六年级英语下学期unit5教案3
六年级英语下册Unit5教案
六年级英语下册Unit5教案一、教学内容： 6B,Unit 5,B部分Look,read and learn.二、教学目标：1 学习B部分,学生会读和拼写spring,summer,autumn,winter。
2掌握三会单词warm, cool ,sunny, cloudy, rainy, windy, foggy, snowy .三、教学重点：1学习B部分，套用旧句型，以旧带新。
2掌握四会单词和复习旧句型。
四、教学难点灵活运用所学句型进行交际。
五、课前准备：1准备录音机和第五单元的磁带。
2课前写好本课的课题6B. Unit 5 B部分Look, read and learn.3一些季节和天气的图片。
六、教学过程：Step1.Free Talk.T: What date is it today? S: It's the ...T: What's the weather like today? S: It's ...Step2. Teach snowy, windy, foggy, rainy，cloudy, sunny,cool,warm.T: Look at the picture, it's snowy.让一排学生读。
T: Can you tell me which city is often snowy in China?S:（引导学生说） ... is often snowy.T: Look at these weather pictures and work in groups。
采取的步骤是，先是组内交流，后是组间交流，最后由组长提问把全班不知道的单词解决。
教学思想是尽量发挥学生的作用，让学生教学生，教师仅仅是指导者，参与者，组织者。
Step3.Review the words in step 2.采取的活动是1．小组内快速记忆，互相帮助。
2．单词接龙，无错误的小组积分。
六年级下册英语教案-Unit 5《Nature and Culture》(Lesson 3)｜人教版
六年级下册英语教案－Unit 5《Nature and Culture》（Lesson3）｜人教版（新起点）一、教学目标1.学生能够读懂并掌握本课时的重点词汇“tulip, festival, celebrate”等。
2.学生能够理解并朗读本课时的重点句子“I like the Tulip Festival!”, “We celebrate the Tulip Festival in April.”等。
3.学生能够通过本课时的听说读写练习，达到对节日和文化的初步了解和认识。
二、教学重点和难点1.重点：学生能够读懂、理解和朗读本课时的重点内容。
2.难点：学生能够通过听说读写的综合练习，掌握并初步了解节日和文化。
三、教学过程1、导入1.教师在黑板或白板上写下“Festivals”，并呈现一张包含各种节日的图片，向学生介绍不同的节日。
2.分享与学生自己国家或地区的节日，并让学生说一下自己在节日里喜欢做什么。
2、新课讲解1.教师向学生介绍本课时的主题“Tulip Festival”，并呈现一张与题材相关的图片，以引导学生产生兴趣。
2.通过观看PPT或视频等形式，让学生了解荷兰的Tulip Festival。
3.对本课时的重点单词“tulip, festival, celebrate”等反复讲解，并向学生呈现对应的图片，以帮助学生掌握单词意思。
3、听力练习1.播放与本课时相关的听力材料，让学生听懂并理解句子。
2.通过讲解和活动等形式，让学生掌握听力技巧，并能够更好地听懂英语。
4、口语练习1.通过领读练习等形式，让学生朗读单词和课文中的重点句子，并且寻找自己喜欢的句子，记住并模仿发音。
2.以小组为单位，让学生自由练习对话，以提高口语交流能力。
5、阅读练习1.向学生呈现包括单词和句子的练习册，让学生阅读和理解练习内容，并回答问题。
2.联系生活实际，让学生谈论各种节日和文化，并从中掌握阅读技巧。
6、写作练习1.让学生使用所学习的单词和句型，来描述自己最喜欢的节日，并了解学生的写作能力。
六年级下册英语教案-Unit5BeingHelpful(含6课时)广东开心英语
六年级下册英语教案Unit 5 Being Helpful（含6课时）教学内容1. 词汇：学习并掌握与帮助相关的词汇，如：helpful, kindness, care, support等。
2. 语法：复习并巩固一般现在时的用法，学习并运用情态动词can和could表达请求和帮助。
3. 句型：学会使用与帮助相关的句型，如："Can you help me?", "I can help you with that."等。
4. 对话：通过对话学习，让学生在实际交流中学会表达请求和提供帮助。
教学目标1. 知识目标：学生能够掌握与帮助相关的词汇、语法、句型，并能运用所学知识进行交流。
2. 能力目标：学生能够运用所学知识，在实际生活中表达请求和提供帮助，提高英语实际运用能力。
教学难点1. 词汇的记忆与运用：本单元的词汇较多，需要学生通过多种方式记忆并能够熟练运用。
2. 情态动词can和could的用法：学生需要理解并掌握情态动词can和could的用法，并能正确运用在句子中。
教具学具准备1. 教师准备：教材、PPT、教学卡片、录音机等。
2. 学生准备：教材、笔记本、文具等。
教学过程第一课时1. 导入：通过图片或视频，引入帮助他人的主题，激发学生的兴趣。
2. 新课内容：学习与帮助相关的词汇、语法、句型，通过讲解、示范、练习等方式，让学生掌握所学知识。
3. 练习：通过课堂练习，让学生巩固所学知识，提高实际运用能力。
第二课时1. 复习：复习第一课时的内容，检查学生对词汇、语法、句型的掌握情况。
2. 新课内容：学习情态动词can和could的用法，通过讲解、示范、练习等方式，让学生掌握所学知识。
3. 练习：通过课堂练习，让学生巩固所学知识，提高实际运用能力。
第三课时1. 复习：复习前两课时的内容，检查学生对词汇、语法、句型的掌握情况。
2. 新课内容：通过对话学习，让学生在实际交流中学会表达请求和提供帮助。
六年级英语unit5教案
六年级英语unit5教案教案标题：六年级英语 Unit 5 教案教学目标：1. 学生能够掌握本单元的词汇和短语，并能正确运用于口语和书面表达中。
2. 学生能够理解并运用本单元的语法知识——过去进行时。
3. 学生能够通过听、说、读、写等多种方式，培养对话能力和阅读理解能力。
教学重点：1. 通过听、说、读、写等多种方式，培养学生的英语交际能力。
2. 培养学生的阅读理解能力。
3. 学习并运用过去进行时。
教学准备：1. 教师准备：教学课件、教学素材、课堂活动设计。
2. 学生准备：学生课本、笔记本、学习工具。
教学过程：Step 1: Warm-up (热身活动) - 10分钟1. 与学生打招呼，引入新课。
2. 利用图片或实物引导学生回顾并复习上一单元的内容。
3. 利用一些游戏或小活动，激发学生对英语学习的兴趣。
