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视频标签：My father
所属栏目：小学英语优质课视频
视频课题：外研版小学英语五年级下册Module 7 Unit 1 My father goes to work at eight o’clock every morning广西 - 南宁
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外研版小学英语五年级下册Module 7 Unit 1 My father goes to work at eight o’clock every morning广西 - 南宁
课题 Module 7 Unit 1 My father goes to work at eight o’clock every morning. 教材
外研版新标准小学英语三年级起点五年级下册
时间
2017年5月18日
课型
新授课
教材分析 本模块的教学内容是谈论活动、行为或事件发生的时间。本单元通过大明和芳芳以谈
论父母的工作时间及职业为话题，让学生初步了解并掌握如何表达某个时间做什么事及谈论别人的职业。本课教材内容贴近学生的生活经历，是学生熟悉的，有亲切感的内容。通过学习，学生基本会用句型My father goes to work at eight o’clock every morning.及“He’s a policeman.”灵活运用英语表达某个时间做什么事和职业，巩固一般现在时。
学情分析 本节课教学对象是五年级的学生，经过近3年的英语学习具备了一定的英语听读说能
力。对于本课核心句型中有关职业、活动和时间的表达学生都已经积累了一定的词汇和语音信息。本课的学习重点之一：一般现在时，学生在三年级已经接触过，本节课要进一步巩固和运用。
教学目标 知识目标 1. 通过语篇教学，让学生能够在语篇语境中理解、认读和运用单词：
evening，late, worker, factory, early, taxi. 2.学生能够听懂、能说、运用句型：
My father goes to work at eight o’clock every morning.表达他人某个时间做某事。
What does he do? He’s a policeman. 询问并回答他人的职业。
技能目标 1. 学习新单词、核心句型，操练后能流利朗读课文。
2.学生能在老师的引导下，通过小组合作找出有关大明和芳芳两人父母工作及相关信息并运用思维导图对课文内容进行复述，培养思维品质。 3. 学生能运用所能用包含第三人称的一般现在时陈述句表达他人某个时间做什么事。
情感态度 1. 保持对英语学习的兴趣。
2. 养成专心聆听和小组合作的意识。
3. 通过学习，体谅父母工作的辛劳，帮助做力所能及的，最重要的是好好学习，爱父母，爱家人。
教学重、难点 1.学生能够听懂，能说并运用句型：My father goes to work at eight o’clock every morning.表达父母的上班时间并延伸到表达他人某个时间做什么事。
2.学生能运用所能用包含第三人称的一般现在时陈述句表达他人某个时间做什么事。
教学方法 思维导图、语篇教学法、任务型教学法、多媒体辅助教学法 教学准备 单词卡、人物头像、课文视频、课件、随堂练习作业纸
教学过程
Step 1 Warming up 6mins
1.Greetings
T: Good morning, boys and girls. How are you today? I’m fine, too .Thank you! 2.Play a game: Look and say.（2mins）
T: Do you like games? Me too! Let’s play a game. Let’s look and say.
(出示课件)T: What is he? Look, he’s a doctor. Please stand up and say the sentence like this, OK？Now, let’s begin. (teacher, farmer, nurse, singer, driver, worker)学生起立并用句型He/She’ s a ___说出人物职业。 【设计意图：游戏有效地吸引学生高度集中注意力，复习了跟本课相关的已学的有关职业的单词，为后面的课文学习进行适当的铺垫，消除学生的紧张情绪，激发他们参与课堂的热情。】 3. Lead in :（1min）
2
游戏最后一张图片为警察图片，SS: He’s a policeman. T: Yes, He is a policeman. This is my father. My goes to work at eight o’clock every morning. Today, we’re going to learn “Module 7 Unit 1 My father goes to work at eight o’clock every morning.
【设计意图：借助游戏中出现的最后一张警察图片和学生交流引出课题。】
4. Watch, listen and answer. （2min） （出示课件）T:Now, look at this picture. What time is it? Yes , It’s six o’clock. 由钟表引入课文活动一的场景，引导学生观察图片信息：Look, Mr. Smart is cooking. Mrs. Smart is cleaning the floor. Amy and Sam are watching TV. They will go to the park tomorrow. 让学生猜测Amy一家明天去公园的时间，让学生带着问题去观看课文活动一的动画。 T: Now, please watch and listen.(去掉字幕）
T: What time will they go there?(出示课件) At half past eleven or half past seven? Well done! Big hands!
