Module 3 Unit 2 Daming took a photo of his father（教学设计）-2025-2026学年五年级英语上册（外研版（三起）（2012））

该小学英语教学设计聚焦过去时态（Where did... go? What did... do?）描述旅行经历，以歌曲《Where did you go?》导入激活学生周末活动经验，通过猜Daming父子去向搭建支架，衔接学生已知与课文新知。 特色在于分层阅读任务（Skimming找地点、Scanning查细节、Intensive学行为）提升语言能力，chant巩固动词过去式（go-went等）强化记忆，拓展长城等文化景观渗透家国情怀（文化意识），小组表格调查促进真实语境运用（学习能力）。学生能在实践中激发写作欲望，教师可直接借鉴层次化活动设计，提升课堂效率。

2025年嵩县优质教学资源评选活动 五年级上册第三单元第二课《Daming took a photo of his father 》 教学设计 课程基本信息 主备人 李晓静 课型 新授课 学科 英语 年级 五年级 学段 小学 版本章节 外研版(三年级起点)五年级上册Module 3 Unit 2 教学目标 通过本课学习，学生能够： 1、在看，听，说的活动中，获取和梳理对话信息，理解文章中以第三人称转述过去发生的事情。(学习理解) 2、在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言，行为以及同伴的表现进行多角度评价。(应用实践) 3、在小组内进行真实语境的创设，以第三人称转述询问并回答某人去了哪里，看到什么，做了什么，通过学习，树立学习自信心，激发学生的写作欲望。(迁移创新) 教学重难点 能运用已学语言进行论，陈述过去的行为能从"Who""What""How","When"四个角度描述自己的旅行经历进行写作。 学情分析 谈论周末活动这一话题学生能够切身的带入自身的体验和感受，所以学生对这个话题很感兴趣。每个学生都有自己不同的周末活动，所以学生能够更好的投入到学习中；本模块的学习重点是学会运用"Where did+主语+go(+其他)?"及答语"主语+went(to)+地点"询问并回答去了哪。 教学准备 PPT, 调查询问表格 教学过程 Step 1. Lead in 1.Sing a song. Where did you go? What did you see? Who did you meet in London? Where did you go? What did you see? What did you buy in London? I went to the park. I saw lots of places. I didn't buy anything at all. but I had a lovely time! Lingling去了London，她都去了哪里，遇见了谁，干了什么事情，她玩得开心吗?组织学生在欢快 的歌声中开始本节课的学习。 2.Let's talk. Where did you go at the weekend? 谈论周末活动这一活题学生能够切身的带入自身的体验和感受，所以学生对这个活题很感兴趣。每个学生都有自己不同的周末活动，所以学生能够更好的投入到学习中。 Step2 . Pre-reading Let's guess. Where did Daming and his father go? 教师设置任务过渡到让学生谈论 Daming 和他的爸爸周木去了哪里. Step3. While-reading 一，Skimming 1. Let's read. Where did Daming and his father go? Daming and his father went to the Great Wall. al -all - wall:/ o:1/wo:l/ 二，Scanning 1.How did they go there? They went there by bus. 2.When did they arrive? They arrived there at ten o'clock. 出示问题，组织学生再次阅读课文内容，然后回答问题考查学生对课文的理解和掌握程度的同时，锻炼学生的阅读理解和口语表达能力. 三，Intensive reading 2.Let's listen and read after. What did they do? They walked on the wall for one hour. They took photos of the mountains with beautiful flowers and green plants. Daming took a photo of his father 出示文章内容，播放听力，组织学生边听边应读文享深入学习了解文章内容。 Step4. Post-reading 1. Let's retell. 2. Let's chant. go --go---went go --go---went I went to the Great Wall last weekend. walk --walk --walked walk --- walk ---walked I walked on the wall. arrive -arrive ---arrived arrive--arrive--arrived I arrived there at ten o'clock. take--take---took take---take---took I took lots of photos. 3.Let's enjoy. the Great Wall One who has never been to the Great Wall is not a hero.不到长城非好汉。 the West Lake the Palace Museum the Summer Palace Luoyang Baiyun Mountain 通过欣赏祖国大好河山的美景，提倡学生劳逸结合，在闲暇之余走进大自然。升华学生情感，热爱旅行，热爱我们的祖国母亲。Love travelling .And love our motherland! 4.Let's talk about your last weekend. Where did you go? How did you go there ? When did you arrive there? What did you do? Step5.Summary Words: wall arrive mountain with plant flower Sentences: They walked on the wall for one hour They took photos of the mountains with beautiful flowers and green plants. Daming took a photo of his father. Step6.Homework Please write a passage about your weekend according to the survey. 歌曲导入，生动活泼，学生积极性高涨。 由谈话引出课文，过度自然。 教师主动引导，观察学生分部阅读任务的有效度、获取关键信息的能力。 教师观察学生复述课文的神态，语言，肢体动作是否到位。 由参观长城，拓展延伸到祖国大好河山，既拓展了知识，又升华了情感。 通过小组内完成表格，进行真实语境的创设，灵活运用般过去时态描述自己的旅行经历，将实际生活与英语语态相关联，激发学生学习英语的兴趣。 将本节学到的知识学以致用。 板书设计/课堂小结 Blackboard design: Summary： 1. Words: wall arrive mountain with plant flower 2. Sentences: They walked on the wall for one hour They took photos of the mountains with beautiful flowers and green plants. Daming took a photo of his father. 教学反思 课堂活动的层次设计较为合理，从机械操练到半开放练习，再到情境对话，学生的参与度逐步提升。但小组活动中，部分学生仍然依赖教师提示，表达不够主动。今后可以加入更多激励机制，如小组竞赛或角色表演，让学生更愿意开口。 最后，课堂总结部分，学生能够复述本节课的重点句型，说明教学目标基本达成。但如果能让学生用自己的话举例，效果会更好。总体来说，本节课完成了预设的教学任务，但在时间分配和学生语言输出的深度方面还有提升空间。 — - 1 - — 学科网（北京）股份有限公司 $