Unit 3 Happy together（3课时）（教案）-2026-2027学年外研版（三起）英语五年级上册

该小学英语教案聚焦外研版五年级上册《Unit 3 Happy together》，核心内容包括友谊主题词汇、连词and/but/because及两篇叙事故事阅读。课堂导入依托教材插图创设交友情境，激活学生旧知，通过表格支架匹配词汇短语，结合故事语境学习生词，为阅读铺垫。 特色是以故事为载体融合语境化语法教学与主题育人，学生在Duoduo和小鸟小狗的故事中感知连词表意（思维品质），通过分角色朗读、小组对话提升语言能力，结合国际友谊日知识培养文化意识。为教师提供渐进式教学流程，助力学生在真实表达中掌握语言，理解友谊真谛。

《Unit 3 Happy together》教案（3课时）-2026-2027学年外研版（三起）（新版）小学英语五年级上册 一、学情分析 五年级学生已经具备一定的英语听说认读基础，能够运用简单句型描述人物、爱好、日常活动，具备小组合作、看图提取信息的学习能力。学生在现实生活中有丰富的交友经历，对朋友、相处、矛盾等话题有生活体验，但对于and、but、because连词的系统使用还不熟练，很难用复合句完整表达原因、转折与并列关系。该年龄段学生乐于参与故事阅读、情景对话，但在阅读语篇抓取细节信息、用英语表达内心感受方面仍存在不足，需要依托课本故事、图表支架，由词汇到句型，再到语篇逐步推进学习，在真实语境中掌握语言，同时理解尊重差异、珍惜友谊的主题意义。 二、教材分析 本课选自外研版（三起）2026秋新版五年级上册第三单元《Happy together》，单元主题属于“人与自我”，围绕友谊、朋友相处展开。教材板块依次为Get ready词汇导入板块、Start up故事语篇《Duoduo’s best friends》，Speed up阅读故事《Friends with differences》，Fuel up语法聚焦连词and/but/because，最后设置综合输出板块。教材以两个小故事作为载体，第一个故事Duoduo与Tutu讲述老朋友遇见新朋友的矛盾与和解；第二个小鸟与小狗的故事探讨朋友之间存在差异也可以成为好朋友。语法重点为并列连词and，转折连词but，原因连词because，教材借助故事语境呈现语法，不单独讲解枯燥语法条文，引导学生在故事中感知连词表意功能。本单元既是对四年级人物、爱好话题语言的复现提升，同时训练学生阅读叙事小故事，读懂故事情节，输出简单语段，实现语言学习与情感育人融合统一。 三、核心素养教学目标 依据2022版义务教育英语课程标准，围绕语言能力、文化意识、思维品质、学习能力设定目标。 1. 语言能力：能够听、说、认读单元核心词汇与短语：friendship, unhappy, miss, join, walk away, help each other, share things, listen to each other；能读懂课本两篇故事，提取故事人物、情节关键信息；理解并在语境中正确使用and、but、because连接简单分句；能够运用句型描述朋友相处、表达情绪、说明原因，完成对话与简短语段输出。 1. 文化意识：了解国际友谊日相关小知识，懂得不同文化背景下人们都珍视友谊；理解真正的友谊可以接纳彼此不同，学会友善对待新朋友，珍惜老朋友，树立友好交往意识。 1. 思维品质：能够阅读故事梳理故事起因、经过、结果；能够对比分析朋友之间的相同点与不同点；借助连词逻辑理解句子之间并列、转折、因果关系，训练逻辑推理能力，能简单表达自己对于交友的观点。 1. 学习能力：学会借助图片、上下文理解故事生词；能够开展小组合作朗读、角色表演；学会使用图表梳理故事信息，掌握阅读小故事的基本学习策略。 四、教学重难点 教学重点：掌握友谊主题核心词汇短语；读懂教材两篇叙事小故事；理解and表并列、but表转折、because表原因的用法，能在句子中正确使用三个连词；能用英语简单描述朋友之间相处的情景。 教学难点：在真实表达中区分but与because，正确使用连词连接两个分句；读懂故事背后主题含义，结合自身生活运用语言表达对友谊的理解。 五、教学过程 第一课时 Get ready & Start up（词汇板块+课文故事Duoduo’s best friends） （一）情境导入，开启单元主题 教师出示教材Get ready板块主题插图，图片呈现多名同学在一起玩耍、分享物品、互相帮助的画面。 教师：Look at this picture. What are the children doing together? 学生：They are playing. They are sharing things. 教师：Yes, they stay together and feel happy. Today we will learn Unit3 Happy together，板书课题，带领学生齐读课题Happy together。 教师抛出问题开展师生问答：Who is your best friend? What do you often do with your best friend? 学生1：My best friend is Li Ming. We often play basketball. 学生2：My best friend is Amy. We read books together. 教师顺势引导：Good. Friends do many happy things together. Now please open your textbook, turn to the corresponding page of Get ready. Let’s learn the new words and phrases in our book. 设计意图：依托教材插图创设交友的真实情境，激活学生已有生活经验与旧知，自然导入单元主题，明确本节课学习任务，调动学生课堂参与积极性。 （二）研读教材Get ready板块，学习核心词汇短语 教师带领学生看课本Get ready板块，课本以图片搭配短语形式呈现：help each other，take care of each other，share things，listen to each other，be happy for each other，do happy things together。教师结合插图逐一讲解教材当中短语含义，板书重点短语，带读单词，纠正发音，重点讲解each other“互相”这一短语含义。 教师指着课本第一幅插图：Look here in your book. What do friends do? Read the phrase after me, help each other. 