新冀教版五年级英语下册Lesson 21 look at the photos优秀教学设计
课题 Lesson 21 look at the photos 课型 新授
授课人 授课时间 课时
教学目标 1、学生能听懂、会说、认读并书写下列词汇：
Photo 、were 、was 、happy 。
2、学生能继续加深对现在时和过去时的概念的理解。
教学重点 1、过去时的构成。
2、用一般过去时介绍过去发生的事情。
教学难点 1、过去时的构成。
2、用一般过去时介绍过去发生的事情。
教具准备 图片、录音机、磁带
教学过程 1、greetings 向学生问好：hello students ！yesterday I went to see a movie 。what did you do ？花几分钟时间复习过去时和现在时的概念。 在黑板上写下这几个单词： have \ had eat \ ate do \ did go \ went see \ saw 2、presentation 导入： 告诉学生，今天Danny 和Jenny 在家里。他们在和Steven 交谈。他们正在向他讲述关于旅行的情况。他们使用过去形式的动词。 (1)Danny’s story 在黑板上写下am ，is ，are ，was ，were ，每次写一个。每个新单词说两遍，然后让学生重复。 向学生解释，am ，is ，are 是现在时态的动词。讲述何时以及如何使用这些动词。 现在时态： I am happy 。 He is happy 。 She is happy 。 You are happy 。 We are happy 。 They are happy 。 个性化建议
这些句子相应的过去时态：
I was happy 。
He was happy 。
She was happy 。
You were happy 。
We were happy 。
They were happy 。
记住：；
对于：I 、she 、he ，在过去时态中用
was ，在现在时态中用am 、is 。
对于you 、we 、they ，在过去时态中用
were ，在现在时态中用are 。
让学生看教科书P60 part 1 。浏览课文，挑
选出所有过去时态的动词，把他们写在黑板上。一
定要看学生是否正确识别稳重的过去时动词：
were 、played 、was 、happened 、hurt 。
在黑板上写下这些句子：
We were on the train to Beijing 。
We played with the baby 。
It was fun 。
Danny was at the Palace Museum 。
What happened ？
He hurts his tail 。
读每个句子。学生应该开始理解如何使用be动
词的过去时形式。
现在播放录音，让学生跟读。播放两遍，必要
时暂停。
练习：
让学生分小组练习part 1 的对话。
(2)Is and was
让学生看P 60 part 2 ，向学生解释，他们要
找出不同之处。浏览三组图中的每幅图。读句子，
把这些句子写在黑板上，强调第一个句子中的现在
时动词，以及相对应句子中的过去时动词。完成这
三组句子。
播放录音，学生跟读。
(3)let’s do it .
让学看P61 part 3 。
1、read and write “am”“is”“are”
“was”or“were”。
解释怎样完成这个练习。练习顶部有五个be动
词形式。学生必须读下面的句子，并根据句子谈论
的事发生在现在还是过去，用动词的正确形式填
空。
答案：1、was 、am
2、were 、are
3、was 、is
4、were 、are
2、talk and write
阅读李明对他们所在故宫所拍照片的描述。强
调下列动词：look（现在时态，李明现在让看照
片）were 、went 、had （过去时，李明在告诉你
当他们参观故宫时发生的事情。）
现在学生在右边我的照片空白处画一张自己的
照片。然后写一写拍照时所做的事情。可以是学生
希望写的任何事情。至少用一般过去时写三个句
子。
(4)巩固检验：
让学生回答问题：
How old are you this year ？
How old were you last year ？
How old is you mother this year ？
How old was she last year ？
(5)家庭作业：
随堂练习册。
(6)结束课堂教学。
板书设计 Lesson 21 look at the photos
Happy 、was 、were 、photo 、story
We were on the train to Beijing 。
We played with the baby 。
What happened ？
I was sad yesterday 。
教学反思
六下英语Lesson 20 Looking at Photos优秀版
They never ___g_o___（go）to schoo on foot.
