Module 2 Unit 6 Family life（教案）-2025-2026学年沪教牛津版（深圳用）（2015）英语五年级上册

沪教牛津版（深圳用）五年级上册英语 《Unit 6 Family life》教案 授课教师：________ 授课时间：_________ 累计___课时 课题 《Unit 6 Family life》 课型 新授课 教材 分析 《Unit 6 Family life》围绕家庭成员称呼、职业、日常作息及家庭生活展开，重点学习家庭成员词汇如father, mother, grandparents, uncle, aunt, cousin等，掌握be动词与职业搭配的句型结构，如My father is a doctor，并运用This is... / These are...介绍家人。学生需理解并使用频率副词always, usually, often, sometimes描述生活习惯，结合时间表达at six o’clock, in the morning等描述日常活动，熟练运用How many people are there in your family? What does he/she do?等问句进行交流，提升听、说、读、写能力，并在真实语境中介绍家庭情况，体现语言实际应用。 教学 目标 能说出家庭成员的英文名称并正确运用This is my... These are my...句型进行介绍 会运用My father is a... What does your mother do?等句型描述家庭成员的职业 能结合at six o’clock in the morning等时间表达和频率副词usually often sometimes描述家庭成员的日常作息 能在真实情境中通过问答How many people are there in your family? Who are they?介绍自己的家庭基本情况 教学 重难点 ▲重点： 1.掌握家庭成员词汇如father mother grandparents uncle aunt cousin的正确发音与运用，并能使用This is my... These are my...句型准确介绍家人 2.熟练运用My father is a... What does your mother do?等句型描述家庭成员的职业，注意冠词a/an的正确搭配 ■难点： 1.正确使用频率副词usually often sometimes在一般现在时句子中描述家庭成员的日常作息，并与时间表达at six o’clock in the morning等结合使用 教学 准备 教师准备：准备好家庭成员词汇卡片，包括father mother parents grandfather grandmother grandparents uncle aunt cousin brother sister等，制作配套PPT展示家庭照片和日常活动场景，准备时钟模型用于时间表达教学，下载课本配套听力音频，设计包含频率副词与时间搭配的练习单，准备全家福模板供学生课堂介绍使用 学生准备：回忆并列出自己家庭成员的称呼，思考每位家庭成员的职业与日常作息时间，提前绘制或带来一张全家福照片，复习be动词的基本用法及冠词a an的使用规则，预习本单元核心词汇和句型结构 流程 教学设计 二次备课 导入 方式：情境创设与生活经验结合，利用多媒体展示真实家庭生活场景，引导学生进入主题 内容：教师微笑着站在教室前方，大屏幕缓缓播放一段温馨的家庭生活视频：清晨阳光洒进客厅，一个小男孩从床上起身，轻声叫醒妹妹；妈妈在厨房准备早餐，爸爸系着领带看报纸；餐桌上一家人边吃早饭边聊天；随后孩子背上书包上学，父母各自出门工作。画面切换到傍晚，祖父母散步归来，全家人围坐看电视、笑声不断。视频结束，教师拿出一张自己的全家福照片举起来说：“This is my family. There are four people in my family. This is my father. He is a teacher. This is my mother. She works in a hospital. I love them very much.” 接着转向学生问道：“Do you want to know about your classmates’ families? Today we’ll learn how to talk about our family life.” 目的：通过贴近学生生活的视频和教师亲身示范，激发学习兴趣，唤醒对家庭生活的认知经验，自然引出本单元主题“Family life”，为后续学习家庭成员称呼、职业描述及日常作息表达做好铺垫 教学内容与过程 环节一： 教师活动：教师展示课本中的家庭图片，指着图片中的人物逐一教授新词汇，如father, mother, grandfather, grandmother, uncle, aunt, cousin等。结合手势和重复朗读帮助学生正确发音。随后使用This is my...句型介绍图片中的人物，例如This is my brother. He is eight years old. 并引导学生模仿造句。 学生活动：学生跟读家庭成员词汇，注意发音准确，特别是grandparents, cousin等较难发音的词。观察图片并尝试用This is my...句型描述自己看到的家庭成员。两人一组进行角色扮演，互相介绍图片中的家人。 设计意图：通过直观图片呈现家庭成员，降低理解难度，帮助学生建立词汇与实际人物之间的联系。使用简单句型输入语言结构，为后续输出做准备。小组练习促进语言互动，提升口语表达能力。 环节二： 教师活动：教师出示不同职业的图片（医生、护士、教师、警察等），教授职业类词汇doctor, teacher, nurse, policeman, cook等，并板书My father is a...句型。强调冠词a/an的使用规则，举例说明an English teacher的正确搭配。组织全班齐读句子，然后提问个别学生：What does your mother do? 学生活动：学生看图识记职业词汇，模仿教师发音，区分容易混淆的词如teacher和driver。在教师示范后，能用My... is a...