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歌曲Are you ready?渲染课堂气氛，调动学生学习积极性。
2. 呈现学习任务(Presentation)
1) Task 1: Listen, read and talk.
(1) 读前引导
教师通过介绍自己的日常生活，顺势提出问题，如What does your father do each day? When do you get up? What subjects do you have? What do you do on weekends? 等。以此来激发学生已有的知识，从而导入本课的教学内容My daily life。教师还可以通过询问Can you guess what Li Yan’s daily life is?让学生猜测Li Yan日常生活是什么样的，从而对所学课文进行预测，并在阅读过程中对预测进行检验。
(2) 读中设问
教师在播放录音之前，提出关于文章主旨大意的问题，如What does each paragraph talk about?目的是让学生整体把握文章主旨，了解文章大意。听课文第一遍，学生了解每段大意和文章的核心内容后，为教师的进一步提问做好准备。
在学生对课文有了整体认知的情况下，第二遍要求学生用默读的方式通读文本材料。教师在此环节由浅入深、由易到难、由抽象到具体地询问学生细节性问题，如：
What class is Li Yan in? ( She’s in Class One, Grade Six.)
Which subject does she like? ( She likes English very much.)
How many subjects does she have? (She has 7 subjects.)
What are they? (They are Chinese, Maths, English, science, PE, art and music.)
What do they usually do on weekends? (They usually go to see her grandpa and grandma.)
(3) 读后引发思考
在这个环节，教师仍然采用提问的方式推进学生对课文的进一步理解。如Does Li Yan have a happy life? Why or why not? 使学生带着问题到文中检索，积极思考，从而提高逻辑推理能力。另外，教师还可以根据学生的情况提出主观题让学生作答，如What’s your daily life? Would you like to share with us? 通过问题的提出，最终学生能够联系自身生活经验，用英语进行拓展活动，介绍自己一天的生活。
2) Task 2: Can you talk about your daily life?
方案一：
教师给出范文框架，学生根据自己的真实情况，补全短文。例：
My name is ... I’m ... years old. I come from ... I study in ... primary school. Every morning get up at... I have breakfast at... Then I go to school …Classes begin at... I have ... classes in a day. There are ... classes in the morning and ... classes in the afternoon. I have ... subjects. They are …After school, I often ...On weekends, I always ... and sometimes I... I have a happy life!
3. 语言运用(Language use)
教师可以通过课前制作任务单来检验学生本节课的学习效果。任务单内容如下：
7:00 am8:00 am4:00 pm7:00 pm10:00 pm
Get up
Class begins
School ends
Have dinner
Go to bed
...
4. 课堂评价(Assessment)
1) 注意对学生掌握本课语言知识、语言技能等方面进行评价。