用所给的词的正确形式填空。
1、Look at __t_h_e_s_e_( this) pictures. 2、I have much work ___t_o_d_o__(do). 3、Li Ming taught me __t_o__p_la_(yplay) ping-pong . 4、 I always____d_o___(do)my homework. 5、 Jenny wants ___t_o__g_o___(go) to the park Step
规则动词过去式的构成
构成规则
例词
1、一般在动词原形末尾加– ed 2、结尾是 e 的动词加 -- d
look play like invite
ห้องสมุดไป่ตู้
looked played liked invited
3、末尾只有一个辅音字母的
stop
重读闭音节词，先双写这
个辅音字母，再加—ed
4、结尾是“辅音字母+y”的动词， study 先变“y”为“i”再加—ed
课堂练习
1．填出下列单词过去式：
clean cleanweadsh
twalakshed
want wantlaeudgh laamugished
are were
2．运用单词正确时态填空
五年级下册英语21课
五年级下册英语21课21. My DayUnit 6: Healthy eatingIn the 21st lesson of the fifth grade English textbook, students will learn about healthy eating habits and how to talk about food and meals in English. This lesson aims to enhance students' vocabulary, reading, and speaking skills while also promoting the importance of a balanced diet.The lesson begins with a warm-up activity where the teacher introduces the topic by asking students about their favorite foods and meals. Students can take turns sharing their answers, allowing for class participation and engagement.Next, the teacher presents new vocabulary words related to healthy eating such as fruits, vegetables, grains, proteins, and dairy products. Handouts or flashcards with pictures and words can be used to facilitate understanding and memory retention.To introduce the concept of a balanced diet, the teacher can show visuals or use real food items to categorize different food groups. Students can be askedto identify which food groups each item belongs to and explain why they are important for our health.Once the vocabulary and concepts are introduced, the teacher can proceed to the reading activity. The textbook provides a passage titled "My Day" where a fictional character named Lily describes her daily routine, including her eating habits. The passage should be read aloud by the teacher, with proper intonation and emphasis on key vocabulary words.After the reading, the teacher can ask comprehension questions to check students' understanding of the passage. For example, "What does Lily have for breakfast?" or "What does she eat for lunch?" This encourages students to recall information from the text and practice their reading comprehension skills. Following the reading and comprehension questions, students can be divided into pairs or small groups to discuss their own daily routines and eating habits. They can take turns asking and answering questions using the target vocabulary words. For example, "What do you eat for dinner?" or "Do you like to eat fruits and vegetables?"To further reinforce the lesson, a group activity can be conducted where students have to create a healthy meal plan for a day. They can use magazines or online resources to find pictures of different foods and categorize them into food groups. Each group can then present their meal plan to the class and explain why their choices are healthy.Finally, to conclude the lesson, students can create posters or collages showcasing the importance of healthy eating. They can use pictures, drawings, and key vocabulary words to illustrate the concept of a balanced diet. The posters can be displayed in the classroom as a reminder for students to make healthy food choices.In summary, the 21st lesson of the fifth grade English textbook focuses on healthy eating habits. Through various activities such as vocabulary introduction, reading comprehension, speaking practice, and group activities, students learn about the importance of a balanced diet and how to talk about food and meals in English. By actively engaging students in the learning process, this lesson aims to promote healthier eatinghabits and improve English language skills simultaneously.。
冀教版六年级下册英语-Unit4Lesson20LookingatPhotos
冀教版六年级下册英语Unit 4 Lesson20 Looking at Photos 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照片中的内容，并进行简单的交流。
3. 培养学生的观察能力、表达能力及合作意识。
教学内容：1. 生词：map, factory, post office, hospital, supermarket, restaurant, zoo, park, school, bus stop。
2. 句子：What's this? It's a map.Where is the post office? It's near the hospital.教学重点与难点：1. 重点：掌握本课的生词和句子，能够正确运用它们进行交流。
2. 难点：能够根据照片内容进行描述，并运用适当的语法结构。
教具与学具准备：1. 教具：照片、地图、卡片。
2. 学具：课本、练习册。
教学过程：Step 1: 热身（5分钟）1. 教师与学生进行简单的英语对话，检查学生的英语水平。
2. 学生进行小组活动，用英语介绍自己的家庭成员。