Step 2: Presentation (呈现新知) - 15分钟1. 呈现本单元的新词汇和短语，通过图片、视频或实物进行展示。
2. 以问答形式引导学生理解新词汇和短语的意思和用法。
3. 利用示范和模仿的方式，帮助学生正确发音和运用新词汇和短语。
Step 3: Practice (练习活动) - 20分钟1. 听力练习：播放录音，让学生听并理解关于本单元的对话或短文，并回答相关问题。
2. 口语练习：分组进行对话练习，使用本单元的词汇和短语，模拟日常生活情景。
3. 阅读理解：学生阅读本单元的课文，回答相关问题或进行小组讨论。
Step 4: Grammar (语法学习) - 15分钟1. 介绍过去进行时的概念和用法，通过例句和图示进行解释。
2. 与学生一起分析过去进行时的构成和肯定、否定、疑问句的句型。
3. 提供一些练习题，让学生用过去进行时来描述过去发生的动作或情况。
Step 5: Production (学以致用) - 20分钟1. 学生分组进行小对话或小剧本创作，运用本单元的词汇、短语和过去进行时。
牛津译林版六年级英语下册Unit5第五单元全部教案
牛津译林版六年级英语下册Unit5第五单元全部教案一、教学目标1.能够听、说、读、写单词和短语：with, without,food, plate, cup, glass, knife, fork, spoon, soup, salad, pizza, fruit, dessert。
2.能够听懂、会说、能读懂对话，正确使用目标语言进行交流，比如点餐、询问对方对食物喜好和数量等。
3.能够在情境中自如地使用目标语言进行交流，可以说出自己喜欢的食物和数量，也可以询问对方的需求以及食物的数量等。
4.了解西方国家常见的餐桌礼仪，能够利用所学口语表达出自己的礼貌和谦恭。
二、教学重难点1.教学重点是让学生熟悉和掌握本单元的新词汇和短语，并能够在实践中正确运用语言。
2.教学难点是让学生掌握与食物相关的词汇，并能够在语境中理解和运用目标语言进行交流。
三、教学过程Step 1 Warm-up1.Greet the students and ask them about theirfavourite food.e the following dialogue to introduce thetopic of food and ordering at a restaurant: Teacher: Do you like pizza? Students: Yes.Teacher: What do you like on your pizza? Students: I like cheese and pepperoni.Teacher: Do you like salad or soup? Students: Ilike salad.Teacher: Do you like fruit or dessert? Students: I like dessert.Step 2 Presentation1.Show pictures of different kinds of food anddrink, such as pizza, salad, soup, fruit, anddessert.2.Introduce new vocabulary words to thestudents, such as with, without, food, plate, cup, glass, knife, fork, spoon, soup, salad, pizza,fruit, and dessert.3.Demonstrate how to order food and drink at arestaurant using the following dialogue:Wter: Hello, welcome to the restaurant. Can I take your order, please?Student 1: Yes, I would like a pizza with pepperoni and cheese, please.Wter: Anything else?Student 2: I’ll have a salad without dressing, please.Wter: Do you want soup or fruit with that?Student 1: I’ll have soup.Student 2: Can I have fruit, please?Wter: Of course. Anything else?Student 1: Can we have a cup of water, please? Wter: Yes, I’ll bring that over for you.Step 3 Practice1.Divide the students into groups of two or three.2.Have the students practice the dialogue with their group members.3.Have some students perform the dialogue in front of the class for practice.Step 4 Production1.Ask the students to create their own dialogue using the new vocabulary and phrases they have learned.2.Have them perform their dialogue in front of the class for practice and feedback.Step 5 Extension1.Introduce the concept of table manners and etiquette, such as chewing with your mouth closed, using a fork and knife properly, saying ‘please’ and ‘thank you’, etc.2.Have the students practice using polite language and table manners during lunch or snack time.四、教学评估1.After the practice and production stages, the teacher can evaluate the students’ ability to use the new vocabulary and grammar in context.2.The teacher can also evaluate their understanding of basic table manners and etiquette by observing their behaviour during lunch or snack time.五、教学作业1.Review the new vocabulary and phrases learned in this lesson.2.Practice using polite language and table manners during meals at home.3.Write a short dialogue ordering food at a restaurant using the new vocabulary and phrases.六、教学资源1.Pictures of different kinds of food and drink.2.‘Ordering food at a restaurant’ dialogue.3.‘Table manners and etiquette’ rules and guidelines.。
