchoolsinC hinausuallyhavealargeenoughcampustomakesurestudentshaveenoughspacetostudyandpla yin.Butmostschoolbuildingsaretaller,atleastthreestoreys. Lockersforeverystudent:IntheUnitedKingdom,therearerowsoflockersbytheclassrooms forstudentstoputtheirstationery,books,exercise-booksandotherbelongings.InChinas tudentsbringwhattheyneedforlessonstoschoolandthentakeitallbackhomeafterschool.M ostschoolsinChinadonothavetheequipmentintheclassroom. Fewerstudentsineachclass:IntheUnitedKingdom,therearefewerstudentsinaclass,nomo rethan30perclass.InChina,Thereareusuallymorestudentsinhighschool,perhaps50to60p erclass.Recentlysomeschoolsarebeginningtolimitthenumberofstudentsineachclass. Ateasewithourteacher:IntheUnitedKingdom,studentshaveacloserelationshipwiththei rteachers.Theyfeelateaseandcomfortablewiththem.ItissimilarinChina.Nowadays,lots ofteachersandstudentshaveestablishedagoodrelationshipwitheachother.Theyrespecte achotherandworktogainabetterunderstandingofeachother.Nowtrytocombineyourownschoolexperienceswithknowledgegainedfromthistextandot hersources,sothatyoucanparticipatefullyinthediscussion.(Givestudentsacoupleofmi nutestotalkaboutthefollowingthreequestions.)1.DoyouknowanyotherdifferencesbetweenthelivesofChineseandBritishhighschoolstude nts?2.Whatkindofschoolactivitiesdoyouenjoy?3.Whatisyourdreamschoollifelike?Nowingroupsexchangeyouropinionsandeveryoneissupposedtospeakoutyouridea.Each groupwillthenreportyourconclusionstothewholeclass.Reading SchoollifeintheUKStep1:Lead-inDoanyofyouhappentohavehadthechancetogoonatourintheUKorhavetakenpartinsomeexchan gingprogrammes?Pleasebringsomephotostoschooltopassthemaroundandmakebriefdescrip tionsofthephotos.Youcanusetheinformationtodiscussthedifferenceandtrytothinkofth ereasonsforthesedifferences.Step2:Fastreadingforgeneralideas GothroughthepassageasquicklyaspossibleandtrytofindanswerstothethreequestionsinP artA.Youneedonlyfocusonandidentifythemostimportantinformation.1.HowlongdidWeiHuastayinBritain? (Foroneyear)2.WhatwasthenameofWeiHua’sClassteacher? (MrHeywood)3.WhatdidWeiHuamakeinherWoodworkclass? (Asmalltable)Step3:Detailedreadingforimportantinformation1.DealingwithC1andC2NowrereadthepassageandcompletePartC1andC2individually.QuestionsinPartC1aretoche ckyourabilitytoreadandlocatespecificinformation.StatementsinPartC2serveasastren gtheningactivityforyourcomprehensionofthispassage.AnswersC1 1.Schoolbeginsataround9a.m. 2.293.BecauseallthehomeworkwasinEnglish4.ShehadanextraFrenchclass5.Lotsofdesserts6.Man chesterC2 1.T 2.T 3.T 4.F 5.F 6.T 7.F2.Dealingwithspecificaspects Gothroughthearticlefirstandfindoutwhattopicsarecoveredinit.SomeaspectsthatreflectschoollifeintheUKarementionedinWeiHua’sletter.Trytofindoutwhatspecificaspectsarementionedandthenfillintheformwithrele vantinformation.Arethefollowingaspectsofschoollifementionedinthearticle?teachers,classmates,friends,subjects,homework/assignments,grades,timetable,acti vities,schoolfacilities,hostfamily,food,hobbies,customs,traditions,festivals 3.FocusonthetwoexercisesNowwe’vefoundoutthemostimportantinformationandgotthemainideaofthearticle.ButI’mcuriousaboutthereadingmethodyouusewhenreadingthearticle.Canyoutellmehowyoufind themainideainsuchashorttime?Doyouthinkyouhavetoreadthewholearticleslowlyandcare fullyinordertogetabriefunderstandingofit?4.DealingwithDandECompletePartsDandEindividuallyfirstandthenwe’llchecktheanswerstogether.PartDhelpsyoucomprehendthemeaningsofthewordsfromthecontextandmatchthemwiththecorrectdefinitions;whilePartEisaletterfromaBritishstude ntwhowantstomakefriendswithWeiHua.You’vegottofirstunderstandtheletterandthenfillintheblankswithproperwords.AnswersD 1d 2g 3a 4e 5b 6c 7fE (1)experience (2)Literature (3)desserts (4)headmaster(5)different (6)life (7)preparingAnswersPartA1(page86)1enjoyable 3challenging 5fun 7exciting2experience 4e-mails 6drop 8helpfulPartA2(page86)1with 3like 5On 7at2to at 4to at 6for about 8On onStep4:Post-reading1.SupposeyouhaveachancetointerviewWeiHua.Apartfromthethingsyouhavebeentold,what otherinformationwouldyouliketoknowaboutherlifeandstudyintheUK?