北师大高一英语必修一教案第单元第课版
北师大版高一英语必修一教案
北师大版高一英语必修一教案教案标题：Unit 1 Friendship - Lesson 1 Part 1: Listening and Speaking教案目标：1. 学生能够听懂并理解有关友谊的对话。
2. 学生能够运用所学词汇和句型描述友谊。
3. 学生能够进行友谊话题的讨论和交流。
教学重点：1. 听力技能的培养，学生能够听懂并理解有关友谊的对话。
2. 口语表达能力的提升，学生能够运用所学词汇和句型描述友谊。
教学难点：1. 学生能够理解并运用所学词汇和句型描述友谊。
2. 学生能够进行友谊话题的讨论和交流。
教学准备：1. 多媒体设备。
2. 教材《北师大版高一英语必修一》Unit 1 Friendship。
3. 课件和练习题。
教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and check their homework.2. Show a picture of friends and ask students to discuss the following questions in pairs:- What qualities do you think a good friend should have?- What are some important aspects of friendship?Step 2: Pre-listening (10 minutes)1. Introduce the topic of the lesson: Friendship.2. Brainstorm words related to friendship on the board.3. Pre-teach key vocabulary: loyal, trustworthy, supportive, etc.4. Discuss the meaning of the vocabulary words and provide examples to help students understand.Step 3: Listening (15 minutes)1. Play the audio recording of the dialogue between two friends discussing their friendship.2. Ask students to listen carefully and answer the questions:- What are the two friends talking about?- What qualities do they value in their friendship?3. Play the audio recording again if necessary.4. Check the answers as a class.Step 4: Speaking (15 minutes)1. Divide the class into pairs or small groups.2. Provide a list of discussion questions related to friendship. For example:- What qualities do you value in a friend?- How do you maintain a strong friendship?- Have you ever had a disagreement with a friend? How did you resolve it? 3. Ask students to discuss the questions and share their opinions within theirgroups.4. Monitor the discussions and provide assistance as needed.5. Have a few groups share their ideas with the whole class.Step 5: Consolidation (5 minutes)1. Summarize the main points of the lesson.2. Ask students to reflect on what they have learned about friendship and the qualities of a good friend.3. Encourage students to apply these qualities in their own friendships.Step 6: Homework (2 minutes)1. Assign homework: Write a short paragraph describing a good friend and the qualities that make them special.2. Remind students to bring their completed homework to the next class.教学拓展：1. 为了帮助学生更好地理解听力材料，可以提供一些与友谊相关的图片或短视频，并要求学生描述这些图片或视频中的友谊场景。
英语北师大版必修1全套教案
Unit 1 A Perfect DayTeaching aims:To read two texts for specific informationTo revise Present Simple and Present ContinuousTeaching course:ⅠWarm upFirst ask students the question to arouse their interest.What do you think a perfect day is like?Students will give all kinds of answers: go shopping ; watching TV; read novels; listen to music; surf the Internet and so on.Draw a conclusion: do all you like to do; live a life in the way you like.Now read two texts telling you two people’s perfect day s.ⅡReadingUnderstanding the textRead the text and answer the following questions.What kind of lifestyle do you think the man in a couch potato?Do you ever watch too much TV? How much time do you spend watching TV every day?What kind of lifestyle do you think the man in the second text?Listen to the text1.underline the TV programmes that Brian usually watches.2.Underline the kinds of work Bob does every day.ⅢSpeakingDo the exercise 4Read the two texts again and answer these questionsDo the exercise 5Which lifestyle do you prefer? Which one is healthier? What can Bob or Britain do to improve their lifestyles?What does a couch potato refer to?What does a workaholic mean?ⅣLanguage in useWork in pairs and describe your parents’ lifestyle t o your partner.ⅤVocabularyDo the exercise 7ⅥGrammarFirst turn to page 92 analysis and explain Present Simple and Present Continuous Then do the exercise 8 and 9ⅦHomeworkWrite a composition “My Perfect Day”Words:100 words or soSuppose you can design your a day freely what is your perfect day like?Unit1 Lesson 2 RelaxingTeaching aims:To practise listening for specific informationTo learn about ways of dealing with stress in everyday lifeTeaching course:ⅠWarm upWork is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.