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Module7Unit1My father goes to work at eight o’clockevery morning.教材分析：本模块围绕工作与时间这一话题开展本模块的学习，学生将以家庭为活动背景，通过对话形式运用一般现在时来探讨父母的工作及工作时间，感知父母工作的辛苦。
教学目标：1.语言知识目标:A:能听、说、读、写单词:evening late worker factory early taxi B:能听、说、读、写句子:My … /He/She goes to work at… every … She / He is a / an …2.语言技能目标:掌握并能在现实生活中使用句子:My … /He/She goes to work at… every … She / He is a / an …来谈论活动、行为或事件发生的时间。
3.情感态度目标:A.培养学生的阅读能力、竞争意识和合作意识。
B.通过对自己父母工作以及作息时间的描述让孩子们体会父母工作的辛苦,让孩子们学会感恩父母。
教学重点、难点:全体学生能运用句型My … /He/She goes to work at … every … She / He is a / an …来谈论活动、行为或事件发生的时间。
教学准备：1.课件2. 点读笔3. 评价实物4.头饰教学过程：一、Warming up1、Sing the ‘finger family song’, 活跃课堂气氛，引出Mr Smart 一家人。
2、播放活动1 动画。
请学生回答：“When will Mr Smart take Sam and Amy to the park ?”再次播放录音，学生逐句跟读并注意模仿语音语调。
二、Presentation1、播放活动2 的动画，学生看图，教师通过简单的问题“What arethey talking about? ” 理解课文大意。
Module7 Unit1My father goes to work at eight o’clock every morning.教学设计一、教学目标(Teaching aims)（一）知识目标(Knowledge aims)1. 听、说、读、写单词taxi, late, early, worker, evening，听、说、认读单词factory。
2. 听、说、读、写并运用句型My father/mother goes to work at ... 表达自己的父母的上班时间；运用句型He’s/She’s a ...描述某人的职业。
（二）能力目标(Ability aims)1. 能够表达自己的父母的上班时间。
2. 能够描述某人的职业。
二、教学重难点(Teaching points and difficulties)（一）重点(Points)1. 听、说、读、写单词taxi, late, early, worker, evening。
2. 运用句型My father/mother goes to work at ...表达父母的上班时间。
（二）难点(Difficulties)当主语为第三人称单数时，谓语动词要用第三人称单数形式。
三、教学准备(Teaching preparation)课件，电脑，板书贴纸。
四、教学过程Step 1: Warm-up1. 师生相互问候。
2. 教师播放歌曲《Family song》(设计意图：学生听，引起兴趣，活跃课堂气氛)。
Step 2：Lead-in1.教师告诉学生刚才歌曲里边是一个幸福的大家庭，引入活动一，那我们的Sam家也是一个幸福的家庭。
展示活动一图片。
并告知学生：They will go to the park tomorrow .What time will Amy go to the park?要求孩子听录音找出答案。
2.出示孩子照片，复习时间，并引出pupil。
Module7 Unit 1My father goes to work at eight o'clock every morning一、教学目标目标1.知识目标：让学生基本掌握时间的英语表达方式以及一些普通职业的英语表达方式。
2.能力目标：通过学习，学生可以用完整的句子表达父母的职业及上班时间。
3.情感目标：使学生能够了解到父母工作的繁忙，体谅父母的辛苦，同时对自己将来的人身目标做一定位，并能树立为此目标而奋斗的人生信念。
二、教学重点及难点1）单词：职业：policeman/worker/nurse/doctor/taxi driver其他：evening/late/factory/early2）词组时间的2 种不同的表达方式：整点：at eight o’clock半点：at half past five3）句型My father/mother goes to work at every （时间）.What does he/she do?He/She is a （职业）.That’s early/late.三、教学方法1，适当使用多媒体辅助教学，增加课堂趣味性。
2. 采用“任务型”教学活动策略，合理开展role play 等英语教学活动。
四、教学过程设计Step 1:Warming-up1.Greeting.2.Play a game: Sharp eyes. 猜时间,让同学们猜PPT 上快速闪现播放的时钟上面的时间。
3.Gussing game: What does he/ she do? 猜职业。
通过一些与各职业相关的图片让学生猜出各职业。
教师引出“what does he/she do?”句式，并引导学生用“He/She is a …”句式回答。
（设计意图：带领同学们复习学习过的时间表达方法，并导入新的有关职业的单词和句式的表达方法。
）Step 2:Presentation1）Listen and answer.How many people are they talking about?Who are they ?2）Listen and circle.请学生圈出文中有关职业单词。
外研版五年级英语下册Module 7综合素质评价一、听句子,选出你所听到的单词。
(5分)()ke te C.quarter()2.A.work B.evening C.worker()3.A.early B.taxi C.worry()4.A.to B.too C.two()5.A.hurry B.carry C.factory二、听句子或对话,给下列图片排序。
(5分)() () () () ()三、听对话,根据所听内容,选择正确的答案。
(10分)()1.Mary’s mother is a .A.teacherB.farmerC.doctor()2.Dad will be home at .A.half past sevenB.seven o’clockC.a quarter to seven()3.They will go to school .A.on footB.by school busC.by taxi()4.Mary’s father goes to work at .A.half past five every morningB.twenty past five every morningC.a quarter to five in the afternoon()5.Today is .A.Mother’s DayB.Lily’s mum’s birthdayC.Children’s Day四、听短文,根据所听内容在下列表格中相应位置打“√”。
(10分)MotherAuntFatherUncleMary五、根据图片及首字母提示补全单词。
(5分)第1题图第2题图第3题图第4题图第5题图1.My father is a t driver.2.It’s a q past three.We’re taking a PE class.3.This is a f .My brother works there.4.I often go home in the e after school.5.My uncle is a w .He works very early in the morning.六、选词填空,补全句子。
五下M7U1My father goes to work at eight o’clock every morning.一、教学目标：1.知识目标(1)全体学生能理解、会说单词：evening,late,worker,factory,early,taxi(2)全体学生能听懂、会说句子：My father goes to work at eight o’clock every morning.2.能力目标（1）全体学生能运用功能句My father goes to work at eight o’clock every morning.谈论行为或事件发生的时间。