英语六年级下册unit5教案
英语六年级下册unit5教案一、教材分析本单元的话题是demand sb. to do sth.。
以日常生活习惯的情景展开导入生活习惯用语。
由于活题贴近生活，语言情景真实，更易于源程序发学生学习的积极性，使学生能把知识迅速地、灵活地运用到现实生活中去。
二、教学内容分析1、教学重点：vocabulary Target story2、教学难点：（1）Can you …?句型表示现在或将来的情况，在本节课中主要表示为可能性（即可以，可能做某事吗）。
（2）情态动词Can后须用动词原形。
（3）回答时用代词 it / them 代替问句中所做事情。
（4）灵活运用以前学过的动词短语，掌握并熟练运用本课学习的8个短语。
（5）掌握并熟练story。
三、教学设计1、教具：图画卡片，课件......（视每节课内容而定）2、教学思路：本单元谈论的是要求别人做某事的知识目标，话题围绕收拾家居、清洁家居为主线，内容贴近生活。
因此课堂教这中主要采取情景教学和活动教学的模式进行授课。
利用直观教学法，运用动作配合语言指令教授新词，掌握句型。
3、课时设计：5课时四、教学过程The first period(Vocabulary, Target, Practice1, Practice2) Teaching Content: Vocabulary, TargetKey Points: Vocabulary and TargetDifficult Points: Master the sentences “ Can you … ?Yes, I can. / No, I can’t./Sure./ Sorry. / I will …” and usethe sentences in life.Teaching Aids: Pictures CardsTeaching Step:Step 1: Warming up---Free talkT: Boys and girls, can you tell me what kind of housework will you do?S1: I’ll clean the windows…S2: I’ll sweep the floor…(write down in the survey forms)wash the clothes\ do the dish\ sweep the floor…Step 2: PresentationⅠ. According to the survey form, the new phrase will be led in.T: Look at the survey form, sb. will make the bed, sb. will clean the house, and sb. will sweep the floor…(show the picture card) Can you take out the trash?( Write on board and underline the phrase)Ss: Yes, I can. / Sure. / No, I can’t. / Sorry.T: I’ll take it out.(do the action, make the word “ it ” in red and underline the phrase)Ⅱ. Using the same method to teach other phrases and write them on the blackboard.Ⅲ.Use pronoun “ it/them ” instead of doing things.Ⅳ. Lead in the new temporal words “ now/ in a minute / later ”.Ⅴ. Lead Ss to summarize: The Verb prototype by “can”.The teacher will summarize after that.Step 3: Practice 1Ⅰ.Have Sb. listen to the tape and read after it.Ⅱ.Open the book, P61, Practice 1a)Have Ss speak out the sentence for each picture in question Aand question B.b)Have Ss write down the sentence for each picture in question Cand question D. For example:-----Can you turn on the light ?-----Sure. I’ll turn it on. (the answer is up to you)c)Display students’ answers.d)Use these sentences to practice in the group.e)Listen to the question by the tape, choose the right answers in the four pictures and speak out the right answer by the Ss.Step 4: Book, P61, Practice 2Ask, answer in pairs.A:-----Can you put away your books? B:-----Sure, I’ll do it right now.A: Can …? B:..Step 5: HomeworkⅠ.Copy the vocabulary and target.Ⅱ.Recite the vocabulary and target.