ⅡTalkingTask oneYou are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)How do you get rid of the stress in your life?Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.ⅢListeningDo the exercise 2Do the exercise 3Read through the Strategies with the class and see if they can use any of these Strategies already.In pairs, students read the questions and try to predict the answers. Point out that morethan one answer is possible.Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.Do the exercise 5 and 6Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.Do the exercise 7Students look at the exercise and see if they can remember or can guess any of the missing words. Students listen to the cassette again and complete the sentences in the Function File. PronunciationDo the exercise 9In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.Do the exercise 10Before starting their talk, students can look at the sentences they wrote in Exercise 9Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.ⅣHomework:Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.Lesson 3 A Volunteer TeacherTeaching aims:To listen for specific factsTo give opinion about voluntary workTo talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going toTeaching difficulties:To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going toTeaching Aids: computer and cassetteTeaching procedures:Ⅰ. SpeakingT: What does the girl do?S:T: Yes she is a volunteer teacher. This is a real story. The girl’s name is Wang Shu, grew up in Hangzhou, Zhejiang Province. Upon graduation from the English department of Beijing Normal University, she left Beijing for Inner Mongolia working as a volunteer teacher. She is still there now. What do you know about this part of China?S:T: show a slide to introduce Inner Mongolia (Inner Mongolia (Nei Mongol) is the first national autonomous region established in China. It stretches along China's northern border with Mongolia and Russia and covers an oblong area of over 1.28 million square kilometers, one eighth of China. Of all the Chinese provinces and autonomous regions, Inner Mongolia is the third largest after Xinjiang and Tibet.) Inner Mongolia falls behinddeveloped areas so it needs volunteers go to work there.T:What can you say about the girl in the photo?S:ⅡListeningStudents read the questions and predict the answersT: I think you must be interested in Wang Shu, now listen to the interview, you will learn more about her and answer these questions.Students listen to the tape and check their predictions.Students listen to the tape again and make sure of the answersStudents work in pairs and take turns to retell Wang Shu’s storyⅢVoice your opinionIs it a good idea to do voluntary work? What reasons do people have for doing voluntary work?ⅣVocabularyDo the exercise 5.Students work individually, thinking about the cues and what they are going to do. Students read the sentences, decide which words to use, and then complete the sentences.ⅤGrammarDo the exercise 6Listen to the interview again. Pay attention to these sentences from the interview. What verb forms are used to talk about the future?Guide students to draw the following conclusion:present Simplepresent Continuousgoing to + infinitivedo consolidate exercise7, 8and 9explain further grammar:Expressing future arrangements and intentions:be going to-- to express an intention to do something.Present Continuous-- to talk about future events that we have already fixed or arranged.Present Simple-- to talk about official events or timetables which we cannot change. be going to do 与be doing 的区别be going to do 表示事先经过考虑过，然后计划好将做某事；迹象将发生某事。