（2）能够借助图片、多媒体课件等教学辅助工具理解语义并进行交际场景的模拟和再现。
3.情感目标（1）积极参与各种课堂学习活动。
（2）通过对本课的学习能更好地理解父母工作的辛劳，给他们更多的关心。
二、教学重难点:运用My father goes to work at eight o’clock every morning.He’s a policeman.这类语句来谈论家人的职业及上班时间。
三、教学过程Step1 ：Warming up1. Enjoy the song: What’s the time?2. Review the expression of the time.Step2：Presentation and practice1. Use the pictures and review the time.2.Watch the cartoon and try to find: What are they talking about?3. Watch Picture1 and answer the questions:(1) What time does Daming’s father go to work?(2) What does he do?4. listen to Picture2 and find the answers:(1) What time does Fangfang’s father go to work?(night和evening的区别)Evening:傍晚、夜间，指18:00---22:00。
外研版五年级下册英语Module 7《Unit 1 My father goes to work at eight o'clock everymorning.》教案一、教材分析:本节课是外研版五年级下册Module 7《Unit 1 My father goes to work at eight o'clock every morning.》，主要围绕着"职业"这一主题展开。
课文中通过描述父亲每天早上八点上班的情景，引发学生对职业的思考和讨论。
同时，课文中出现了一些与职业相关的词汇，如evening, late, worker, early, taxi和factory，学生需要学会认读这些词汇。
二、教学目标:语言能力目标:1. 能根据英语情景回答问题。
2. 能设计并用全英文解说图片。
思维品质目标:1. 能积极参加英语游戏。
2. 积极回答老师提出的问题。
3. 在小组合作学习中积极参与，善于思考并解决问题。
文化品格目标:在本课英语学习中，学会感恩与珍惜，热爱学习。
学习能力目标:能提问职业，并会回答。
三、教学重难点教学重点:1. 怎样提问职业。
2. 学会认读词汇: evening, late, worker, early, taxi, factory。
教学难点:小组内提问回答。
教师要引导点拔。
四、学情分析:学生已经学习过一些关于职业的知识，对一些常见的职业有一定的了解。
部分学生对英语学习持有积极态度，能够积极参与课堂活动。
然而，部分学生可能对于提问职业以及运用相关词汇进行回答还存在一定的困难。
五、教学过程:Step 1: Warm-up1. Greet the students and review the previous lesson briefly.Teacher: Good morning, class! How are you today? Let's quickly review what we learned in our last lesson. Who can tell me some occupations we talked about? Raise your hand, please.Students: (Raise hands and answer) Doctor, teacher, driver, police officer, firefighter, etc.2. Show pictures of different occupations on the board andask students to name the occupations in English. Encourage them to use complete sentences like "He is a doctor" or "She is a teacher."Teacher: Great job! Now, let's look at these pictures. Can you tell me what each person does? Use a full sentence, like "He is a doctor" or "She is a teacher."Students: (Volunteer answers) He is a police officer. She is a firefighter.Step 2: Presentation1. Introduce the new vocabulary words: evening, late, worker, early, taxi, factory. Write them on the board and explain their meanings using gestures, real objects, or pictures.Teacher: Today, we have some new words to learn. Let's start with "evening." (Teacher gestures to indicate the time of day) It's the time between afternoon and night when the sun is going down. Can you say "evening"?Students: Evening.Teacher: Excellent! Now, let's learn the word "late." (Teacher pretends to look at a clock and shows a gesture of being in a hurry) It means not arriving or doing something on time. Can you say "late"?Students: Late.Repeat the process for the remaining vocabulary words: worker, early, taxi, factory.2. Use the vocabulary words in sentences to provide context and help students understand their usage.Teacher: Now, let's use these words in sentences. Listen carefully and try to understand the meaning. (Teacher provides sentences with the new vocabulary words) For example, "My father sometimes works late at night." Repeat after me, "My father sometimes works late at night."Students: (Repeat) My father sometimes works late at night.Repeat the process for the other vocabulary words, giving examples and having students repeat after you.Step 3: Practice1. Divide the class into small groups. Each group will havea set of picture cards depicting different occupations.Teacher: Now, it's time to practice using the occupations we learned. I will divide you into small groups. Each group will receive a set of picture cards showing different occupations. Work together and take turns asking and