(Theteachercanfir estudents’imaginationwiththefollowing)Sofarweourselveshaven’thadtheopportunitytogoabroadtoexperienceaforeignwayof life.Weareveryhappytod aytohaveastudentherewhohasjustfinishedoneyearofstudyintheUK.Nowyoucanallaskhers omequestions.2.SupposeyouareaskedtowriteanarticleaboutthedifferencesbetweenhighschoolsintheU KandinChina.Whatkindsofdifferenceswillbedealtwithinyourarticle?(Theteachercangi vesomehintsifnecessary:timetable,subjects,teachersandstudents,sizeoftheclassroo m,campus,schoolfacilities,atmosphere,teachingmethods,schoolrulesandprinciples)3.WriteasummaryofthearticlewrittenbyWeiHua.4.ReadthetwoarticlesinReadingonpages82and83inWorkbookandanswerthequestionsbelow them,sothatyoucanfindmoreaboutschoollifeinothercountries.(Theycanalsodothisasth eirhomework.)5.ForthearticleinPartA,morequestionswillbeaskedtotestyourunderstandingofsomenew words.Forexample:Whatdothephraseschooluniformsmean?Whatkindsofclothesarefashion able?Whatclothesareleisureclothes?6.ForthearticleinPartB,I’vegottwosentencesforyoutofinish.1)WhenyouaretakingSATs,youwill .A.havetofindanswerstosomemathquestionsonlyB.onlysolvesomeproblemsC.bechosenbythebestcollegesD.betestedonsomemathquestionsaswellassomeproblem-solvingquestions (D)2)Aspecialcounselorisaperson .A.whowantstogotoaverygoodcollegeB.whoworksinahighschooltohelpstudentschoosesuitablecollegestogotoC.whoworksinacollegeorauniversitytohelphighschoolstudentschoosesuitablecollegestogotoD.whowriteslettersofapplicationtocollegesforhighschoolstudents(B)7.PleasedoPartsAandBofListeningonpage84inWorkbook,thenfillinPartCaccordingtowha tyou’veheardonthetape.(orleaveashomework)AnswersPartsAandB(page92)I: 1 fifteen 2 English Maths 3 basketball 4 ju mpingDad: 1 letters 2 book 3 computer Australianstudents: 1 Maths Science 2 friendly tallPartC(page92)1 English 3 book 5 basketball 7 letters9 computer2 Maths 4 jumping 6 tall 8 friendly。
译林牛津版高一英语必修一unit1schoollife教案
Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.4．Develop students’ writing ability by writing a notice about school activities.5．Develop students’ integrated skills of using English by making a poster for a school club.6．Enlarge students’ vocabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life? Step 2 Presentation1.Say the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.aspects In the UK In ChinaHuge campus and low-rise buildings We can see hugecampus andlow-rise buildings.It is the biggestdifference fromschools in ChinaSchools in China usually have alarge enough campus to make surestudents have enough space tostudy and play in.But most school buildings aretaller, at least three storeys.Lockers for every student There are rows oflockers by theclassrooms forstudents to put theirstationary, books,exercise-books andother belongings.Students bring what they need forlessons to school and then take itall back home after school. Mostschools in china do not haveequipment in the classroom.Fewer students in each class There are fewerstudents in a class,no more than 30 perThere are usually more students inhigh school, perhaps 40 to 50 perclass. Recently some schools areclass. beginning to limit the number ofstudents in each class.At ease with our teacher Students have aclose relationshipwith their teachers.They feel at easeand comfortablewith them.It is similar in china. Nowadays,lots of teachers and students haveestablished a good relationshipwith each other. They respect eachother and work to gain a betterunderstanding of each other.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1) School life in the UKTeaching aims:1. Get students to know what school life is like in a high school in the UK.2. Develop students’ ability of reading comprehension through:1)skimming and scanning.2)Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK) Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy. (Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail.Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1)Ask students to go through the three questions in part A and makesure that each of them know the meaning of each question.(AWoodwork class is a class in which students make somethingfrom wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only tofocus on and identify the most important information.2)Ask student to reread the passage and complete Part C1individually. Then ask some of them to give the answers to thequestions in Part C13)Ask students to finish Part C2 individually. Then get somestudents to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let themguess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. Complete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.Period 3 Reading (2) School life in the UKTeaching aims:1 Help students become more familiar with the article.2 Develop students’ ability of reading comprehension by finding out what topics are covered in the article.3 Develop students’ ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:1)Have a dictation to go over the words learned last period.2)Check the answers in reading on pages 82 and 83 in wb.3)Ask some students to read the article in Part E to check whetherthey have used the suitable word in each blank.Step 2 Reading1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food3)Ask students to point out the different high school lives in the UKand in China in these topics.Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Step 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:a)as (since, because, for)b)attend (join, join in, take part in)c)prepared)experiencee)respectf)exciting, excitedg)dropPhrases:a)for freeb)be happy withc)used to do sth.; be/get used to do sth.; be/get used to doing sth.d)the way to do; the way of doing; the way + Attributive Clausee)at the end of; in the end; by the end off)as … asSentences:a)Going to a British school for one year has been a very enjoyableand exciting experience for me.b)I do like eating.c)We also had different students in some class, so it was difficult toremember all the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。
牛津译林版必修第一册 unit 1 reading教学设计-优秀教案
必修一Welcome to the unit & ReadingRealizing Your Potential主题语境：人与自我语篇类型：演讲授课时长：一课时（45分钟）文本分析：本节课主要包括Welcome to the unit以及reading部分的内容。
作为高一学期的第一节课，Welcome to the unit部分通过视频和问答邀请学生分享自己新入学的感受和对未来高中生活的计划，联系学生自身经验，帮助激活与这一主题有关的已有知识,为阅读部分做铺垫。
Reading部分文章的主题语境为人与自我，引导学生正确认识自我、丰富自我和完善自我。
本文是一位校长的开学演讲,鼓励学生积极应对高中生活的挑战，实现自身的潜力。
全文共有6个段落，第一段为演讲开场白，问候听众，引出演讲内容。
第二段作者阐述了高中生即将面对的机遇与挑战，同时指出高中是实现潜力的黄金时间。
第三到五段作者分别讲述了什么是潜力，以及实现潜力的两个途径，为高中生提供切实可行的建议。
最后一段作者借用老子的话再次呼吁所有学生充满自信，不断努力实现潜力。
整个演讲结构完整，逻辑清晰，语言生动且富有感染力，作为开学演讲很好地结合了新生的实际问题，实现了演讲目的。
本文的价值取向在于鼓励学生探索自身无限的潜力，在阅读中正确认识自己，树立正确的人生观。
从语篇类型角度来看，本文是一篇演讲稿，包含开场白、演讲要点和结束语这三个必要部分。
演讲的主要特点是有针对性、鼓动性、逻辑性。
首先演讲者为高中校长，听众是高一新生，因此演讲的语言大多比较亲切，容易拉近与听众的距离，并且演讲中列举的例子都十分贴近高中生的实际生活。
为了达到演讲的鼓动性，作者在演讲中运用了大量的排比、暗喻、设问、引用等，使得整个演讲情绪层层递进。
最后，演讲作为口头艺术要让听众理解，就必须有清晰的逻辑，因此作者在文稿结构上采用了总分总形式，同时还增加了许多具有标志性的连接词，让听众更容易跟上演讲要点。
英语周报高中英语 Unit1 School life Language points教案 牛津译林版必修1
Unit1 School life Language points of reading1 … a very enjoyable and exciting experience for me.enjoyable adj.有乐趣的，令人愉快的e.g. The whole holiday was really enjoyable from start to finish.整个假期自始至终都很好,玩得很愉快。
experience1) [U]经验你对这工作有经验吗？Have you had any experience in work of this sort?经验来源于实践。
Experience comes from practice.她是一位有20年教学经验的老师。
She is a teacher with more than 20 years' experience in teaching.2) [C] 经历The car accident was a terrible experience to him.可怕的经历从正在飞翔的飞机上跳下来是一个难以忘记的经历。
Jumping from the flying plane is an unforgettable experience.3) 体验他第一次体验他人生中的最大困苦。