高中英语必修一Unit1Lesson1TopicTalk教案
作者希望学生通过学习第一篇听力材料，了解同龄人的高中生活状况和对高中生活的期待，并基于此审视自己的高中生活，以听力材料为语言支持，表达高中生活给自己的感受和自己对高中生活的期待。
作者希望学生通过学习第二篇听力材料，了解到不同职业的人的生活状态，理解不同职业都有自己的精彩和压力。
教学目标：在本课学习结束时，学生能够：1.获取并梳理听力文本中的主要信；2.基于所学清晰有条理的介绍自己的学校生活；3.比较不同职业的生活方式的异同，学习他们积极的生活态度。
教学设计：教学目标教学活动与步骤设计意图1.一获取并梳理听力文本中的主要信息。
Step1Talk about your new school life. Use the cues in activity oneon page 6 to help you.Step2Listen to a talk given by a student who is a new seniorsecondary school student and complete the text builder onpage 6.I’m a new senior secondary school student. My new schoollife is very_____.I feel excited because this school_____.What is also very different is that students in the sameclass______.Step1引入话题，激活学生已有知识。
Step2引导学生理解听力信息。
Step3指导学生学习语言，为谈论自己的生活做好准备。
Step4启发学生发现文本内部逻辑。
In the next three years, I hope I will_____.Step3Find out which statements in the text builder are true to the students.Step4Analyze the logic in the talk.2.基于所学清晰，有条理的介绍自己的学校生活。
北师大版高中英语必修1 Unit1_Lesson1_名师教学设计(一)
Unit1 Lesson1 名师教学设计（一）1教学目标2学情分析3重点难点4教学过程4.1 第一学时4.1.1教学目标通过本节课的学习，学生能够:1.掌握知识目标: 熟记并使用sports programs，TV series，cartoons，workaholic，couch potato，talk show，switch on/off/over，complain about等词语或词组。
知晓以下两条谚语: All play and no work makes Jack a mere boy。
（尽玩耍，不学习，再聪明的孩子没出息。
）;All work and no play makes Jack a dull boy。
（只工作，不玩耍，再聪明的孩子也变傻。
）2.形成知识技能: 学生通过文章标题解读和略读，泛听和细读，理清文章的脉络。
采用寻读，提取和概括课文的表层信息，并根据表层信息就深层次的生活方式进行比较、对照、判断和选择;以思维导图的方式，结合已学文本，通过小组活动呈现一种身边不健康的生活方式并予以批判。
学习文本后，模仿架构，能写类似的作文。
3.确立情感态度: 会尊重、理解不同的生活方式，学会规划自己的学习、生活，选择健康向上的生活方式。
4.1.2学时重点本篇课文出自《英语(Senior High English) 》，北京师范大学出版社，高一必修模块1，第一单元第一课 A Perfect Day。
文本分为两部分: 第一部分是来自伯明翰，43岁的Brian Blakey躺在沙发上讲述他的完美一天;第二部分是36岁的Bob Black正坐在桌边埋头处理公文，边乐道他忙碌的一天。
课文由两位主人公以自述的形式，讲述他们各自对完美生活方式的理解。
学生情况分析: 该班学生共50人，来自14所不同的初中毕业学校，是新组建的班级;从中考英语学科的成绩来看，34人在145分以上，10人127。
5分-144分之间，4人在120分-127。
北师大版高中英语选修必修一unit1教案
北师大版高中英语选修必修一unit1教案北师大版高中英语选修必修一Unit1教案教学目标：1. 让学生掌握与旅行相关的基本词汇和表达方式。
2. 培养学生的跨文化交流意识，了解不同国家的文化和风俗。
3. 提高学生的英语听说读写能力，特别是口语交际能力。
教学内容：1. 与旅行相关的基本词汇，如：旅行社、导游、地图、航班等。
2. 旅行中的常见问题及应对措施。
3. 跨文化交流的基本知识。
教学难点与重点：重点：旅行词汇的掌握与运用，跨文化交流的意识。
难点：如何引导学生结合实际情况，灵活运用所学知识进行口语交流。
教具和多媒体资源：1. 投影仪与PPT课件2. 旅行照片、视频素材3. 旅行相关物品的实物模型，如：护照、行李箱等。
教学方法：1. 激活学生的前知：通过提问学生过去的旅行经历，激活他们对旅行的兴趣和记忆。
2. 教学策略：讲解、示范、小组讨论、角色扮演。
3. 学生活动：设计旅行计划、模拟导游讲解等。
教学过程：1. 导入：故事导入 - 讲述一段有趣的旅行故事，引起学生的兴趣。
2. 讲授新课：首先介绍旅行相关的基本词汇，再深入到跨文化交流的话题。
通过图片和视频展示不同国家的文化和风俗。
3. 巩固练习：小组活动，每组选择一个国家，模拟该国的旅行情景，运用所学词汇和表达进行角色扮演。
4. 归纳小结：总结本节课的重点内容，回顾旅行相关的词汇和跨文化交流的重要性。
评价与反馈：1. 设计评价策略：小组报告、观察、口头反馈。
2. 反馈：针对学生的角色扮演给予具体指导建议，鼓励他们下次做得更好。
作业布置：1. 收集5个与旅行相关的英文表达。
2. 写一篇关于自己最难忘的旅行经历的短文。
3. 与家人或朋友用英语进行一次模拟旅行计划交流。
教师自我反思：本节课的导入部分较为生动，成功引起了学生的兴趣。
但在讲解过程中，对于某些专业词汇的讲解还不够深入，下次应加强这方面的教学。
北师大高中英语必修一unit1教案
北师大高中英语必修一unit1教案Unit 1 LifestylesCommunication Workshop(Writing)Teaching Contents: How to write a short personal letter.Teaching Objectives:1. Knowledge objectives(1) Students can learn and master the meaning of some important words and phrases: at the moment, over the years, survey, classical, formal, and so on.(2) Students can write a personal letter.2. Ability objectives(1) Writing Skill : students can write a personal letter to express their emotions.(2) Speaking Skill: students can speak the letter written by themselves.3. Emotional objectiveStudents will be able to express their emotions to their friends by writing letter.Teaching Key and Difficult Points:1. Teaching key points(1) Students can recognize and master the meaning of some important words and phrases.(2) Students can enhance their ability of writing skill.2. Teaching difficult pointStudents can write a personal letter to express their emotions correctly and appropriately. Teaching Methods:(1) Communicative methodOrganize the teaching in a communicative way by askingstudents to do pair or group work, fulfilling certain communicative tasks.