Ⅲ. Have conversation in advance.The second period(story, Song Activity)Teaching Content: Book, P56, P59, P62Key Points: storyDifficult Points: Master the storyTeaching Aids: CAI, tapeTeaching Step:Step 1: Review and warming upⅠ. Read the vocabulary and target.Ⅱ.Display three pictures of song activity in the screen, and have Ss guess the answer.Ⅲ. Listen to the tape and fill the answer in the blanks.Ⅳ.Have Ss sing the song after the tape.Step 2: presentation the story.Ⅰ.Lead inT: Ss, I’ll make my room cleanly. Gogo, Jenny and Tony moved into the new apartment yesterday (show the picture in the screen). Let’s go to see what will they do the housework?Ss: Ok.T: Watch the video of the conversation, and answer the following questions.a)Who ask Jenny to hang up her clothes?b)Will Jenny hang her clothes up?c)Who help Jenny to do them?d)Who ask Tony to put away his toys?e)Will Tony put his toys away?f)Who help Tony to do them?g)What will the apartment look like at last?Ⅱ.Read the conversation after the tape, have Ss act the role of conversation in the group.Ⅲ. Invite some groups to act.Step 3: Writing PracticeⅠ.Make sentences with following Phrases.a)you / take / please / can / trash / out / the ( ? )b)We / pround / you / of / are ( . )c)will / it / minute / in / I / do / a ( .)Ⅱ. Fill in the blanks with appropriate form of the verb.a)Can Lisa _____( hang ) up the clothes ? Yes, she will_____( hang )them up .b)I ______( be ) busy now.c)I’ll ____ ( does ) it later.d)He’s _______ ( put ) them away for you.Step 4: HomeworkⅠ. Copy the conversation twice.Ⅱ. Recite the conversation.Ⅲ. In advance P63-64The third period(Sounds and words, Activity ) Teaching Content: Book, P63-64Key Points: Sounds and words (high, light, night, right ,fight, bright) Difficult Points: The letter “ igh” pronounce [ai ] .Teaching Aids: CAI, tapeTeaching Step:Step 1: Free talkT: light.(loudly pronounce “igh ” and board writing)T: How pronounce the letter “igh ” ? [ ai ] [ ai ] [ ai ]Ss: [ ai].Step 2: Sounds and wordsⅠ. Show the pictures by CAI and listen to it.Ⅱ.Have Ss repeat after the tape.Ⅲ.Read the words by themselves.Ⅳ.Circle the pronunciation of [ ai ] in the sentences.Step 3: ActivityⅠ.Have Ss say the sentence for each picture.Ⅱ. Have Ss use the dice to play the game of P63 in the four-person group.Ⅲ. Have one half of Ss (Group A ) write the sentence for each picture in row 1 and row 2.Another half of Ss (Group B ) write thesentence for each picture in row 3 and row 4. For example: Can you turn off the light?...Ⅳ.Group A ask and group B for answers, and then change it.Step 4: Writing PracticeHave Ss choose some picture in activity. According to these pictures, write a short passages.For example: 1.It’s time to go home. Please put away your books ,and clean up the classroom. Then, take out the trash.Step 5: HomeworkⅠ.Copy the words.Ⅱ.Read the Unit 5The fourth period(Reading and writing)Step 1:Pre-reading1.Warm up: sing a song.2.T: read and answer the questions:3.完成P60 Read and write①②练习。
陕旅版六年级英语下册unit5教案教学设计学案
掌握句型：There will be…Shall +动词原形
What will you sell？
What shall we do with the..?
