新版小学英语五年级下册Lesson_19

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小学英语课件 lesson 19 The Best Neighbourhood

Lesson 19 The Best Neighbourhood
• What’s in your neighbourhood? • Do you like your neighbourhood? Why or why not?
New words
neighbourhood perfect thirsty complete
A. where B. when C. before D. because
Ⅱ.根据汉语意思完成句子
6.看!孩子们正在画一张地图。
Look! The children are drawing a mgo to Beijing yesterday.
I was ill so I didn’t go to school.我病了所以没去上学。【拓展】 because of意为“因为”,后接名词(短语),而 because后接句子。
5、Who needs a big park?
Li Ming needs a big park so he can play basketball. (1) 作实意动词用时有人称及数的变化，常用结构有：
Ⅰ.根据汉语提示完成句子
1.I need a place to buy drinks,because I am thirsty (渴的). 2.There is a river in the neighbourhood(街区). 3.Can you complete (完成)your work on time? 4.I want to have a perfect (完美的)coffee shop. 5.My sister didn’t go to school because (因为)she was sick

英语五下19课知识点总结

英语五下19课知识点总结In this unit, you will learn how to1. recognize and understand adjectives2. write adjectives to describe things and people3. write a news report4. write a persuasive letter5. write a factual recountAdjectivesAdjectives are words that describe people, places or things. They are used to add detail to a noun. Adjectives can describe the size, shape, color, texture, and more.For example, in the sentence "The big yellow sunflower swayed in the breeze," "big" and "yellow" are adjectives that describe the sunflower.Adjectives can also be used to compare things, using comparative and superlative forms. For example, in the sentence "The sunflower is bigger than the rose," "bigger" is the comparative form of the adjective "big."When using multiple adjectives to describe a noun, the usual order is: opinion, size, age, shape, color, origin, material, purpose. For example, "a beautiful old round red Italian leather handbag."Writing adjectivesWhen writing adjectives, it's important to choose the right words to describe the specific noun you are referring to. For example, instead of saying "good," you can use more specific adjectives like "delicious," "tasty," "scrumptious," or "mouth-watering" to describe food.Adjectives can also be used to create imagery and sensory details in writing. For example, instead of saying "the sky was blue," you can use adjectives like "azure," "cerulean," or "sky-blue" to create a more vivid image.Writing a news reportA news report is a factual account of an event or incident. When writing a news report, it's important to include the 5 Ws and 1 H - Who, What, Where, When, Why, and How. This provides readers with all the necessary information to understand the event.The headline should be attention-grabbing and accurate, and the lead paragraph should summarize the most important information. The body of the report should provide more details and quotes from witnesses or experts.The language should be clear, concise, and objective. Stick to the facts and avoid including personal opinions or biases.Writing a persuasive letterA persuasive letter is written to convince the reader to take a specific action or change their mind about something. When writing a persuasive letter, it's important to clearly state your position and provide strong arguments to support it.Use emotive language to appeal to the reader's emotions, and provide evidence to back up your claims.Address any potential counterarguments and explain why your position is the most logical and beneficial.End with a strong call to action, such as asking the reader to support a cause, make a donation, or participate in an event.Writing a factual recountA factual recount is a straightforward retelling of events. When writing a factual recount, it's important to include all the relevant details in chronological order.Use past tense and simple, clear language. Ensure that the events are presented accurately, without any personal opinions or interpretations.Provide specific details like dates, times, locations, and names of people involved.End the recount with a conclusion that summarises the main events and their significance. In conclusion, this unit focuses on the use of adjectives to describe people, places, and things. It also teaches students how to write a news report, a persuasive letter, and a factual recount. These skills are essential for effective communication and writing in various contexts. By mastering these skills, students will be able to express themselves more accurately and persuasively in their writing.。

五年级下英语教案-Lesson19LiMingComesHome-冀教版

教案：五年级下英语教案 Lesson 19 Li Ming Comes Home 冀教版教学目标：1. 能够听懂、会说、会读本课的生词和句子。

2. 能够运用所学知识描述人物和地点。

3. 能够通过图片和文字理解故事情节，培养学生的阅读理解能力。

4. 培养学生的团队合作精神，提高学生的口语表达能力。

教学内容：1. 生词：plane, airport, home, house, family, parents, brother, sister, grandma, grandpa, zoo, park, hospital, school, teacher, friend2. 句子：Li Ming is on a plane.He is going to his home.He is visiting his family.He is seeing his parents.He is meeting his brother and sister.He is staying with his grandma and grandpa.He is going to the zoo.He is going to the park.He is going to the hospital.He is going to school.He is seeing his teacher and friends.教学重点与难点：1. 重点：能够听懂、会说、会读本课的生词和句子，能够运用所学知识描述人物和地点。