(2) Heuristic methodTry to draw answers from students by asking questions and eliciting answers step by step. Teaching Aids:A computer, a blackboard, chalks and so on.Length of Teaching: 45 minutesMajor Steps:Step 1 Warming–up ( 5 minutes)Show a picture of a personal letter on the computer and then ask the students a question:①How to keep in touch with your friends?②How often do you write letters? To whom? Is it easy to do so?③When did you last receive a letter? What was it about?Give the students two minutes to discuss, and then ask some students to answer this question. (Justification: Warming–up can arouse students’ interest in th e topic of the text.)Step 2 Read and Presentation ( 5 minutes)(1)Reading Wang Ying’s letter. Match each paragraph with one of the following.a. A reason to end the letterb.Questions about the other personrmation about Wang Yang’ lifed.Saying who you are(2)Presentation: student give us their answers after reading Wang Ying’s letter. (Justification: Paraphrasing helps students be well know a personal letter.) Step 3 Writing (20 minutes) Stage 1 Decide who you are writing to and need to think about these things:1)What is the person’ name?2)Where and when did you meet him/her?3)What kind of person was he/she?4)What were his/her interests then?Stage 2 Make notes about your life:1）What are you doing now?2）What were your interests then?3）How have your interests then?Stage 3 Write a letter.To organize your paragraphs and content (layout);Layout: Dear1. Introduction2. Questions3. Information4. Reason to finishSign offTo use linking words and expressions (linking);Linking:1.We haven’t seen each other for ten year ? right?2.Anyway, how are you?3....and guess what ?we’re going out together!4.Well, I must finish here because I’ve got an exam tomorrow.To get to know words and expressions you may need (vocabulary). Vocabulary： 1. This is ?2.We haven’t seen each other for ?3.At the moment I’m ?4. Do you remember ?5. Write back soon.6. Tell all your news.Step 4 Write and T alk ( 10 minutes)Write a personal letter:Let students write a letter according to this lessen.Talkback:Work in pairs. Read each others letters. Find out two things that have changed in each others lives and tell the class.Step 5 Summary ( 3 mins)Ask some students to summary the skills of writing letter in the lessen together. (Justification: It can help the students understand the text better and offer them opportunities to communicate with their classmates.)Step 6 Homework ( 2 mins):Write a short personal letter according to this lessen.Blackboard DesignTeaching ReflectionIn this English class, all of the students were very hard-working.It seemed that they had grasped all the knowledgeeffectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. Therefore, I will pay more attention to this point and make a better teaching plan.。
北师大版高一英语必修一教案第单元第课版
北师大版高一英语必修一教案第单元第课版 GE GROUP system office room 【GEIHUA16H-GEIHUA GEIHUA8Q8-本课流程vocabulary:Make useof the twopeople fromthe text tobring out theadjs todescribepeople’slifestyleUsebrainstormingto ask thestudents tosay more adjsaboutlifestylesAdvisethe studentsto write downThestudents willbe able to usethe adjs totalk aboutlifestylesThestudents can behelped topreparevocabulary forthelifestyles’writing* word bank isused every classfor the studentsto write downthe vocabularyInvite the students to read the text and pick out the phrasal verbs to show Couch Potato’s relaxing lifestyle* Using the discovery approach to learn phrasal(pairwork) readthe bookand pickout thephrasalverbs andwrite downonto theword bank:Get uplate; watchTV; do someexercise;take theThestudents can beassisted to beable todiscover somephrasal verbsfrom the textto show arelaxinglifestyle* Branch bank isa place tocollectimportant wordswhich indirectlyverbsExplain‘switch’ and ‘take up’using some informationand pictures.Remindthe studentsto write down the words onto the branchbankProvide students with some exercises using the situational sentencesdog Tinaout for awalkBranch bank:* What arethe threephrasalverbsrelated towatching TV?