Unit 1 A Perfect Day.doc

Unit 1 A Perfect DayTeaching aims:To read two texts for specific informationTo revise Present Simple and Present ContinuousTeaching course:Warm up First 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 peoples perfect days. ReadingUnderstanding 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 text 1. underline the TV programmes that Brian usually watches.2. Underline the kinds of work Bob does every day. SpeakingDo the exercise 4 Read 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? Language in useWork in pairs and describe your parents lifestyle to your partner. VocabularyDo the exercise 7 GrammarFirst turn to page 92 analysis and explain Present Simple and Present Continuous Then do the exercise 8 and 9 HomeworkWrite a composition “My Perfect Day”Words:100 words or soSuppose you can design your a day freely what is your perfect day like?A Perfect Day(reading )( lesson 1, unit1 )Teaching content: reading text A couch potato. A workaholicTeaching goals: 1:grasp the new words and pharses2:learn about the two different kinds of lifestyles: a couch potates and a workaholic3:practise the ss reading, listening and speaking ability4:help the ss develop a healthy and active lifestyleTeaching important points:1:read and understand the text2:talk about peoples different lifestylesTeaching difficult points:1;learn and grasp the new words and pharses2:communicate with each other about lifestylesTeaching measures: Pairwork, scanning, reading, listening, speaking,discussingTeaching aids: A recorder, a blackboard, a sliderTeaching procedure:Step 1 reviewingT: Hello, class! Do you still remember the different lifestyles we have learned? Lets list them togther,O.K? (boring, busy, dangerous, active ,easy, lazy, stressful)T: Well done!Step 2 lead-inT: Look at the two pictures, What kind of lifestyles do they have?(Mr.Blakey is lazy , Mr. Black is busy and stressful.).Whats Mr.Blakey doing? Do you like watching TV? What are your favourite kinds of TV programmes? Do you ever watch too much TV? How much time do you spend watching TV every day?Step 3 scanningT: Today , Well learn about two men. They live in different lifestyles. Read the two texts quickly and do Ex.3 (No.1: At noon NewsIn the afternoon Old filmsIn the evenings TV series or sport and the newsAt nine thirty A good play on BBCAt night until two a.m. More filmsNo.2 1, have meetings and make phone calls 2:deal with rugent matters 3:do paperwork and some personal e-mails 4:read documents at home)Step 4 readingT: Quite good. Now read the text again. Underline the new words and phrases, then answer the questions in Ex.4(Suggested answers: No.1: Brian do nothing but watch TV for 16-17hours and his wife makes money and prepares meals for him. No2: You know everything happening in the world and feel powerful and successful)Step 5 language learning1: switch on : turn on Switch the TV on quickly, the game will be on TV soon 2: switch off: turn off Before leaving, you should switch the tap off.3:switch over: change the channels from one to another.The programme OUTLOOK is on TV. Lets switch it over to Chaanel 9.4:be filled with; be full of 5:take up: cover,occupy Playing football takes up most of his time6:get changed; change ones clothes7:make ones way through: do sth. from the beginning to the end I have been sitting , making my way through my lesson for hoursT: Lets do Ex.7 complete the sentence below in the correct form . After that well play the tape for you to listen and then Ill get some ss to read the text aloud.Step 6: consolidationT: Weve learned Mr. Blakey and Mr. Blacks routine work. Do you think if their lifestyles are healthy? What can they do to improve their lifestyles? Discuss and then share your opinions with class.