Unit5 Lesson3《Look at the photos》（2课时）（教学设计）-2026-2027学年冀教版（三起）英语五年级上册

Unit5 Lesson3《Look at the photos》教案（2课时）-2026-2027学年冀教版（三起）（新教材）小学英语五年级上册 一、教学背景 五年级学生已经接触一般过去时be动词was、were的基础用法，本单元主题为城市与家乡，围绕国内不同城市、旅行经历开展语言学习。本课属于对话阅读课，依托Danny的旅行照片，用对话形式讲述在国内多个城市的过往旅行经历。学生对旅行、城市风光主题具备生活经验，但对不规则动词过去式saw、had、方位名词southwest，以及was/were在真实对话中的灵活运用存在学习障碍。课堂依托照片情境，把词汇、语法嵌入对话文本，落实单元语言目标，同时渗透国内不同城市人文风貌的文化感知。 二、教材分析 本课是Unit5第三课时阅读对话课，归属于“人与社会”主题群下旅游与文化子主题。课文以Danny向同伴展示旅行照片为载体，通过多组对话，依次讲述火车旅途、成都、广州、杭州、北京的旅行经历。核心词汇：take photos，show，train，southwest，excited，goat，funny，hill，lake，wonderful；不规则动词过去式saw、had；重点句型：Where were you? I was in… /We were in…；What a beautiful city!；We had a wonderful trip…。教材配有对应城市照片插图，承接单元前两课时城市名称、was/were基础语法，把一般过去时拓展到实义动词过去式，训练学生阅读对话、捕捉旅行地点、活动、感受信息的能力，感受祖国不同城市风采，为单元后续介绍家乡、城市输出做好铺垫。 三、核心素养教学目标（依据2022版义务教育英语新课标） 语言能力 1.听懂、认读、掌握本课词汇、短语以及saw、had两个不规则动词过去式；掌握句型Where were you? I was in… / We were in…，What a beautiful city!，We had a wonderful trip，能够读懂对话文本。 2.能够听懂课文录音，抓取照片对应的地点、城市、人物活动与情绪感受；能够正确朗读对话，把握朗读语气。 3.能够借助表格支架，复述对话当中Danny的旅行经历，读懂照片背后的旅行信息。 文化意识 通过对话了解成都、广州、杭州、北京国内城市特色风光，感受祖国不同城市魅力，建立热爱祖国大好河山的情感，愿意简单了解不同城市特点。 思维品质 依托照片插图预测对话内容，梳理照片顺序、对应城市、人物活动与感受，区分was/were的主语用法，对比原型与动词过去式，训练信息提取、对比归纳、逻辑梳理的思维能力。 学习能力 掌握读对话圈画地点、关键词的阅读策略，积极参与听读、问答、小组共读活动，学会依托图表整理对话信息，提升叙事对话类语篇的学习能力。 四、教学重难点 教学重点：掌握本课核心词汇短语，理解不规则过去式saw、had；掌握句型Where were you? I was /We were in…；读懂整篇对话，梳理每张照片对应的旅行信息；能够正确朗读课文对话。 教学难点：正确区分was与were的主语搭配；理解并识记see‑saw，have‑had不规则动词变形；在对话中抓取多张照片对应的细节信息；依托文本梳理完整旅行经历。 五、教学过程（共2课时） 第1课时：对话初读，攻克新词语法，学习前半部分对话，梳理前四张照片信息 活动一：Warm‑up & Lead‑in 热身导入 教师屏幕出示几张国内城市风景图片，快速复习单元已学城市名词。 师：Boys and girls, look at these pictures. What cities do you know? 生1：Beijing. 生2：Hangzhou. 生3：Chengdu. 师：Great! Many people love to take photos when they travel. What about you? Do you like taking photos when you take a trip? 生1：Yes, I do. 生2：I like taking photos. 师：Wonderful. Today our friend Danny took many photos during his trips to different cities. He shows his photos to his friends. Let’s learn Lesson3 Look at the photos.教师板书课题，带领学生齐读课题两遍。简单讲解短语look at the photos看这些照片。 【设计意图】复习单元城市类旧知，创设旅行拍照真实情境，贴合课文情境，自然引出课题，激活学生已有生活经验，建立生活和文本之间的联系。 活动二：Pre‑reading读前，学习核心新词、短语与语法要点 教师结合图片、例句，在语境中呈现生词，同时渗透本课关键动词过去式，不孤立记忆单词。 师：Look, Danny loves taking photos.板书短语take photos，出示拍照图片，take photos意为拍照。love doing sth喜爱做某事。Read after me：take photos。学生集体跟读，分组朗读。 师：He shows them to his friends.板书show，展示。show sth to sb，把某物展示给某人。 师：Look at this picture of a train.板书train，火车。The train is fast.板书fast快的。 教师出示中国地图，指出中国西南区域。 师：This is the southwest of China.板书southwest，西南。Chengdu is in the southwest of China.带领学生跟读southwest。 师：When you see lovely pandas, you will feel excited.板书excited，兴奋的，激动的。做出激动开心的肢体动作辅助理解。 教师出示山羊图片，板书goat山羊；funny有趣的、滑稽的；hill小山；lake湖；wonderful绝妙的。 教师板书两组重点不规则动词变形，重点讲解，这是本课语法难点。 see（看见，原形） — saw（过去式） have（拥有；度过） — had（过去式） 师提示学生：saw、had讲述过去发生的事情，用来描述照片记录的过往旅行经历。 