(switch on/off/ over)(pairwork) readthe textabout theworkaholicand pick outthe phrasalbelong to thetopic.* The studentscan enlargevocabulary byfilling in morewords into thebranch bankUsing the‘discoveryapproach” thestudents canlearn thephrasal verbsto understandthe meaning andusages of itclearly.SituationalEncourage the students to discoverRead the passage and find outthe grammarby themselves by asking questions and providing some sentences* “discovery approach” is usedProviding tips toremind some detailedrules of the presentsimple what tense is mainly used to describe a person’s lifestyle.Do the careful reading to discover the two rules of the present simple by themselves * “Discovery approach”is used.Go over somedetailed rules of present simple accordingto theteac her’s tipsPresent the supporting questions and sentence bank for the students Ask the(groupwork)Discuss andshare theperson towriteWrite(pairwork)Thestudents can usethe vocabularyand grammar theyhave justlearned to writea person’slifestyle.Through thestudents to discuss and writePier assessing Choose one or two groups to presentAccordingto the assessment, assess the group member’s workPresent the writing and assess with the classReading部分说课稿 Unit one lifestylesLesson one a perfect day?第一个板块——教材分析※第一环节——说教材。
北师大版高一英语必修一教案第1单元第1课（整理版）
北师大版高一英语必修一教案第1单元第1课（整理版）本课流程Reading部分说课稿Unit one lifestylesLesson one a perfect day?第一个板块——教材分析※第一环节——说教材。
作为高中英语开篇单元，本单元的话题是lifestyles,主题与生活紧密贴切。
那么作为本单元的第一课A Perfect Day?其重要性不言而喻。
本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。
第二环节——说教学目标。
新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
1)Knowledge Objectsa. To discuss favorite TV programs and daily activitiesb. To revise Present Simple and Present Continuous.c. To read two texts in order to check predictions.d. To read two texts for specific information.2)Ability Objectsa. Enable the students to learn how to scan and skim.b. Enable the students to guess the meaning of the words from the context.c. Enable the students to understand the importance of reading.d. Enable the students to read a lot after class3)Emotion Objectsa.To discuss the healthy lifestyles and improve the awareness of cross-cultural communication.b. Let the students know and respect different ways of lifestyles of people and let them knowhow to plan her/his future after reading the texts.在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课的重难点有：Teaching Important Points:1) Help the students to master the key words associated with lifestyles.2) Talk about people’s different lifestyles.3) Get the general idea about two passages.Teaching Difficult Points:1) How to grasp the key information of an article in the limited time.2) Train the students to use the third person in Present Simple to complete sentences correctly.3) The omit of “be” in Present Continuous.第二个板块——教学与学法分析。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
本课流程
Reading部分说课稿Unit one lifestyles
Lesson one a perfect day?
第一个板块——教材分析
※第一环节——说教材。
作为高中英语开篇单元，
本单元的话题是lifestyles,主题与生活紧密贴切。
那么作为本单元的第一课A Perfect Day?其重要
性不言而喻。
本课的知识点是大部分学生乐于学
习和接受的，相信他们对本课的学习充满期待。
第二环节——说教学目标。
新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
1)Knowledge Objects
2) a. To discuss favorite TV programs and daily activities
3) b. To revise Present Simple and Present Continuous.
4) c. To read two texts in order to check predictions.
5) d. To read two texts for specific information.
6)Ability Objects
7) a. Enable the students to learn how to scan and skim.
8) b. Enable the students to guess the meaning of the words from the context.
9) c. Enable the students to understand the importance of reading.