2. 难点：能够通过图片和文字理解故事情节，培养学生的阅读理解能力。

教具与学具准备：1. 教具：PPT、图片、卡片、录音机、磁带2. 学具：课本、练习册、笔教学过程：1. 热身（5分钟）教师与学生进行简单的英语对话，激发学生的学习兴趣。

学生自由交谈，分享他们在假期中的趣事。

2. 引入（10分钟）教师播放录音，让学生听懂故事情节。

五下英语Lesson19 Li Ming Comes Hom全面版

play —played help—helped 2对于原型动词词尾有“e”的。直接原型动词 +
d 构成过去式。dance —danced love—loved 3 “辅+元+辅”结尾，且须重读，双写末尾字母
+ed构成过去式。
stop —stopped plan —planned 4词尾为“辅音+y”的动词，改“y”为“i”，+ ed
What do you often do？ I often sing a song after school.
What did you do？ I sang a song last night.
What are you doing？ I am dancing.
What do you often do？ I often dance after school.
I often watch a film on sundays. I watched a film yesterday.
对现在正在做什么提问： What are you doing？
回答： I am singing and dancing.
对经常做什么提问： What do you often do？
What are you doing？ I am riding my bike.
What do you often do？ I often ride my bike after school.
What did you do？ I rode my bike last Sunday.
只要我们坚持了，就没有克服不了的困难。或许，为了将来，为了自己的发展，我们会把一件事情想得非常透彻，对自己越来越严，要求越来越高，对任何机会都不曾错过，其目的也只不过是不让自己随时陷入逆境与失去那种面对困难不曾屈服的精神。但有时，“千里之行，始于足下。”我们更需要用时间持久的用心去做一件事情，让自己其中那小小的浅浅的进步，来击破打破突破自己那本以为可以高枕无忧十分舒适的区域，强迫逼迫自己一刻不停的马不停蹄的一直向前走，向前看，向前进。所有的未来，都是靠脚步去丈量。没有走，怎么知道，不可能；没有去努力，又怎么知道不能实现？幸福都是奋斗出来的。那不如，生活中、工作中，就让这“幸福都是奋斗出来的”完完全全彻彻底底的渗入我们的心灵，着心、心平气和的去体验、去察觉这一种灵魂深处的安详，侧耳聆听这仅属于我们自己生命最原始最动人的节奏。但，这种聆听，它绝不是仅限于、执着于 “我”，而是观察一种生命状态能够扩展和超脱到什么程度，也就是那“幸福都是奋斗出来的”深处又会是如何？生命不止，奋斗不息！又或者，对于很多优秀的人来说，我们奋斗了一辈子，拼搏了一辈子，也只是人家的起点。可是，这微不足道的进步，对于我们来说，却是幸福的，也是知足的，因为我们清清楚楚的知道自己需要的是什么，隐隐约约的感觉到自己的人生正把握在自己手中，并且这一切还是通过我们自己勤勤恳恳努力，去积极争取的!“宝剑锋从磨砺出，梅花香自苦寒来。”当我们坦然接受这人生的终局，或许，这无所皈依的心灵就有了归宿，这生命中觅寻处那真正的幸福、真正的清香也就从此真正的灿烂了我们的人生。一生有多少属于我们的时光？陌上的花，落了又开了，开了又落了。无数个岁月就这样在悄无声息的时光里静静的流逝。童年的玩伴，曾经的天真，只能在梦里回味，每回梦醒时分，总是多了很多伤感。不知不觉中，走过了青春年少，走过了人世间风风雨雨。爱过了，恨过了，哭过了，笑过了，才渐渐明白，酸甜苦辣咸才是人生的真味！生老病死是自然规律。所以，面对生活中经历的一切顺境和逆境都学会了坦然承受，面对突然而至的灾难多了一份从容和冷静。这世上没有什么不能承受的，只要你有足够的坚强！这世上没有什么不能放下的，只要你有足够的胸襟！一生有多少属于我们的时光？当你为今天的落日而感伤流泪的时候，你也将错过了明日的旭日东升；当你为过去的遗憾郁郁寡欢，患得患失的时候，你也将忽略了沿途美丽的风景，淡漠了对未来美好生活的憧憬。没有十全十美的生活，没有一帆风顺的旅途。波平浪静的人生太乏味，抑郁忧伤的人生少欢乐，风雨过后的彩虹最绚丽，历经磨砺的生命才丰盈而深刻。见过了各样的人生：有的轻浮，有的踏实；有的喧哗，有的落寞；有的激扬，有的低回。肉体凡胎的我们之所以苦恼或喜悦，大都是缘于生活里的际遇沉浮，走不出个人心里的藩篱。也许我们能挺得过物质生活的匮乏，却不能抵挡住内心的种种纠结。其实幸福和欢乐大多时候是对人对事对生活的一种态度，一花一世界，一树一菩提，就是一粒小小的沙子，也有自己精彩的乾坤。如果想到我们终有一天会灰飞烟灭，一切象风一样无影亦无踪，还去争个什么？还去抱怨什么？还要烦恼什么？未曾生我谁是我？生我之时我是谁？长大成人方是我，合眼朦胧又是谁？一生真的没有多少时光，何必要和生活过不去，和自己过不去呢。你在与不在，太阳每天都会照常升起；你愁与不愁，生活都将要继续。时