黑板搭建词汇表格： English Chinese take photos 拍照 show 展示 train 火车 southwest 西南 excited 兴奋的 goat 山羊 funny 滑稽有趣的 hill 小山 lake 湖 wonderful 绝妙的 see‑saw 看见（过去式） have‑had 度过（过去式） 师带领学生齐读短句巩固词汇：Danny loves taking photos. Chengdu is in the southwest of China. We saw pandas. We had fun。 师提问检测：What’s the past form of “see”? 引导学生说出saw。What’s the past form of “have”?引导学生说出had。 【设计意图】读前结合图片、地图、动作突破词汇难点，重点处理两个不规则动词过去式，结合短句感知词义，降低对话文本阅读障碍，搭建语言支架，为读对话做好准备。 活动三：While‑reading读中，初次听课文，整体感知对话，学习课文前半部分 师：Please open your English books and turn to Lesson 3. Let’s listen to the dialogue for the first time. Just listen, don’t read. Think over two simple questions： 1. Who shows photos to friends? 2. What cities are mentioned in these photos? 播放教材原版录音，学生安静聆听课文录音。录音结束后开展课堂问答。 师：Question one：Who shows photos to friends? Who wants to try? 生：Danny. 师：Right! Danny shows his travel photos to his friends. Question two: What cities do you hear? You can answer with simple words. 生：Chengdu, Guangzhou, Hangzhou, Beijing. 教师板书对话主线框架： Person：Danny Photos → different cities 师：Great job. Now let’s read the first part of dialogue together.出示教材课文前半段原文： Danny loves taking photos in different places. He shows them to his friends. Look at this photo. Li Ming, Jenny and I were on the train. The train was very fast. We were happy. Cool! Where were you? We were in Chengdu, in the southwest of China. We saw pandas there. We were excited. Look at this one. I was in Guangzhou, the “Goat City”. Do I look like a goat? You are funny! Ha‑ha, we had fun in Guangzhou. 教师播放该部分录音，学生手指课本逐句跟读。教师结合文本细致讲解。 师：Look at the sentences “were on the train”，were是are的过去式，描述过去。主语是多个主体复数的时候用were。“I was in Guangzhou”，主语I，单数，用was。板书重点句型： Where were you? We were in…（复数，你们/我们） I was in…（单数，我） 师抛出文本细节问题链，依托课本对话开展师问生答。 师：Photo 1：Where were Li Ming, Jenny and Danny? Find the sentence in your book. 生：They were on the train. 师：How about the train? And how did they feel? 生：The train was very fast. They were happy. 师：Photo 2：Where were they in the second photo? 生：They were in Chengdu, in the southwest of China. 师：What did they do there? How did they feel? 生：They saw pandas there. They were excited. 师：Photo3：Where was Danny in this photo? 生：He was in Guangzhou, the “Goat City”. 师：What happened in Guangzhou? Find the sentence. 生：They had fun in Guangzhou. 教师在黑板绘制照片信息梳理表格，同步填写内容。 Photo Number Where（city） People’s activity Feeling Photo1 on the train take a trip by train happy Photo2 Chengdu (southwest of China) saw pandas excited Photo3 Guangzhou (Goat City) had fun funny 师组织学生分角色朗读这三段对话，一部分学生扮演Danny，一部分扮演他的朋友，体会对话语气。 【设计意图】初次听课文获取人物、城市整体信息，聚焦课文前三张照片对话文本，落实教材内容，依托表格整理每张照片关键信息，强化was/were句型理解，训练学生定位文本信息的阅读能力，分角色朗读贴合对话课课堂场景。 活动四：细读前半段对话，勾画关键信息，问答巩固文本 师：Now read the dialogue of photo one to photo three silently by yourselves. Underline cities, places and feeling words in your textbooks。