教学难点
灵活运用所学句型做简单会话。
教学资源
教学光盘课文录音。
教学设计
教学环节
导案
学案
教师复备栏
导入定向
Greetings .
Revision.
探究展示
Let's guess.
Read and make their conversations.
A:She is a little short and has short hair.She is…
B:Is sheAlice?
A:Yes.You are right .
引导点拨
Try to read more .
B:The elephant .
A:What's it like ?
B:It's big and strong .
A:What do you think of it ?
B:It's hard--working.
引导点拨
Let's sing.
Play the tape .
Over the mountain,by the ocean,
There are two little girls.
…
训练达标
师出示内容，让生完成习题。
1.My favourite subject ismath.（划线部分提问）
——————————————
2.He iskindto us.(同上）
_____________________________
2020—2021译林版苏州六年级英语下册第5单元教案(含5课时).docx
Unit 5 A partyThe 1st period一、教学内容Story time二、教学目标1 .能听懂、会说、会读和会拼写单词:clown, appear, put on, begin,2.能听懂、会说、会读和会拼写句型：What are you going to bring to the party? I'm going to bring some toys. Are we going to eat or play with the toys first?三、教学重点1.正确掌握，灵活运用将来时句型表达于真实情景中。
2.能理解，正确朗读，表演Story time,并能自编类似情景。
四、教学难点通过课文重点语言知识点的学习，能理解课文内容，能自然流畅地给课文内容配音和表演。
五、教学准备多媒体课件，课文录音。
六、教学过程Step 1 Free talkWhat date is it?What holiday do you like?What holiday is coming?What are you going to do on May Day?Step 2 Pre-readingWhat am I going to do on May Day? Can you guess?引导学生提问：Are you going to ...?Work in pairsStep 3 While-reading1.Look at the pictures. What are they going to do?出示Mike/Liu Tao/ Su Hai/ Wang Bing 图片What do they need for a party?What are the children going to bring to the party?Check the answer:...is going to bring ...to the party.2.Watch and answer(l)When are the children going to have the party?(2)Where are they going to have the party?(3)Who is going to take part in the party?3.自读P.26课文，填空It is morning. The children bring their things to Mike's house. They don't know where Liu Tao is. Suddenly, A appears.It's Liu Tao. He brings some for them. Then, the party.They are going to first. Then, they are going to eat somefruit, and some and drinks. They have great fun at the party.4.Read and answerWhat is Liu Tao going to bring to the party?Let's watch and answer5.Read and choose完整的欣赏课文内容视频，模仿人物的语音语调，尝试配音。
小学六年级英语教案：Unit 5 what does she do
小学六年级英语教案：Unit 5 what does she do 无论才能、知识多么卓着，如果缺乏热情，则无异纸上画饼充饥，无补于事。
下面是本文库为您推荐小学六年级英语教案：Unit 5 what does she do。
第（1）课时教学内容Let’s start A Let’s learn Group work C Let’s sing教学目标1.能够听说读写本课单词：singer， writer， actress， actor， TV report2.能够理解、认读白体句子：what does your father /mother doHe’s a---3.能够听懂、会唱歌曲＂My family＂教学重点难点1.重点是掌握A let’learn部分的五种英语表达，并能简单问答、介绍，表达自己的理想2.本课难点是在正确区分运用冠词an和a，如：an actress，a writer教学准备1.准备四年级上册第六单元和本课的录音带2.准备本课单词卡片、Sarah等人物的头饰、一些名人的图片3.学生准备本课单词卡片教学过程1. warming up放四年级上册第74页的歌谣，学生边说边根据内容做一些动作2.Preview＂指手画脚＂活动教师把doctor，teacher，nurse，farmer，baseball palyer等单词卡片朝下放在桌上。
一名学生抽一张卡片，用动作表演卡片上的职业，其他学生猜职业名称。
第一个猜出的同学抽下一张卡片继续做游戏。
3.Presentationlet’s start教师展示本部分的挂图，然后对学生说：＂I am a teacher .I teacher English.＂教师板书：teach，teacher.注意：teach，teacher用不同颜色的笔标出来。