【中文注释】五年级下册英语课文lesson 19

【中文注释】五年级下册英语课文lesson 19
现在小学英语的教学，并不给学生教授单词的音标，也不针翻译单词的具体意思，只是让学生知道课文中语句、对话的大概意思。

这样的结果是，孩子们可能看着课文会读，离开课本就基本上什么都不知道了。

因此，将课本（北京出版社）中的语句按照单词、语句每个都翻译，让孩子在朗读的时候就知道每个单词、每个句子的准确意思，明明白白地学习，十分有意义。

这样，笔者将英语课文进行了逐词、逐句的翻译，供有需要的家长和孩子们使用。

祝你们在英语学习上能更进步。

Lesson 19 WHAT WILL YOU DO IN THE FUTURE?
课后习题：。

五年级英语下册Lesson19 Li Ming Comes Home教案(新冀教版)

五年级英语下册Lesson19 Li Ming Comes Home教案(新冀教版)本资料为woRD文档，请点击下载地址下载全文下载地址www.5ykj.com课题Lesson19LimingcomesHome课型新授授课人授课时间课时教学目标.学生能听懂、会说、认读并书写下列词汇：story、did、yesterday、night。

2.学生能理解某事发生在现在和某事发生在过去的概念。

3.学生能理解并会运用：walk\walked。

教学重点、使学生掌握过去式的变化规则。

2、一般过去时的基本用法教学难点、使学生掌握过去式的变化规则。

2、一般过去时的基本用法教具准备录音机，磁带教学过程、greetings当学生到达教室时，问候他们：welcomeback，boysandgirls。

todaywebeginthelastunitinourEnglishstudiesforthiste rm。

当所有学就座后，花几分钟讨论关于中国的旅行。

看学生能回忆起多少前几个单元所学的内容。

当他们讲述时，在黑板上记录下他们所说的内容。

一定说：goodwork！yes，welearnthat。

yesthatiswhattheydidwhentheywereinBeijing。

2、presentation课文导入：告诉学生，今天他们将阅读一个故事，故事的内容是关于李明和他旅行归来所做的事情。

他们还将学习如何谈论现在发生的事情和过去发生的事情。

Liming’sstory从谈论现在和过去开始，向学生解释，如果某件事正在发生，表示事情多发生在现在。

我们用动词的现在时态表示事情正在发生。

如果你在过去做过某事，则表示这件事情已经发生。

把often、today、yesterday、lastnight写在黑板上。

向学生解释，他们将在本课学习一般过去时。

在英语中，表示动作发生在过去，需要在某些动词后面加后缀ed来构成一般过去时形式。

演示：在黑板上画一个表格，形式如下。

五年级下册英语教案-Lesson19LiMingComesHome(冀教版)

教案：五年级下册英语教案 Lesson 19 Li Ming Comes Home（冀教版）教学目标：1. 能听懂、会说、会读关于Li Ming回家过周末的故事，并能运用主要词汇和句型进行简单交流。

2. 能理解并运用过去时态描述Li Ming在周末所做的事情。

3. 培养学生的听说能力和合作精神，提高学生对英语的学习兴趣。

教学内容：2. 句型： What did Li Ming do last weekend?He came back home.Did he visit his grandparents?Yes, he did.Did he go shopping?No, he didn't.What did he do?He went to the cinema with his friends.教学重点与难点：1. 重点：单词的正确发音和拼写，句型的运用。