学生默读，用笔圈画地点、情绪词汇，教师巡视课堂，对阅读薄弱的学生给予提示。 师继续针对课本文本提问。 师：Where is Chengdu? Please find the original sentence. 生：It’s in the southwest of China. 师：What did they see in Chengdu? Find the sentence. 生：We saw pandas there. 师：Which city is called the Goat City? Find the sentence. 生：Guangzhou. 师：What verb is the past form of “see”? 生：saw. 学生同桌两人一组，结合课本插图，一问一答练习句型Where were you? We were…/I was…，依托三张照片进行问答练习。 师：We have learned the first three photos in the dialogue. Next class, we will go on reading the rest photos about Hangzhou and Beijing. 活动五：课时小结，布置课下任务 师：In this lesson, we know Danny shows many travel photos to friends. We learn new words, and the two irregular past‑tense verbs saw and had. We master the key sentences Where were you? I was… /We were…，and we read the dialogue of the first three photos. 课下任务：跟读课文前半段录音3遍，熟读对话，记忆本课新词和动词过去式，对照课本插图回忆前三张照片对应的地点与感受。 第2课时：学习对话后半部分，完整通读全文对话，梳理全部照片信息，内化文本 活动一：Warm‑up复习回顾 教师出示黑板上第一课时照片信息表格，开展问答复习旧知。 师：Let’s review what we learned last class. Who shows travel photos to friends? 生：Danny. 师：Where were they in Photo 1? 生：They were on the train. They were happy. 师：Photo 2, where were they? 生：They were in Chengdu, in the southwest of China. They saw pandas. They were excited. 师：Photo 3, where was Danny? 生：He was in Guangzhou, the Goat City. They had fun there. 教师出示单词卡片，全班快速认读take photos，show，southwest，excited，goat，funny，hill，lake，saw，had，巩固词汇。 师：Very good. We have known three photos. There are still two more photos in our dialogue. Where did Danny go? Let’s read the rest of our text. 【设计意图】依托表格回顾上节课对话内容，巩固词汇、句型，做好课时衔接，自然过渡后半段对话文本学习。 活动二：读中学习后半段课文对话，理解感叹句以及北京旅行段落 教师出示教材后半段课文原文： Danny, where were you in this photo? I was at West Lake in Hangzhou. There are many hills and a big lake. What a beautiful city! You were at Tian’anmen Square! Yes. We also shopped on Wangfujing Street. We had a wonderful trip to Beijing. 播放后半部分录音，学生仔细听录音。 师：Listen carefully. Look at Photo 4. Where was Danny? Please find the sentence in the book. 生：I was at West Lake in Hangzhou. 师：What can you see there? 生：There are many hills and a big lake. 师：Look at this sentence：What a beautiful city!教师重点讲解，这是感叹句，用来赞叹城市非常美丽。带领学生反复朗读What a beautiful city! 师继续提问Photo 5。Where were they in the last photo? 生：They were at Tian’anmen Square. 师：What else did they do in Beijing? 生：They shopped on Wangfujing Street. 师：How about their trip to Beijing? Find the key sentence. 生：We had a wonderful trip to Beijing. 师讲解短语have a wonderful trip，度过一场精彩的旅行，这里had是have的过去式，用来描述过去的北京之行。带领学生朗读句子We had a wonderful trip to Beijing。 教师完善黑板照片完整信息表格，补充剩余两张照片全部信息。 Photo Number Where（city） People’s activity Feeling Photo1 on the train take a trip by train happy Photo2 Chengdu (southwest of China) saw pandas excited Photo3 Guangzhou (Goat City) had fun funny Photo4 West Lake in Hangzhou see hills and a big lake beautiful Photo5 Tian’anmen Square, Wangfujing Street, Beijing shopped wonderful 教师播放整篇课文完整录音，学生手指课本逐句跟读全文，教师示范长句停顿。 