answering questions about the occupations. Use the vocabulary words we learned and try to have a conversation. Remember to use complete sentences.You can start like this, "What does he/she do?" or "Is he/shea doctor?"2. In their groups, students take turns asking and answering questions about the occupations shown on the cards.Student A: What does he do?Student B: He is a teacher.Student C: Is she a police officer?Student D: No, she is a doctor.3. Walk around the classroom, monitor the groups, and provide assistance as needed. Encourage students to use complete sentences and engage in meaningful conversations.Step 4: Game Time1. Play a game of "Guess the Occupation." Choose one student to come to the front of the class and act out an occupation silently. The rest of the class has to guess the occupation based on the student's actions.Teacher: Now, let's have some fun with a game called "Guess the Occupation." I will choose one student to come to the front. You need to silently act out an occupation, and the rest of the class will guess what occupation you are showing. Remember, no speaking, only actions.2. Repeat the game with different students taking turns toact out various occupations. Encourage the students to use English to describe the actions and ask questions.Teacher: Great job! Now, it's another student's turn. Remember, use actions to show the occupation, and the class will guess. Let's begin!Step 5: Consolidation1. Show a picture of a clock on the board and ask students to describe their daily routines or their parents' daily routines using the vocabulary words and sentence structures learned in this lesson.Teacher: Look at this picture of a clock. Can you describe your daily routine or your parents' daily routine? Use the vocabulary words and sentence structures we learned today. For example, "My father goes to work at ______ every morning/evening."2. Provide sentence frames to support their responses, such as "My father/mother goes to work at ______ every morning/evening."Student A: My father goes to work at the factory early in the morning.Student B: My mother works as a taxi driver in the evening.Student C: I go to school late because my bus arrives late.Student D: My sister is a factory worker. She sometimes works late at night.3. Give positive feedback and praise to students who actively participate and use English effectively.Teacher: Excellent job, everyone! I'm impressed with how well you used the vocabulary words and sentence structures. Keep up the great work!Step 6: Wrap-up1. Review the new vocabulary words and ask students to repeat their meanings.Teacher: Before we finish, let's quickly review the new words we learned today. Repeat after me and say the meanings. (Teacher points to each vocabulary word)Students: (Repeat after the teacher) Evening means the time between afternoon and night. Late means not arriving or doing something on time. Worker is a person who does a job. Early means happening or done before the usual time. Taxi is a car that carries passengers for a fare. Factory is a building where goods are produced.2. Summarize the key points of the lesson and ask students if they have any questions or clarifications.Teacher: Today, we learned about different occupations andsome new vocabulary words related to time and work. We practiced asking and answering questions, played a fun guessing game, and described daily routines. Do you have any questions or anything you'd like to ask?Students: (Ask questions or seek clarifications if needed)六、板书设计:Occupations:doctor，Teacher，driver，police officer，firefighterVocabulary:evening，lateworker，early，taxi，factorySentence structure:My father/mother goes to work at ______ every morning/evening.七、教学反思:本节课主要围绕职业展开，通过图片、游戏和问答等多种形式，激发学生对职业的兴趣，并通过学习相关词汇和句型，提高他们的语言应用能力。