学生齐读短语help each other。 教师提问：What does “help each other” mean? Can you give me an example? 学生：We help each other with our homework. 教师继续讲解下一个教材短语share things，指向课本配图：Friends often share their toys or books. Read after me, share things. 教师继续依次带领学生认读listen to each other，take care of each other，do happy things together，be happy for each other。 教师出示课堂简易表格，把课本六个短语呈现在表格第一列，第二列留给学生口头匹配中文含义。 English phrases Chinese meaning help each other 互相帮助 share things 分享物品 listen to each other 互相倾听 take care of each other 互相关心 do happy things together 一起做快乐的事 be happy for each other 为彼此感到开心 教师组织课堂互动：Now I say Chinese, you say English. 教师说中文含义，学生集体输出对应的英语短语，巩固教材短语。 教师追问思考：If you are good friends, what will you do? Please use these phrases to talk. 学生：Good friends share things and help each other. 设计意图：完整落实教材Get ready板块内容，借助课本配图+表格支架，扫清本单元基础词汇障碍，为后续故事课文阅读做好语言铺垫，通过师生问答实现词到句的过渡。 （三）进入Start up课文，初读故事《Duoduo’s best friends》 教师过渡：We know what good friends do. Now let’s read a story from our textbook. The story’s name is Duoduo’s best friends。教师板书故事标题，指导学生看课本Start up板块插图，图上可以看到Duoduo，Tutu以及另外两个男孩。 教师引导学生看图预测故事：Please look at the pictures in your book. Look at Duoduo’s face. Is he happy? 学生：No, he isn’t. He looks sad. 教师：Why is Duoduo unhappy? Let’s read the story in our textbook and find out the reason. Please read the text silently, underline new words you meet。学生默读课本故事文本，圈画生词。 教师结合课文文本讲解本课生词unhappy, miss, join, walk away, best friend。教师对照课本原文句子进行讲解。课本原句：This makes Duoduo unhappy。教师讲解unhappy：happy是开心，un‑是否定前缀，unhappy就是不开心。课本句子：Duoduo feels sad and he misses Tutu。讲解miss含义为想念。课本句子：Tutu asks Duoduo to join them, but Duoduo just walks away。讲解join“加入”，walk away“走开”。 教师播放课本录音，学生听录音，跟随录音逐句跟读课文故事。 教师开展问答，检测学生整体理解：According to our textbook story, who is Duoduo’s old best friend? 学生：Tutu. 教师：What does Duoduo want to do at first? 学生：He wants to play with Tutu. 教师：But what is Tutu doing? 学生：Tutu is playing with two other boys. 设计意图：按照教材文本顺序，先看图预测，再默读课文圈画生词，依托课文原句讲解生词，不孤立讲解单词，训练学生借助语境理解生词的阅读策略，把握故事整体情节。 （四）精读课本故事文本，抓取细节，感知but初步语义 教师带领学生再次逐段研读教材课文内容。课本第一段：For Duoduo, Tutu is his best and only friend. He wants to play with Tutu, but Tutu is playing with two other boys. This makes Duoduo unhappy。 教师手指课文当中的but，向学生提示：Look at this word “but” in the textbook. Before “but”, Duoduo wants to play with Tutu. After “but”, Tutu plays with other boys. Things are different. “but” can show the turning。教师简单渗透but表示转折，不进行复杂语法讲解，让学生在故事语境感受含义。 教师提问：Why does Duoduo feel unhappy? Please answer with the information from our book. 学生：Because Tutu plays with two other boys, Duoduo can’t play with him. 教师继续研读课本接下来的课文：Tutu asks Duoduo to join them but Duoduo just walks away. After a week, Duoduo feels sad and he misses Tutu. But Duoduo thinks Tutu may not miss him because Tutu has new friends。 教师抛出思考问题：What is Duoduo thinking at this moment? 学生：He thinks Tutu doesn’t want to be his friend any more. 