完整回答家庭成员的职业。同桌之间轮流问答，交换信息。 设计意图：将家庭成员与职业自然衔接，增强语言实用性。通过反复操练核心句型，巩固语法结构和冠词用法。问答形式培养听与说的能力，鼓励学生在真实交流中运用所学内容。 环节三： 教师活动：教师利用钟面教具展示时间表达，教授at six o’clock, half past seven, in the morning/afternoon/evening等短语。播放一段关于日常作息的录音，内容包括I get up at seven, My mother cooks breakfast at six thirty等句子。播放后提问：When does he go to school? 引导学生提取关键时间信息。 学生活动：学生观察钟面说出对应时间，集体练习时间表达。听录音时专注捕捉时间与动作的搭配，听完后回答教师提出的问题。根据录音内容完成填空练习，如I ___ at 7:00 in the morning. 设计意图：借助视觉教具强化时间表达的记忆，使抽象概念具体化。听力训练提升学生获取细节信息的能力，同时为描述日常活动积累语言素材。填空任务检测理解程度，实现听与写的结合。 环节四： 教师活动：教师列出频率副词always, usually, often, sometimes, never，解释其含义并按频率高低排序。结合例句讲解它们在句子中的位置，如She usually gets up at six. We sometimes watch TV after dinner. 组织学生进行替换练习，改变主语或副词位置以加深理解。 学生活动：学生记忆五个频率副词的意义和顺序，模仿例句造出自己的句子，如I always brush my teeth before bed. 小组内分享彼此的生活习惯，使用目标句型进行交流。 设计意图：明确频率副词的语法规则和使用位置，突破教学难点。通过个性化表达连接学生自身生活经验，提高语言运用的真实性和参与度。小组交流营造轻松氛围，增强语言输出信心。 环节五： 教师活动：教师投影一个完整的家庭介绍范例，包含家庭人数、成员介绍、职业描述及日常作息，带领学生逐句分析结构。然后布置写作任务：Write about your family using at least five sentences. 提供写作框架支持，如There are ___ people in my family. My father is a ___. He usually... 学生活动：学生阅读范文，识别其中的关键句型和信息点。根据提示独立完成书面写作，注意语法正确、句子连贯。完成后与同伴交换作文，互相检查拼写和句型错误。 设计意图：范文分析帮助学生构建清晰的写作思路，掌握段落组织方式。写作任务整合本单元所学词汇和句型，全面检验语言综合运用能力。同伴互评促进合作学习，提升自我修正意识。 拓展 与小结 拓展延伸： 1. Encourage students to interview their family members at home in English, asking questions like What time do you usually get up? or What does your father do? and record the answers in a small notebook. 2. Introduce different types of families around the world, such as big families, small families, or families with pets, helping students understand cultural diversity through simple descriptions. 课堂小结： 1. Students can accurately name family members and use This is my... These are my... to introduce them. 2. Students are able to describe family members’ jobs using My father is a... and ask about others’ jobs with What does your mother do? 3. Students can talk about daily routines using frequency adverbs such as usually, often, sometimes with time expressions like at seven o’clock in the morning. 4. Students can answer and ask questions like How many people are there in your family? Who are they? in real communication. 板书 设计 《Unit 6 Family life》 一、Key Concepts / Questions · Family Members: → father / mother / parents → grandfather / grandmother / grandparents → uncle / aunt / cousin → brother / sister / baby brother / baby sister → me (in family introduction) · Occupations: → doctor / teacher / nurse / policeman / cook / farmer / driver / worker / manager → My father is a ______. [Use a/an correctly] → What does your mother do? → She is a ______. · Daily Activities: → get up / have breakfast / go to school / go to work → do homework / watch TV / play games / read books → clean the house / cook dinner / take a walk / go to bed · Time Expressions: → at six o’clock / half past seven / quarter to nine → in the morning / afternoon / evening / at night → every day / on weekdays / on weekends · Adverbs of Frequency: → always → usually → often → sometimes → seldom → never → ★ Position: before main verb, after be verb He usually goes to work at eight. She is always at home in the evening. 二、Sentence Structures & Usage · Introducing Family: → This is my... (father, aunt, uncle) → These are my... (parents, grandparents, cousins) → Who are they? → They are my ______. → Is this your brother? → Yes, it is. / No, it isn’t. → Are those your cousins? → Yes, they are. / No, they aren’t. · Describing Jobs: → Subject + be + a/an + job ★ I am a student. ★ My uncle is a cook. ★ Her aunt is an English teacher. [an before vowel sound] · Talking About Routines: → I usually get up at 6:30 in the morning. → My sister often does her homework after dinner. → We sometimes go to the park on Sundays. → ★ Combine with time: at + clock time, in / on / at phrases · Asking Questions: → How many people are there in your family? [There are ___ people.] → Who are they? [They are ______.] → What does your father do? [He is a ______.] 三、Summary / Key Points · Use correct family vocabulary in speaking and writing · ★ Master structure: This is... / These are... for introduction · ★ Apply be + a/an + job accurately with proper article · ★ Place frequency adverbs correctly in sentences · Connect daily activities with time expressions naturally · Communicate about family life using full sentences in real context 教学 反思 成功之处：导入环节使用全家福照片分享活动有效激发学生表达兴趣，学生能积极运用This is my... These are my...句型准确介绍家庭成员，语言输出自然流畅。词汇教学结合图片与动作模仿，帮助学生清晰区分grandparents uncle aunt等易混淆词，课堂即时反馈显示掌握率较高。小组角色扮演模拟家庭日常对话，学生在真实语境中正确使用My father is a doctor. She usually cooks dinner at six thirty等句型，体现对职业描述与时间表达的整合能力。 不足之处：部分学生在使用频率副词时出现位置错误，如I am often late for school写成I often am late，说明对副词在实义动词前、be动词后的位置规则理解不牢固。听力任务中对quarter past和half past的时间辨识准确率偏低，尤其在快速语流中易混淆quarter to seven与half past six。写作输出中冠词遗漏现象普遍，如My mother is teacher未加a，反映出语法细节落实不到位。 改进设想：后续课时增加频率副词专项排序练习，通过句子重组卡片活动强化语序规则。设计时间表达听力微技能训练，利用钟面图与慢速-常速对比录音提升辨音能力。写作前加入“句子医生”纠错环节，重点检查冠词与主谓一致问题，并提供带冠词标注的范文模板供参考。在家庭作业中加入家长访谈任务，要求用英语询问父母作息并记录，增强语言迁移与实际应用。 教学亮点：一名平时沉默的学生主动用完整段落介绍三世同堂家庭，准确使用There are five people in my family. My grandma takes a walk every morning. We sometimes eat out on weekends. 获得全班掌声；另一组自编对话加入宠物狗作为“family member”，创造性使用This is my dog. He’s like my brother. 展现语言灵活性。 待解决问题：如何帮助学习困难学生区分uncle/aunt在中文亲属关系中的多重对应？是否需要补充文化注释说明英语中不区分父系母系？此外，单亲家庭或重组家庭学生在介绍时表现出犹豫，如何在尊重个体差异的同时引导其自信表达仍需进一步探索。 学科网（北京）股份有限公司 $