(For Brain he should spend less time on TV. First , he should get up soon after waking up and do morning exercises. Second ,he should try to find a job and go to work every day. For Bob , he should sleep later every morning. He should eat a big breakfast and be more relaxed. He should also sleep earlier every night, and spend more time with his family. )T: Well, lets go on to another topic . Ask your partner what he or she do at different time in a day, and decide wheather your partner is a couch potato or a workaholic? Use the following samples: What do you do at ?Step 7 homework 1:Review new words and phrases 2:Do the Ex. 10 describe your parents lifestyles to your partner by working in pairsBlackboard DesignLesson 1 A Perfect Day?1: switch on : turn on 2: switch off: turn off3: switch over: change the channels from one to another.4: be filled with; be full of 5:take up: cover,occupy 6:get changed; change ones clothes7:make ones way through: do sth. from the beginning to the end高中英语课堂教学设计 Unit 1 Lifestyles Lesson 1 A Perfect Day 教材分析 本课为北师大版高中英语必修一第一单元第一课。本单元主题为lifestyles”，而本节课主要任务是阅读题为A Perfect Day的文章，本文介绍了我们日常生活中的两种不同的基本生活方式-懒人生活和工作狂生活。本课时是本单元的第一课时，课型是阅读型课，也希望通过对这节课的学习能够启发学生应该拥有健康的生活方式和如何拥有健康的生活方式。本篇文章在本单元中占有重要地位。通过对本篇文章的学习，学生能够提高他们的阅读能力，并掌握如何用英语表达生活习惯，这对本单元后面围绕这个主题所开展的听说读写很重要。 学情分析 他们是刚刚升入高中的学生，因为三年的初中基础，他们已经具有一定的英语语言基础和思辨能力，绝大多数同学对英语学习兴趣较为浓厚，好奇心及学习动机也比较强。但是，在英语口语交际能力方面，由于英语口语基础薄弱，课上又害怕开口说英语，缺乏自信心，所以口语交际能力相对较弱，因此教师应当时刻鼓励学生利用每个机会说英语，以达到锻炼口语的目的。另外，高一学生对于阅读策略如skimming and scanning的运用还很欠缺，老师需要充分利用课堂时间对此进行针对性的指导和训练 教学目标 根据新课标的课程理念，我从知识与能力、过程与方法、情感态度价值 观这三个方面确立以下三个目标： 1、知识与能力目标：让学生学习并掌握本课的重难点词汇及词组；让 学生掌握skimming and scanning这种阅读技能，让他们能够快速从文章中提取有效信息；让学生通过对本文的学习能够运用所学语言知识用自己的话描述他人或者自己的生活方式。 2、过程与方法目标：通过感知、品悟、探究、拓展等活动过程提高学生 创造性思维能力和口语表达能力，培养学生学习能力；通过自主学习、合作交流,体会自主与合作的过程方法。 3、情感态度价值观：通过对本篇课文的学习，让学生了解日常生活中的 两种不同的基本生活方式的存在-懒人生活和工作狂生活，也希望通过对这节课的学习能够启发学生拥有健康的生活方式的重要性和拥有健康的生活方式的方法。 教学重、难点 1.本课的教学重点是让学生掌握与描述生活方式相关的一些名词和常用 动词，例如与懒人生活方式有关的名词词汇a couch potato, sports programmes, TV series, films等，动词switch on/ off /over, get up lately而工作狂的生活方式有关的词汇如a workaholic, office, meetings,动词take up, fill with, bring back等和提高快速提取文章信息的能力-skimming and scanning2.本课的教学难点是让学生通过对本文的学习能够运用所学语言知识用 自己的话描述他人或者自己的生活方式。比如：描述父亲的生活方式，My father works in a company. He goes to work early in the morning and comes home very late in the evening.等 教学方法 教法：直观演示法(the direct-viewing demonstration) 任务型教学(The task-based method) 情景交际法(the situational teaching method) 学法：自主学习法(the autonomous learning) 小组讨论法(Group discussion ) 教具准备多媒体设备、PPT 课时安排一课时 教学过程 程序 教师活动 学生活动 目的 Leading-in （7分钟） 第一步： 1、给学生们展示俩组图片，一组图 片是几张懒人的日常生活照，另一组是几张工作狂的日常生活照，在PPT上交替对比性的展示出来。 2、问同学们What are they about? Is it talking about two kinds of different lifestyles？ 3、板书：（标题）Lifestyles, a couch potato, a workaolic 思考并回答老师问的问题 引出主题，激发学生学习兴趣 Pre-reading ( 6分钟 ) 第二步: 再次给他们看这些图片，让他们对这俩种生活方式-懒人生活和工作狂生活，做一次Brainstorming，联想相关词汇 板书：Word Bank A couch potato: lazy, fat, watching TV, eat a lot of junks, get up lately. A workaholic: busy, thin, working all the time, meetings, office, get up early. 联想相关词汇 进一步引出主题，激发学生对原有知识的应用 第三步： 让同学们看书上的的一张正在看电视边吃零食的懒人图和一张在电脑面前忙到深夜的工作图，然后提问同学们What kind of lifestyles do you think the men in the pictures have? Use the key words in the word bank 用上一步中的联想词汇帮助自己回答问题 进一步引出主题，激发学生对所学知识的应用，提高学生的思辨能力 above to help you. While-reading (20分钟) 第四步： 让同学们带着“Underline the TV programmes that Brain usually watches. And underline the kinds of work Bob does every day.”这两个任务， 快速阅读文章，并找出问题答案 快速扫描文章，找出问题答案 培养学生的快速阅读文章，并快速提取有效信息的能力 第五步： 让同学们根据文章上下文对我在PPT上显示的陌生单词进行词义猜测 l 首先个人独立完成任务 l 之后带着全班学生一起检查解 决新单词 在书上划出课件上给出的陌生单词，并根据上下文用简单英语写出大致意思 1. 根据文章上下文及语境猜测新单词的意思 2. 试着用英语思维来简单解释单词意思 3. 为下面的文章细读做好准备 第六步： 仔细阅读文章并完成几道关于本篇文章细节内容的问题（这些问题是本书第8页第四大题的一些深入细节的问题） l 首先个人独立完成这些问题 l 接着与同伴分享检查 l 带着全班同学一起检查 独立完成问题，之后与同伴分享 1. 深入阅读文章并提 取出文章具体信息 2. 培养学生整理文章 信息的能力并对文章进行深层次的把握和理解 第七步： 播放课文录音，让学生小声跟读 听课文录音并小声跟读 1. 检查发音和语调 问题 2. 让学生有时间慢慢吸收和巩固所学 知识. Post-reading ( 10 分钟) 第八步： Voice your opinion 让同学们与自己的同伴扮演角色，一位扮演健康生活方面的专家的角色，一位扮演记者的角色，场景是记者采访专家主要问俩个问题：1. Do you think Brain and Bobs lifestyles healthy? 2. What can they do to improve their lifestyles? 每个小组融入情景对话题用英语进行讨论交流， 1. 加深对文章的理解及掌握有助于 2. 提高学生的英语表达能力以及思辨能力 3. 培养学生的合作精 神，提高学习效