教师继续阅读课本故事后半段：Just then, Tutu sits down next to him. “Hi Duoduo. How are you?” Tutu asks. “I’m unhappy because I’m not your friend now.” answers Duoduo. “Why do you say that?” says Tutu. “Yes, I have new friends, but you’re still my friend. Old friends and new friends are both very nice.” Now Duoduo has three best friends! 教师重点讲解课本关键句“I’m unhappy because I’m not your friend now.”，引导学生关注because，because用来引出原因。 教师提问：What does Tutu tell Duoduo in the book? 学生：Tutu says he has new friends, but Duoduo is still his friend. Old friends and new friends are both very nice. 教师追问：At last, how many best friends does Duoduo have in the textbook story? 学生：Three. 教师组织学生分角色朗读课本故事，扮演Duoduo，Tutu，旁白，体会人物情绪。 设计意图：逐段精读教材原文，从故事当中找出but、because的实例，让学生在故事场景中感知连词表意，提取故事细节信息；分角色朗读帮助学生内化课文语言，体会人物的情绪变化。 （五）课堂梳理小结 教师：In this class, we learn the Get ready phrases in our textbook. We read the story Duoduo’s best friends. We know Duoduo worries about his friendship. At last he understands we can have new friends and still keep old friends. Next class we will learn another story Friends with differences in our textbook, and learn more about and, but, because. 第二课时 Speed up & Fuel up（阅读故事Friends with differences+语法聚焦and / but / because） （一）复习导入新课 教师：In last class, we read Duoduo’s story. Let’s review. Why was Duoduo unhappy at first? Who can tell us? 学生：He was unhappy because Tutu played with other boys. 教师板书重现句子“I’m unhappy because I’m not your friend now.”，引导学生再次感知because表达原因。 教师：Today we will learn another story from our textbook Speed up part Friends with differences. In this story, we will meet a bird and a dog. Please open your textbook to Speed up. 设计意图：复习上一课课本故事关键句型，唤醒学生对because、but已有感知，自然过渡本节课新课文学习。 （二）研读教材Speed up故事Friends with differences 教师出示课本Speed up板块插图，图片是小鸟和小狗。 教师：Look at the picture in your book. There is a bird and a dog. Can they become good friends? Let’s read the textbook story and find out。 学生默读课本故事文本，教师巡视。课本开篇：You can’t be friends with the dog because you are so different. 教师讲解difference，different，结合课文讲解词义“不同、有差异的”。 教师带领学生朗读课文前半部分：I am small and you are big. I eat seeds and you eat meat. I fly and you run。教师重点圈出课文连续出现的and，讲解课本中and在这里用来连接两件并列的事情。 教师开展师生问答：In the book, what is the bird like? What is the dog like? Please find sentences from the text。 学生：The bird is small. It eats seeds. It can fly. The dog is big. It eats meat. It can run. 教师继续推进课本课文阅读：They worry, because they are so different. Then a rabbit comes. The bird and the dog want to be friends but they think they are too different。 教师提问：They are so different. Can they still be good friends? What is the key according to our textbook? 学生阅读课本后回答：Friends play together and friends share with each other. That’s the key. 教师结合课本原文总结：Even if two friends are different, they can still be happy together。 教师播放教材录音，学生跟读整篇Speed up故事。 