5. Listen and repeat（1min） T: Now let’s listen and repeat.
【设计意图：引导学生注意时间的表达，并为活动二做好铺垫。】 Step2 Presentati
on 18mins
Presentation :（1.5mins）
T: What do you do at half past seven? We go to school at half past seven. Daming and Fangfang are going to school too. (板书2个人物头像） What are they talking about? Maybe they are talking about the weather? What’s your opinion? Any ideas？ 【设计意图：由活动一出现的时间引出上学时间，从而呈现活动二大明和芳芳上学路上对话的场景，自然呈现课文。通过提问，引导学生去“疑、探”，培养学生发散思维】
1.Watch and listen, then answer.（1.5mins） (去掉字幕）
T:OK, let’s have a look. They are talking about parents, jobs and the time they go to work. 【设计意图：让学生通过观看课文动画，听课文内容，整体感知课文。】
2. T: So from the video, What time does Daming’s father go to work? 出示课件，（板书句型What time does_____ go to work? What does ___ do?）. 生回答，(板书_____ goes to work at _______. What does ___ do? 板书He’s a ____.(father,8:00)板书policeman图)Say the whole sentence together.（2mins）
【设计意图：通过师生问答，引导学生提取第一个人物的关键信息。并在此过程中建构出关于表达他人某个时间做某事的表达】
3.Read in pairs:（3mins）
What time does Fangfang’s father go to work? （板书father）. What does he do? Please read in pairs and find out the answers. 同桌合作，找出芳芳的爸爸几点去上班，他是做什么的？
What time does Fangfang’s father go to work? (1生答，板书18:00）,出示课件，时间轴教evening，大小声读、分组读。What do you do at six o’clock every evening? Do your homework? Have dinner or watch TV? But ...指着板书引导学生复述Fangfang’s father goes to work at six o’clock every evening. 引导学生说出That is very late. Can you read?（由take--lake--late教读late，男生女生读）What does he do?板书（worker in a factory） 【设计意图：通过生生合作，提取第二个人物的关键信息。同时围绕课文引导学生关注不同职业上班的时间不同以及家人工作的辛劳】
3
4.Read by yourself: （5mins）
4.1 Please read by yourself and find out: What time does Daming’s mother go to work ? What time does Fangfang’s mother go to work? And what do they do? (板书2个mother) What time does Daming’s mother go to work? 生回答Daming’s mother goes to work at eleven o’clock every night. 板书(23:00， 出示课件, 利用时间轴说明night所代表的时间段。What do you do at eleven o’clock at night? We go to bed. But 指着板书引导学生复述Daming’s mother goes to work at eleven o’clock every night.引导学生感受并说出That’s very very late. What does she do? She’s nurse. (板书nurse 图)
4.2 Well, What time does Fangfang’s mother go to work? 生回答She goes to work at half past five every morning. （板书05:30）. Please say the whole sentence together. (全班齐读句子）Wow, half past five in the morning. Do you go to school at half past five in the morning? 引导学生感受并说出 That’s very early. 教授单词early（请生读，生带全班跟读）. What does she do? She’s a taxi driver.
【设计意图： 放手让学生独立完成提取最后两个人物上班时间及职业的关键信息， 一步一步建构清晰的思维导图，为学生复述课文做好铺垫】
5. Daming and Fangfang go to school at half past seven. Who they would meet on their way to school?他们在上学路上会遇到谁？生答Fangfang’s mother. T: Here she comes. Fangfang is so happy and says...Can you read it? 带生有感情朗读最后一段。（1min） 【设计意图：关注课文的情景化，在了解两位主人公父母上班的时间的情况下让学生们猜测此时在上学路上最有可能会遇到谁，从而引出课文最后一段与芳芳妈妈相遇的场景】
6. Listen and repeat! （3mins） Ss listen and repeat. 【设计意图：大声朗读英语不仅能够刺激学生深入理解文本，还能帮助学生的口语能力得到进一步发展，使之语言更加流畅、优美】
7. Let’s retell. （1min）
T：Wow, you can read it well. Let’s retell the text together. Big hands for yourself.
【设计意图：让在思维导图的帮助下能够复述课文，锻炼学生综合语言运用能力】
Step 4 Practice and consolidation 1. Make funny sentences .(6mins） Boys and girls, let’s play a game: Make funny sentences. I have three boxes here: Who, what , what time. There are some words and phrase in the boxes. Can you read it? 生读出PPT中who 的人物词汇。 And this box has many
activities. Let’s read together. And the last one is about time. For example…生齐读短语。 We need three students to pick up one card from each box. You should ask “What time does ___ ____”before the last student show the time. OK? If you ask correctly, these three students should answer the question according to the sentence you’ve made. 【设计意图：通过造句游戏，引导学生观察、理解和运用句型。同时，游戏也激发了学生学习的热情与积极性】 2. Writing: My family Well, you can make funny sentences. That’s great. Now, let’s do some writing.
4
12mins
2.1.学生根据表格和句子结构提示，写My family(4mins)
My father goes to work at _______ every _______.He’s a _______. My mother __________ at _______every _______.She’s a ______ . My__________________at___________________.He/She’s a_______. I____________________at___________________. （提醒学生注意动词第三人称单数形式的运用）
2.2.请部分学生朗读自己的短文，教师进行评价和指导（2mins） 【设计意图：让学生在表格和句子结构的提示下完成书写句子的任务，由此组合成一篇描写家人的小短文。在提供句子结构的时候考虑不同水平层次的学生，做到分层教学。在学生朗读自己的短文时，及时评价，引导学生关心父母，体谅父母工作的辛劳，为最后的感情升华做好铺垫】 Who
What time
What does he/she do?
get up
go to work
have dinner go to bed
Mum 7:00 Dad
uncle ...
Step 6 Summary 3mins
1. 感情升华
T：To live better life, our parents work hard every day. They are tired. They are not easy. We should help to do some housework. The most important, we should study hard. Where there is love, there is family!
【设计意图：通过PPT动画，让学生感受父母及家人工作的辛劳与不易，引导学生多为家人做力所能及的事，更重要的是努力学习，爱父母，爱家人。】
2. Summary: Today we learned to talk about our parents’ jobs. 指着黑板板书全班齐读课题。
3. Homework for today.
3.1 Read the text in roles with your partner. 3.2 Revise your writing. 【设计意图：让学生课后和同伴分角色朗读课文，以弥补课上朗读次数太少的局限。
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