10)d. Enable the students to read a lot after class
11)Emotion Objects
12)a.To discuss the healthy lifestyles and improve the awareness of cross-cultural communication.
13)b. Let the students know and respect different ways of lifestyles of people and let them know how to plan her/his
future after reading the texts.
在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课的重难点有：
Teaching Important Points:
1) Help the students to master the key words associated with lifestyles.
2) Talk about people’s different lifestyles.
3) Get the general idea about two passages.
Teaching Difficult Points:
1) How to grasp the key information of an article in the limited time.
2) Train the students to use the third person in Present Simple to complete sentences correctly.
3) The omit of “be” in Present Continuous.
第二个板块——教学与学法分析。
第一环节——说教法。
在教学过程中，不仅要使学生“知其然”，还要使学生“知其所以然”。
我们在以师生既为主体又为客体的原则下，展现获取理论知识、解决实际问题的思维过程。
基于本课题的特点，我主要采用了以下的教学方法
1. 直观演示法：利用图片等手段进行直观演示，激发学生的学习兴趣，活跃课堂气氛，促进学生对知识的掌握。
2. 活动探究法：引导学生通过创设情景等活动形式获取知识，以学生为主体，使学生的独立探索性得到了充分的发挥，培养学生的自觉能力、思维能力、活动组织能力。
3. 集体讨论法：针对学生提出的问题，组织学生进行集体和分组语境讨论，促使学生在学习中解决问题，培养学生团结协作的精神。
第二环节——说学法。
我们常说：“现代的文盲不是不懂字的人，而是没有掌握学习方法的人”，因而，我在教学过程中特别重视学法的指导。
让学生从机械的“学答”向“学问”转变，从“学会”向“会学”转变，成为学习的真正的主人。
这节课在指导学生的学习方法和培养学生的学习能力方面主要采取以下方法：思考评价法、分析归纳法、自主探究法、总结反思法。
第三个模块——教学程序分析。
在这节课的教学过程中，我注重突出重点，条理清晰，紧凑合理，各项活动的安排也注重互动、交流，最大限度的调动学生参与课堂的积极性、主动性。
主要有：
Step1.Lead-in:
教材开头的情景设置导入新课，根据教材的特点，学生的实际、教师的特长，以及教学设备的情况，我选择了多媒体的教学手段。
这些教学手段的运用可以使抽象的知识具体化，枯燥的知识生动化，乏味的知识兴趣华。
1. Begin the class with showing some pictures about different life styles.
2. Ask the students: What kind of life style do you think the peo ple in the pictures have? and what’s your favorite lifestyle and why?
3. Tell the students we are going to learn about A perfect Day.
Step2. Warming –up: TV Spider gram: what are your favorite programs and why?
Step3. Learning the new words:
Step4.Understanding the texts and collecting information:
掌握阅读技巧，提高于都速度：
The first article: A Couch Potato
1. Listen to the tape, and during the listening, please underline the new words and repeat after the tape silently.
2. Read again and answer the question: What does a couch potato refer to?
3. Collect the information about Brian’s “a perfect day” and describe his life.
The second article: A Workaholic
1. Play the tape and ask the students to underline the new words and repeat after the tape silently.
2. Read again and answer the question: What is workaholic?
3. Please read the text about Bob and describe his busy life.
Step5. Read and find the differences
训练学生纵横分析问题的角度：
Read these two articles and find the differences between Brian’life and Bob’s life.
Step6.Grammar exercises about Present Simple and present Continuous
掌握重要语法知识点：
First turn to page 9 ,analysis and explain Present Simple and Present Continuous .Then do the exercise 8 and 9. Step7. Discussion
调动课堂积极性：
1. Which one is healthier?
2. What can Bob or Brian do to improve their lifestyle?
Step8. Homework:
训练写作，同时巩固所学，将课内的学习延伸到课外：
Write a composition “My Perfect Day”
Words:100 words or so
Suppose you can design your a day freely what is your perfect day like?
Step9. Blackboard Design
我比较注重直观地、系统的板书设计，并及时地体现教材中的知识点，以便于学生能够理解掌握。
我的板书设计是：
Unit One Lesson One A perfect Day?
New words Grammar
Key phrases Key sentences
说课稿。