示范断句：We were in Chengdu / in the southwest of China. I was at West Lake / in Hangzhou. We had a wonderful trip / to Beijing。学生模仿停顿朗读，教师纠正专有地名发音。 【设计意图】学习课文后半段对话文本，落实感叹句What a beautiful city!，完善完整表格，可视化梳理五张照片全部信息，帮助学生建构整篇对话完整脉络，全文跟读训练朗读，落实完整教材语篇。 活动三：完整对话深度研读，设置问题链，回归课本定位原句 依托完整课本对话文本，设置层层递进的问题链，引导学生在课本当中找出对应原句。 师：Question 1：Who loves taking photos in different places? Find the original sentence. 生：Danny loves taking photos in different places. 师：Question2：Where is Chengdu in China? Find the sentence. 生：It’s in the southwest of China. 师：Question3：What did they see in Chengdu? Find the sentence. 生：We saw pandas there. 师：Question4：Where was Danny in Hangzhou? What is there? Find the sentence. 生：I was at West Lake in Hangzhou. There are many hills and a big lake. 师：Question5：What places did they visit in Beijing? Find the sentence. 生：Tian’anmen Square and Wangfujing Street. 师：Question6：How was their trip to Beijing? Find the sentence. 生：We had a wonderful trip to Beijing. 组织学生两人小组，一问一答完成整套问题，全部答案要求从课本中定位原句。教师巡视教室，对基础薄弱小组进行提示引导。 【设计意图】全部问题源自教材文本，训练学生阅读对话、定位信息的阅读策略，检测学生对整篇对话细节掌握情况，帮助学生内化对话文本内容。 活动四：分层朗读，依托表格支架复述对话旅行经历 1. 分层分角色朗读：教师将整篇对话划分为五个片段，全班齐读、男生、女生分组，分角色朗读整篇课文对话。重点反复朗读地名、was/were句型、不规则动词相关句子，教师及时纠正读音。 2. 依托黑板完整表格支架开展复述训练。 师：Now look at our table on the blackboard. Try to talk about Danny’s travel photos with these hints. 基础层次：依托表格提示，说出每张照片关键句子；提升层次：脱离提示简单复述Danny的几段旅行经历。 给学生自主看表格准备时间，之后邀请不同层次学生课堂展示。 生（借助表格支架）：Danny loves taking photos. He shows them to his friends. Look at this photo. They were on the train, they were happy. They were in Chengdu. They saw pandas there. They were excited… They had a wonderful trip to Beijing. 教师聚焦学生语言表达，之后组织全班跟随板书集体复述对话的旅行主线。 【设计意图】分角色朗读落实对话课朗读要求；表格搭建复述支架，降低复述难度，兼顾不同层次学生，落实语篇输出，巩固整篇课文对话。 活动五：教材配套任务感知 师：Look at the textbook task at the end of this lesson. Talk about one of your photos.教师给出示范例句：I was in… I was happy/excited。只引导学生感知教材任务要求，不开展拓展输出练习。 【设计意图】对接教材配套板块，建立课文和学生真实生活联系，为单元后续学习做好铺垫。 课时收尾 师：In this lesson, we finish learning the whole dialogue Look at the photos. We know all of Danny’s travel photos in different cities. We can read the dialogue well and retell Danny’s travel experience with the help of our table. 课下任务：完整熟练朗读整篇课文对话，尝试借助表格复述Danny的旅行经历，巩固本课词汇、句型和不规则动词过去式。 六、小结 本课为冀教版（三起）五年级上册Unit5 Lesson3《Look at the photos》对话阅读课。第1课时突破本课生词、southwest方位词汇，重点学习saw、had不规则动词变形，掌握Where were you? I was / We were in…核心句型，读懂火车、成都、广州三张照片对应的对话，依托表格梳理旅行地点、活动与感受。第2课时学习杭州西湖、北京旅行的后半段对话，掌握感叹句What a beautiful city!，完整通读整篇对话，借助完整表格梳理五张照片全部信息。学生能够读懂完整对话文本，抓取照片对应的城市、活动、情绪关键信息，能够正确朗读对话，借助提示复述Danny的旅行经历。学生在语篇中感知was/were的用法，理解see‑saw，have‑had的不规则变化，同时了解国内多个城市的特色风光，感受祖国城市多样魅力。学生掌握圈画对话关键信息的阅读策略，提升叙事对话类语篇阅读能力，完成本课时既定教学目标。 2 学科网（北京）股份有限公司 $