2. 难点：过去时态的运用，单词的搭配和意义。

教具与学具准备：1. 教具：PPT，图片，卡片，录音机。

2. 学具：课本，练习本，铅笔，橡皮。

教学过程：Step 1: 热身（5分钟）1. 老师与学生用简单的英语进行问候，询问学生周末的活动。

2. 学生自由发言，介绍自己的周末活动。

Step 2: 引入（10分钟）1. 老师播放Lesson 19的录音，让学生听懂故事内容。

2. 老师用PPT展示故事图片，引导学生回答问题，了解故事情节。

Step 3: 新课内容（15分钟）1. 老师引导学生学习新单词，让学生跟读并拼写。

2. 老师教授句型，让学生进行角色扮演，运用句型进行对话。

Step 4: 练习（10分钟）1. 老师给出情景，让学生运用所学单词和句型进行对话。

2. 学生分组进行练习，老师巡回指导。

Step 5: 巩固（5分钟）1. 老师用PPT展示故事情节，让学生复述故事。

2. 学生用自己的话复述故事，老师进行评价。

板书设计：2. 句型： What did Li Ming do last weekend?He came back home.Did he visit his grandparents?Yes, he did.Did he go shopping?No, he didn't.What did he do?He went to the cinema with his friends.作业设计：1. 抄写新学的单词和句型。

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Unit 4 What’s wrong with you?
Lesson 19
一、教学目标：
知识与能力：
1.能够听、说、读、写单词：ill ，bad ，cold ，dear ，worry: ;以及词
组have a cold ，have a headache; 运用短语I’m ill today. I have a
headache. I have a bad cold. ”进行交流。

过程与方法:
通过情景教学法,学生的合作交流以及学生的课堂活动让学生掌握打电话用语以及重点句型I’m ill today. I have a headache. I have a bad cold 情感态度价值观：培养学生关心身边同学、朋友和家人健康，表达关切之情。

二、教学重、难点：
重点：I’m ill today . I have a headache. I have a bad cold.句子的含义用法。

难点: 能用利用“May I speak to … , please ? This is …”与他人交流。

三、教法、学法
教法：情景教学法、交际法、chant、多媒体辅助法
学法：合作交流法、交际法、角色扮演
四、教具：PPT、telephone、
五、教学步骤
Step 1 Warm-up
T: Hello，boys and girls! My name is Liusha .You can call me Miss Liu. let’s play a Touch game ,OK?
Ss: OK.
1.Touch Game
Touch, touch, touch your eye.
Touch, touch, touch your nose.
Touch, touch, touch your arm
Touch, touch, touch your leg
Touch, touch, touch your head.
Step 2 Presentation
(1)T: Oh , oh ,my head, my head …..
Ss：what’s wrong with you?
T: Oh ,I am ill
Today we are going to learn unit4 what’s wrong with you?(read it three times) 出示幻灯片教授新单词：
Ill ill ill ,I am ill
Headache headache headache I have a headache.
Fever fever fever I have a fever
Cold cold cold . I have a cold. I’m afraid I can’t go to school.
Worry worry worry ,I worry about my lessons.
Dear dear dear, Oh my dear.
Let ’s have a chant (出示幻灯片)
T: First ,read after me ,领学生熟悉一遍chant ，教学生打节奏。

OK ,Let’s say it again.
Doctor doctor I am ill
What’s wrong with you? I am ill.
I have a headache , I have a fever.
Oh dear! oh dear! You have a cold!
（2）Just talk
T:出示幻灯片（Kate躺在床上）
T: This is my friend Kate, Kate doesn’t feel well today, She can’t go to school
She calls her teacher Miss Liu . Now let’s look at their conversation(出示幻
灯片).
（指导学生读，Read it one by one, next one, you two, boys ,girls, together）T: 谁能用英文给我打个电话？【点拨：打电话时介绍自己用This is… ，不能用I’m …】
S1:May I speak to Miss Liu, please？
T：This is Miss Liu speaking，May I speak to 。

please？
S2: This is 。

speaking，。

S3。

T: Good job！
Ask one student role-play with me ,Role-play the conversation, other students listen. after that ,ask students to read after us.
（出示幻灯片教授课文，）
（3) Listen and read。

T: Now open your books, turn to page 44. And then Listen and repeat.
教师播放录音，学生跟读。

教师领读，点拨各别句子含义。

学生分角色朗读。

Step3 practice
（1）Exercise
根据录音，完成句子
（4）Make a conversation
让学生根据幻灯片给的提示，编写对话;并上台进行展示，给予评价。

Step4 summary
Step5 Homework
必做题：假如同学生病了，你怎样帮他请假?请与本组同学编一个小对话。

选做题：设计一张get-well card（康复卡），送给最近生病的亲人，同学或朋友，表达问候与安慰。

Blackboard design：
Unit 4 what’s wrong with you？
Lesson 19
I’m ill today，I have a headache。

Oh dear! Do you have a cold?
Yes, I have a bad cold.
教学反思：
Unit 4 what’s wrong with you？
Lesson 19
果子沟中心学校
刘莎。