设计意图：完整学习教材第二个故事，依托故事文本实例，把and、but、because三种连词全部在故事语境当中呈现，借助故事人物的差异，推进主题理解，训练学生从课本原文中抓取关键句子回答问题。 （三）教材Fuel up板块，聚焦语法and / but / because 教师过渡：In our two textbook stories, we meet three useful words: and, but, because. Now let’s study Fuel up part in our book. 课本Fuel up板块设置三组例句，分别对应and、but、because。 教师在黑板绘制简易图表，对应课本例句，梳理三个连词用法。 Conjunction Function Example sentences from textbook and 并列，连接相近、顺承的两件事 I fly and you run. but 转折，表达前后情况不一样 They want to be friends but they are different. because 引出事情发生的原因 I’m unhappy because I have no friends to play with. 教师对照课本当中给出的范例逐句讲解。 教师：Please look at the first example in your Fuel‑up textbook. “I like reading and I like drawing.” We use “and” to connect two similar things。 教师组织师生互动：Who can make one sentence with “and”? 学生：I like cats and I like dogs. 教师转向课本but例句：Now look at the second sentence in our book：I want to play outside but it rains. “but” tells us the situation changes。 教师提问：Who can make a sentence with “but”? 学生：I want to play football but I have homework. 教师讲解课本because例句：I stay at home because it rains. “because” tells us why something happens。 教师提问学生造句：Please make a sentence with “because”. 学生：I am happy because I play with my friend. 教师安排课本配套练习，教材Fuel‑up板块设置句子填空练习，学生看课本，选用and / but / because完成课本内填空，完成之后师生一起核对课本练习答案。 教师：Now finish the exercise in your textbook Fuel‑up, fill in and, but or because。学生完成课本书面练习。完成之后，教师请学生读出课本完整句子。 设计意图：依托教材Fuel up板块，使用表格可视化梳理语法，不进行枯燥的概念灌输，全部例句源自课本故事，先感知后小结，再完成教材配套填空练习，实现从故事输入到句型操练。 （四）课文内容巩固，对话输出练习 教师结合两个课本故事开展问答互动。 教师：In the story Friends with differences, the bird and dog are very different. Why can they still be friends? 学生：Because they can play together and share with each other. 教师引导学生结合自身，尝试使用连词说一说自己和好朋友。 教师：Think about your best friend. What is similar between you and your friend? What is different? Try to use and / but / because to say one or two sentences。 学生1：My friend likes music but I like sports. We are happy together. 学生2：I read books and I play games with my best friend. 设计意图：把课本语言迁移到学生真实生活，训练学生在真实表达当中尝试使用本节课所学连词，落实本课重点。 （五）课时小结 教师：This class we read the textbook story Friends with differences. We learn three conjunctions and, but, because from Fuel‑up part in our book. And we finish the fill‑in exercise in our textbook. Friends can have many differences, but they can still be happy together. Next lesson we will integrate all knowledge of this unit to do reading and oral practice. 第三课时 单元综合板块阅读、对话与语段输出 （一）复习回顾，激活单元全部教材知识 教师：In the first two classes, we finish Get ready, Start‑up story and Speed‑up story, and we study and, but, because in Fuel‑up of our textbook. Let’s review the key phrases first。教师出示第一课时表格，学生集体朗读本单元课本核心短语help each other、share things等。 教师开展师生问答，回顾连词知识点：When do we use and? When do we use but? When do we use because? Invite students to answer in simple words。 学生1：We use “and” for two same things. 学生2：We use “but” for different turning things. 