请学生观察两个词并说出差别。
教师通过一些动作给学生以提示，帮助学生理解几种职业的含义。
注意提示学生dancer，driver，writer三个词是直接在原动词后面加r.let’s learn（1）教师出示singer图片，示范朗读，让学生跟说并做动作。
译林版六年级英语下册Unit5教案
Billy
Willy
Sam &Bobby
Activities
Read the judge
Sam wants to be the king.( )
Bobby is happy to be the king.( )
Bobby knows the storyThe King’s new clothesat first.( )
（2）朗读句子，认知结构
教师安排学生朗读表格三和四中的句子，让学生体会be going to结构的一般疑问句及其回答。
（3）Do you remember，操练be going to结构的一般疑问句
教师利用课件将刚才游戏中的连线去掉，让学生根据记忆进行问答活动，操练be going to结构的一般疑问句。
板书设计
课题Unit5A party
上课时间：总5课时 第3课时
教学目标
1）能熟练运用Are you going to…?展开话题询问和回答。
2）能在合理的情境中运用一般将来时的句型进行正确的表达。
教学重
难点
1.能掌握本单元的四会单词、句型。
2.掌握、灵活运用一般将来时构成的一般将来时句型，并能在真实情景中正确表达。
Step2. Cartoon time
Bobby’s class isalsogoing to have a partysoon. What are they going to doat the party?
Watch the cartoon and fill in the blanks
A party
Step 2 Grammar time
1. Read and find
总结出一般将来时的基本结构：主语+be going to do
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Unit 5 On the farm
一、单词
1.holiday 假日，假期
st 最后的
3.early 早的，早地
4. national 国家的
5.before 在…以前
6. did （do的过去式）
7. taste 品尝
8. farm 农场，农庄
9.film 电影 10.carrot 胡萝卜 k挤奶 12.cow 母牛，奶牛13.funny 有趣的事，娱乐
14.pick 采，摘15. wonderful 精彩的,太好16.pull 拔，拖17.camp 野营，营地
18.volleyball 排球，排球运动 19.mountain 山，20. activity 活动
二、词组
1.the National Day holiday国庆假日
st week 上星期
3.the first day of school 上学第一天
4.after the holiday 假日后
5.in the school playground 在学校操场上
6.before class 上课前
7.watch a film 观看一场电影 8.a funny cartoon 一部有趣的卡通片
9.visit a farm 参观农场10.on the farm 在农场上
11. taste them 品尝它们12.pull up carrots 拔胡萝卜
k cows 挤牛奶14.collect eggs 收集鸡蛋
15. plant flowers 种花16.pick a lot of oranges 摘许多橘子
17. walk in the mountains在山上行走18.want to go to the farm 想要去农场
19. at a camp 在一个野营营地上20. cook a lot of food 煮很多食物
21. on the farm 在农场22. with my family 和我的家人在一起
三、句子
1.Today is the first day of school after the holiday. 今天是节后上学的第一天。
2. What did you do last week? I watched a film with my parents on Wednesday.
你在上周做了些什么？我周三和我的父母一起看了场电影。
3. What did you do on the farm? We watered trees and pulled up carrots.
What else did you do? We picked the apples and tasted them.
你们在农场做什么？我们浇树和拔胡萝卜了。
你们还做了什么？我们摘苹果并品尝了他们
4. Was there any juice in the bottle yesterday? Yes, there was.
昨天瓶子里有果汁吗？是的，有。
5. Mr Green cooked a lot of delicious food at the camp last week.
上周在野营营地上格林老师做了许多美味的食物。
6. The light on my right is not very bright tonight. 今天晚上我右边的灯不是很亮。
语法：一般过去时的几种句子结构。
1）陈述句：
a.肯定句：主语+动词的过去式+其他。
如：I played football with my friends last Sunday.
b.否定句：主语+助动词didn’t+动词原形+其他。
如：She didn’t go to school yesterday.
2) 一般疑问句：助动词Did+主语+动词原形+其他？如：Did you read English last night?
3) 特殊疑问句：特殊疑问词What+助动词did+主语+动词原形+其他？
如：What did you do last week?
5. There be 句型的过去时态。
1）肯定句：There was/were a/an/some …2) 否定句：There wasn’t/weren’t a/an/any …
3) 一般疑问句：Was/Were there a/an/any …?回答：Yes, there was/were. / No, there wasn’t/weren’t.。