He experienced the greatest hardship for the first time in his life. Experiencing pain is as valuable as experiencing pleasure.4) experienced有经验的an experienced doctor5) Be experienced in (doing ) sth.He is experienced in drawing.【即学即用】1. Jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience.A. /; theB. /; anC. an ;anD. the ;the2. Some of the passengers told the reporters about their _____ in the burning train.A. detailsB. tripsC. eventsD. experiences Key: C; D2. I was very happy with the school hours in Britain.1）be happy with= be pleased with对……满意I'm pleased with his new house.They are happy about / over / with the result of the exam.2）be happy to do sth. 乐于做某事I shall be happy to accept your invitation.3. This means I could get up an hour later than usual…1) mean (meant meant)Mean doing sth. 意味着做某事Mean to do sth. 打算做某事如果你错过了这班火车，那就意味着你还要等30分钟。
牛津高中英语全英文说课稿Reading部份
Reading 部分讲课稿Book 1 Unit1Good morning,ladies and gentlemen. Today I’ m very pleased to have an opportunity to talk about some of my teaching idea s. My topic is Reading part of Unit 1, School Life in the UK , taken from the Advancewith English, Student ’Books 1. My representation is made up of six parts：analysisof the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.Part 1 Analysis of the teaching material:This is a reading passageabout an exchange student's school life in the UK. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.By studying thispassege, Ss can improve their reading ability, learn more aboutschool life in the UKand the reading strategy of skimming and scanning. At the same time, we should get the students to understand some difficult se ntences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education.Teaching aims:1. Knowledge aim:(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the passege, talk aboutschool life inthe UK and get their own idea about school life.2.Ability aim:(1)To develop the Ss’ abilities of listening, speaking, reading and writing(2)To improve the student ’readings ability, especially their skimming andscanning ability.(3) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotional aim:Make the Sslove school life.Teaching important points:How to understand the text better.Teaching difficult points:e your own words to retell the text.2.Discuss the school life in different countries.Part 2 Analysis of the students:1. The Ss have known something aboutthe school life in different countries throughthe Internet and other ways.2.They are lack of vocabulary.3.They don ’ t often use English to express themselves and communicate with others.4.Some Ss are not active in the class because they are afraid of making mistakes.Part 3 My teaching theories, methods and aidsBefore dealing with this lesson, I ’ ll do my best to carry out the following theories: Ma ke the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receivesome moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTask-approach teaching methodTeaching aids:1.a projector2.a tape recorder3.multimedia4.the blackboardPart 4 Teaching proceduresI have designed the following steps to train their ability of listening, speaking,reading and writing, especially reading ability.The entire steps are: Revision, Lead-in, Fast reading（skimming and scanning） , Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 Lead-in:Show some pictures and movies about school life in the UKAsk students to present the information they have collected beforeAsk them to discuss the differences and to try to think of the reasons.Purpose: Arouse the students’ interest of study.Step 2 Fast reading（ skimming and scanning）Ask students to go through the article as quickly as possible and to try to finish PartA and CInform them to only focus on and identify the information needed.Purpose: Improve the students’ fast reading ability.Step 3 ListeningPlay the tape recorder and ask them to finish Part C,Purpose: Train the Ss’ listening ability and prepare for later exercises.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions on the screen.