学生3：We use “because” to tell reasons. 设计意图：快速回顾前两课时教材全部核心词汇、语法，为本节课综合语言输出做好铺垫。 （二）研读教材阅读拓展板块，巩固阅读策略 教师引导学生翻到教材阅读拓展板块，课本文本是简短小阅读，围绕“What makes a good friend”展开，文本呈现几条关于友谊的小tips。 教师：Please look at this short reading passage in our textbook. Let’s read it silently and find what makes a good friend。学生默读教材阅读文本。 教师抛出问题链，依托课本文本开展互动：According to our textbook reading, what should good friends do? 学生：Good friends should share things and listen to each other. 教师：If friends have different hobbies, can they still be good friends? Find the answer in your book. 学生：Yes. They can be good friends but they have different hobbies. 教师继续提问：Why should we be kind to our friends? 学生：Because we want to be happy together. 教师再次带领学生齐读课本阅读短文，划出短文里面出现的and、but、because，巩固连词在语篇当中的使用。 教师组织小组活动，结合课本阅读文本，小组内互相说一说“What do you think makes a good friend?”，鼓励学生尽量使用本单元课本学到的短语与连词。小组讨论结束后邀请个别小组代表进行口头表达。 设计意图：使用教材拓展阅读材料，进一步训练学生阅读提取信息的能力，在语篇当中再次巩固本单元全部核心语言，由输入转向口头输出。 （三）结合教材情境，模拟真实对话操练 教师结合单元课本两个故事设置对话场景：Scene one：You feel unhappy because your best friend plays with other new friends；Scene two：You and your friend have different hobbies, but you are still good friends。 教师先示范示范一组对话，示范语言来自课本原文句型： ‑ I feel unhappy because my best friend plays with other kids. ‑ But you can still be good friends. Old friends are still important. You can join them and play together. 教师布置任务，学生两人一组，模仿课本语言框架，选择其中一个场景，创编简短对话。学生进行小组对话练习，教师巡视课堂，对学生进行语言点拨，提醒学生尽量用上and、but、because。 邀请部分小组在课堂展示自编对话。 设计意图：模拟课本故事当中真实的交友情景，把课本所学的故事语言转化为学生可以使用的交际语言，训练学生口头综合表达。 （四）依托课本主题，简短语段书面表达练习 教师过渡：We can talk about our friends, can we write short sentences about our best friend? Please look at the writing hint in our textbook wrap‑up part。教师出示教材Wrap‑up板块的书写提示，提示学生可以写：Who is your best friend? What do you do together? Are you different? Use and, but, because。 教师结合课本范例进行示范书写：My best friend is Tom. We play basketball and read books together. Tom likes drawing but I like swimming. We are happy together because we help each other. 学生参照课本提示与示范，完成简短书面语段，描写自己的好朋友。教师巡视，提醒学生正确使用三个连词。写完之后挑选学生展示自己写的小语段。 设计意图：落实课本Wrap‑up板块任务，实现听‑说‑读‑写完整闭环，训练学生综合运用本单元全部教材知识点完成简短书面输出。 （五）单元整体梳理回顾 教师带领学生回顾整本单元课本学习内容：We learn phrases from Get ready. We read two stories Duoduo’s best friends and Friends with differences. We study and, but, because in Fuel‑up. We also read tips about good friends. Friends can be old or new. Friends can be different, but they can be happy together, if they share, listen and help each other. 六、课堂小结 本单元三课时，我们学习外研版三起五年级上册Unit3《Happy together》，第一课时学习教材Get ready友谊相关短语，阅读课本故事Duoduo’s best friends，认识新朋友和老朋友之间相处的小故事，初步感知but与because。第二课时学习Speed up故事Friends with differences，读懂小鸟与小狗的故事，依托教材Fuel‑up板块系统学习连词and、but、because，完成课本配套填空练习，理解and连接并列内容，but表达转折，because用来说明原因。第三课时借助教材阅读拓展板块和Wrap‑up板块，综合巩固词汇、句型、语法，开展对话练习与简短语段书写练习。通过课本故事学习，学生不仅掌握本单元英语语言知识，也懂得朋友之间可以接纳彼此的不同，既要珍惜老朋友，也可以接纳新朋友，互相帮助、互相分享，才能够happy together。在课后可以回顾课本两个故事，朗读课文，巩固本单元的重点短语和连词句型。 2 学科网（北京）股份有限公司 $