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)B. Diagram(on the blackboard) On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodIt is also called depth reading or study reading. It means reading for detailed informati on.Purpose: Further understand the text（Train further reading ability ）to find out some different sentences and details of the text.Step 5 Preparation for details of the text on the screenHave students be familiar with some language points(blackboard) in the text and then give them some examples sentences.A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verbF. as ⋯ as⋯ (20)G. for free(29)H. miss(42): verbPurpose: Train the Ss’ ability of understanding and using laguage.Step 6 Reading Strategy on P3牛津高中英语全英文讲课稿Reading部份Tell them that skimming is to look at the titles and headlines, the first and last sentencesof paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.Step 7 Consolidation1.Find out the topic sentences.2.Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What ’ s more, I want to let them have the bility of introducing and analyzing expression. At the same time, I will write down thetopic sentences on the blackboard according to what the students find, so they canret ell it easily.Step 8 Discussion/PracticeAsk students do an activity: Interview Wei HuaPurpose: help students improve their imagination.Step 9 HomeworkWrite an acticle about the differences of school life betwween UK and China.Part 5 blackboard designReading: School life in the UKDiagram:On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodWei Hua ’ s feeling and progressLanguage Points:A. experience(line 2): countable noun C. way(9)E. sound(11): linking verb B. attend(6)D. earn(10)F. as⋯as⋯ (20)牛津高中英语全英文讲课稿Reading部份G. for free(29)H. miss(42): verb。
Unit 1 《School life》教案4(牛津版必修模块1)
牛津高中英语模块一（第3讲）【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit 2 （上）二、教学要求：1．学习谈论青少年经常遇到的问题。
2．学会戏剧脚本。
3．了解英语口语和书面语的差别。
4．语法：定语从句（三）【知识重点与学习难点】一、重要单词：act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleas ant, character, explain, slam, vet(veterinarian), style, mess, thumb, vs(versus), plus, competition, sink, fault, boring.二、重点词组：common to对…来说很普遍, turn up调高声音, 出现 a waste of 浪费, no more不再, spare time空余时间, for ce….to…强迫（某人）做 , can’t wait to.. 迫不及待地要 , be supposed to被期望或要求, 本应该， do with 处置, 忍受，需要 be a mess/ in a mess乱成一团, leave sb in charge 委托…..负责, act like行为举止象…, go unpunished不受惩罚, go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserve to值得去做,常用否定形式表示“不配” be hard on对某人苛刻, now that既然, in the form of以的形式, than ever before比以前任何时候都, be angry at对某事生气, even if即使, treat sb like…象一样对待 , argue about为…而争吵, the cause of起因, differ in many ways在许多方面不同, fit badly 非常不合身。
Unit 1 《School life》教案10(牛津版必修模块1)
Unit 1 Project Starting a new after-school activityPeriod OneTeaching aims:To learn two articles about after-school activities in schoolTo learn the use of as and requireTo find out how an activity attracts the students and helps the studentsTeaching Procedures:Step 1: Listen to the recording of the articles on page 18True or False questions:1. The radio station is run by the principal.2. The radio station started 2 years ago when CD players were allowed in school.3. Members of Poets of the Next Generation meet up on the last Friday of every month.4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them. Step 2: Read the two articles and answer the following questions:What do the student members in the radio station do during exam time?What do they do when parents come to visit the school?Who started “Poets of the Next Generation”?What do the members of the group do when they meet?Step 3: Fill in the blanks:The radio station in our school is ____ by the student. Two years ago, I asked the________ ifmusic could be played during _____ ____. He agreed.We tell students the _______, _____ _____ and some special messages. During_____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______,such as _________ and ______ _____.Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like. When I _______ it, I was ________ to write five poems and _____ one ____ tothe group. I ______ every one around a tree before I read. The group said they lovedthe poem I read.Step 4: V ocabulary and language points:allow: permit sb./sth. to do sth.principal: person with the highest authority in certain schoolsgeneration: all people born at about the same timeselect: choose sb./sth.calm: not excited, nervousrequire: order or command sth.The use of as and requireStep 4: DiscussionHow do these two activities attract the students?How do they help the students?Assignment:Try to find the answers to the following questions:What after-school activities do you have in your school?Do you like them? Why/ Why not?If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?Period Two:Teaching aims:To do the project of starting a new after-school activityTeaching procedures:Step 1: Check homeworkEvery student has to tell their classmates what after-school activities they would liketostart if they could. Form groups of members with the same choice and every group consists of at least four students.Step 2: PlanDiscuss the tasks listed below and decide which group members will be responsiblefor what tasks.Research information:Make the poster:Present the poster:Step 3: PrepareMembers responsible for doing research need to find information from various sources about after-school activities and posters.Activity: What does it do? How does it attract new members? How does it help members achieve their goals?Poster: What does the poster consist of? How does it attract its viewers?Step 4: ProduceGroup members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.When the draft is done, each member should read it carefully and give suggestions on its wording and design.Assignment: (Assignment)The poster makers finalizes the poster based on the suggestions of the other group members. The entire group approve the poster before next period.In next period, they are to present their poster to the class. Tell the class what is special about their activity.。
江苏省连云港高级中学译林牛津版高中英语必修一教案：unit1schoollifetask
Unit 1 School life教案TaskI. 单元教学目标技能目标Skill GoalsIdentify the differences between school life in the UK and in China Discuss the daily school lifeUnderstand vocabulary about school facilitiesWrite a notice about school activitiesDesign a poster for a new school clubRecognize attributive clausesII. 目标语言功能句式Describing school lifeGoing to a British high school for one year was a very enjoyable and exciting experience for me.We had to move to different classrooms for different classes. We also had different students in some classes, so it was difficult to remember all the faces and names.Describing school activitiesNext month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. Comparing school life in Britain and in ChinaI found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.1. 四会词汇attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience, article, penfriend, introduce, immediately, former, recently, culture, develop, photograph, donate, gift,词汇display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover, recent, professor, regret, inform, run, host, approve, broadcast, preparation, close, outing, continue,poet, generation, poem, select, require, scary, nature2. 认读词汇assembly3. 短语for free, pay attention to语法Introduction to attributive clausesRelative pronouns: that, which, who, whom, and whose重点句子1. I sat next to a girl whose name was Diane. P22. David was one of the most helpful studentsthat we ever had. P93. In 1998, he went to Oxford University where he got interested in Chinese culture. P94. Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. P95. Most of the students that he taught have become his friends. P96. Some of the books were gifts that he got from his Chinese friends and students. P97. The paintings that David donated to the school are being displayed in the assembly hall. P98. During exam time we have a special programme that tells students the things they should or shouldn’t do for preparation. P18Ⅲ.教材分析与教材重组1. 教材分析本单元以School life为话题，旨在通过单元教学使学生了解英国校园生活的一些基本情况及中英两国校园生活的不同之处；学习并能运用表示校园设施的一些基本词汇；学习定语从句的基本概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做出报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。
江苏省盐城市阜宁实验中学牛津版英语一Unit1Schoollifereading学案
高一英语导学案M1U1 School lifeReading (Ⅱ)Part one: PrevisionⅠ。
Translate following phrases1.对……满意________________ 2。
比往常晚________________3。
参加集会________________ 4。
做某事最好的方法________________5.致力于________________ 6。
得高分________________ed to do________________ 8。
for free________________9. way of life________________ 10. with satisfaction________________Ⅱ。
Translate following sentences into English。
1.对于我来说要记住所有的脸和名字是一件难事。
2.我所有的朋友都喜欢我做的蛋糕。
Part Two：Language points1. experience 经历，为________名词，adj.__________eg. This is ____________________ for me。
这对我来说是一次非常令人难忘的经历。
experience还可用_______词，意为“___________”.eg。
The children experienced pleasure from climbing mountains.孩子们从爬山中体验到了乐趣.［练习] Hearing his teaching _____，I knew that he was an ______ teacher。
A。
experiences；experienced B. experience; experienceC. experiences; experiencing D。
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江苏省响水中学高中英语 Unit 1 School life Reading I教案牛津译林版必修1Teaching aims:1. Get students to know what school life is like in a high school in the UK.2. Develop students’ ability of reading comprehension through:1)skimming and scanning.2)Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK)Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy.(Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail. Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1)Ask students to go through the three questions in part A and make sure thateach of them know the meaning of each question.(A Woodwork class is a class in which students make something from wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only to focus on and identify the most important information.2)Ask student to reread the passage and complete Part C1 individually. Then asksome of them to give the answers to the questions in Part C13)Ask students to finish Part C2 individually. Then get some students to sharetheir answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let them guess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. Complete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.第（1）课时课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
2、了解我国书法发展的历史。
3、掌握基本笔画的书写特点。
重点：基本笔画的书写。
难点：运笔的技法。
教学过程：一、了解书法的发展史及字体的分类：1、介绍我国书法的发展的历史。
2、介绍基本书体：颜、柳、赵、欧体，分类出示范本，边欣赏边讲解。
二、讲解书写的基本知识和要求：1、书写姿势：做到“三个一”：一拳、一尺、一寸（师及时指正）2、了解钢笔的性能：笔头富有弹性；选择出水顺畅的钢笔；及时地清洗钢笔；选择易溶解的钢笔墨水，一般要固定使用，不能参合使用。
换用墨水时，要清洗干净；不能将钢笔摔到地上，以免笔头折断。
三、基本笔画书写1、基本笔画包括：横、撇、竖、捺、点等。
2、教师边书写边讲解。
3、学生练习，教师指导。
（姿势正确）4、运笔的技法：起笔按，后稍提笔，在运笔的过程中要求做到平稳、流畅，末尾处回锋收笔或轻轻提笔，一个笔画的书写要求一气呵成。
在运笔中靠指力的轻重达到笔画粗细变化的效果，以求字的美观、大气。
5、学生练习，教师指导。
（发现问题及时指正）四、作业：完成一张基本笔画的练习。
板书设计：写字基本知识、一拳、一尺、一寸我的思考：通过导入让学生了解我国悠久的历史文化，激发学生学习兴趣。
这是书写的起步，让学生了解书写工具及保养的基本常识。
基本笔画书写是整个字书写的基础，必须认真书写。
课后反思：学生书写的姿势还有待进一步提高，要加强训练，基本笔画也要加强训练。
总第（2）课时课题：书写练习1课型：新授课教学目标：1、教会学生正确书写“杏花春雨江南”6个字。
2、使学生理解“杏花春雨江南”的意思，并用钢笔写出符合要求的的字。
重点：正确书写6个字。
难点：注意字的结构和笔画的书写。
教学过程：一、小结课堂内容，评价上次作业。
二、讲解新课：1、检查学生书写姿势和执笔动作（要求做到“三个一”）。
2、书写方法是：写一个字看一眼黑板。
（老师读，学生读，加深理解。
）3、书写教学“杏花春雨江南”6个字。
杏：上大下小，上面要写得大，大在哪里？（大在撇捺）写的时候撇捺要舒展，象燕子张开的翅膀；下面的“口”要写得小，左右两竖要内斜，稍扁；“木”的竖写在竖中线上。
花：也是上下结构，草字头两竖要内斜；下面单人旁起笔对准上面的左竖，竖弯钩起笔对准上面的右竖；竖弯钩要舒展，（用红笔描竖弯钩，并在旁边书写一个大的竖弯钩）要求弯处圆转，不能僵硬（书写僵硬的竖弯钩，并在旁边打×）。
春：上部三横都是短横，收笔处不要顿；撇画最长，捺画从哪里起笔？从第三横下面起笔，不能碰到撇；下面“日”的两竖要竖直，不能斜。
雨：旁边两竖要内斜，上横短，中竖写在竖中线上；从下面看，哪一笔最低？钩最低，中竖最短；四个点都是斜点。
江：左右结构，左窄右宽左边三点水第二点略向外展；右边“工”字上横是短横，下横是长横；中竖略斜。
南：上横短；下边两竖内斜；框架中两横都是短的，中间一竖悬针；三个竖画左、中差不多长，右竖钩最低；横折钩要写出弯势。
4、学生练习，教师巡回指导。
三、讲评：收上学生的作业，进行批改和评比，对写得好的进行表扬，并加盖☆符号章，然后贴在展示板上，向学生展示。
板书设计：书写练习1、杏花春雨江南我的思考：进一步加强写字姿势训练，这是根本。
在了解字结构的基础上更好的把握每个字的书写。
及时对书写情况进行反馈，同时通过奖励激发学生兴趣。
课后反思：通过字形的比较，学生基本上学会了笔画位置的比较，但是还需要不断的引导。
第（3）课时课题：书写练习2课型：新授课教学目标：1、掌握车字旁写法，并能把“轻”字写端正。
2、完成书写练习。
重点：正确地书写“轻”字难点：“车”字旁的书写。
教学过程：一、讲评上一课作业情况。
1、表扬书写优秀者，展示其作业。
2、指出存在的主要缺点并进行针对性的练习。
二、指导“车”字旁写法：1、出示范字，观察“车”字旁写法。
2、讨论明确其书写要领：“车”字旁分四笔完成，整个偏旁左重右轻，不超过竖中线。
第一笔横稍短。
第二笔撇折收笔于横中线。
第三笔垂露竖，应在第一笔横下的正中位置起笔。
最后一笔，比第一横长一些，离折笔稍近一些。