Step 2: 导入（10分钟）1. 教师展示一张照片，引导学生观察并描述照片中的内容。
2. 学生分角色扮演，用英语描述照片中的场景。
Step 3: 新课呈现（15分钟）1. 教师展示地图，引导学生找出照片中的地点。
2. 学生听录音，跟读生词和句子。
3. 教师用卡片展示生词，学生抢答并正确发音。
Step 4: 课堂活动（10分钟）1. 学生分成小组，每组选择一张照片，用英语描述照片中的内容。
2. 各组轮流展示，其他学生听后进行评价。
Step 5: 巩固练习（5分钟）1. 学生完成练习册上的相关练习。
2. 教师选取部分学生的练习进行讲解和反馈。
2. 学生回家后，用英语描述一张家庭照片，并写下自己的感受。
板书设计：冀教版六年级下册英语Unit 4 Lesson20 Looking at Photos生词：map, factory, post office, hospital, supermarket, restaurant, zoo, park, school, bus stop句子：What's this? It's a map.Where is the post office? It's near the hospital.作业设计：1. 家庭作业：用英语描述一张家庭照片，并写下自己的感受。
翼教版英语六下Lesson 20 Looking at Photos课件
看，李明！这 里有一张你、 丹尼和圣诞老 人的照片。你 记得吗？
go(went) buy(bought) see(saw) talk(talked) say(said) want(wanted) laugh(laughed) ask(asked) get(got)have(had) win(won) lose(lost) play(played) invite(invited)
2、元浊 /d/ ,即 ed 在元音，浊辅音后面念 /d/ ,
例：played called 3、/t/ /d/ 之后念 /id/ , 即 ed 在 /t/ /d/ 音后面念 /id/
例：wanted needed
不规则动词表
原形 过去式 原形 go have do see say 过去式 went had did saw said
go （go）to schoo on foot. They never _______
用所给的词的正确形式填空。 these this) pictures. 1、Look at _______( to do 2、I have much work ________(do). 3、Li Ming taught me _______( to playplay) ping-pong . 4、 I always________(do)my homework. do 5、 Jenny wants __________(go) to the to go park Step
draw (drew) drive (drove) eat (ate)
fall (fell) feed (fed) fell (felt) fly (flew) forget (forgot)
get (got) give (gave) go (went) grow (grew)have has (had) ride (rode) know (knew) keep (kept) make (made) meet (met) run (ran) say (said) see (saw) sing (sang) sit (sat)
六年级下册Lesson 20(教案)冀教版小学英语
冀教版小学六年级下册英语教学设计课题：Lesson 20 Looking at Photos教学目标:1.学生能后听懂、会说、认读和书写下列单词：find- found; get- got2.学生能认读、理解和运用下列句子：Do you remember?3.通过对本课动词过去式的复习和学习，让学生感知规律并乐于去积极地尝试用英语表达自己。
教学重难点:学生能够正确和灵活地运用动词的过去式。
教学准备:录音机，照片，单词卡片教学过程:Step 1 Warming-up1. Sing a song ( the song in Lesson 4: What did you do?)营造轻松愉悦的学习环境，并为接下来的话题 What did you do yesterday? 做铺垫。
2. Free talk:T: Hello, boys and girls! What's the date today? How's the weather today?T: What did you do yesterday?Step 2 Preparation and Presentation1. Lead - in:T: Look! What did I find? Ss: Photos.T: Yeah! I found these photos. (教授find-found)T: Let's look at photos. (引出标题)I bought some gifts.T: Do you remember these words? find-found hit-hit say-said go-went see-saw want-wanted teach-taught talk-talked buy-bought2. First - reading:T: Where is Li Ming now? Do you remember?Ss: Yes! He is in Canada now.T: Let's read the text quickly and find the answers.What is Li Ming doing? What did he find? Do they remember?( He is getting ready to go home next week. He found these photos.Yes, they do.)3. Second – reading and discussion:T: Let's look at these photos and talk about them.Step 3 Practice1. Listen to the tape and read the text aloud.T: After we've learned the text, let's read it after the tape. Try to imitate the pronunciation and intonation.2. Let's sing.T: Li Ming misses his friends. Do you think so?Ss: Yes.T: We love our friends. Let's sing a song ‘Come and sit beside me, my friend'.3. Let's do it! Pair work. Talk about the photos. Then write. T: Let's do the Part 3.Where was …?What did …?Students show their dialogues.Step 4 ProductionPair work. Make a dialogue.T: Take out your photos. Talk about them with your partner. Step 5:Homework: Talk about your photos with your partner.Then write down the sentences.六、板书设计Lesson 20 Looking at PhotosDo you remember?find found get got。
九年义务教育2020年编五年级英语下册Unit4DidYouHaveaNiceTripLesson21LookatthePhotos作业冀教版三起
Lesson 21 Look at the Photos!一、读一读，判断单词是（T）否（F）同类。
二、单项选择。
( ) 1. ______ you _____ your nose yesterday?A. Did; hurtsB. Do; hurtC. Did; hurt ( ) 2. I often _____ books on weekends.A. readB. readsC. reading ( ) 3. I bought a T-shirt _____ you.A. toB. onC. for( ) 4. It is ____ small for you.A. tooB. toC. just三、按要求完成下列各题。
1. there, by, we, bus, went (.) （连词成句）____________________________2. I had fun in Beijing. （改为否定句）____________________________3. I am happy today. （用yesterday改写句子）______________________________答案：一、1. T 2. F 3. F 4. T 5. T二、1. C 2. A 3. C 4. A三、1. We went there by bus.2. I didn't have fun in Beijing.3. I was happy yesterday.赠送试卷五年级Module2T，不同F。
( )1.She danced in a lot of _____.A.cityB.citysC.cities( )2.Did she learn any ____?A.foreign languagesB.foreign languageC.foreign English ( )3.She is a ____ .A.danceB.dancerC.teach( )4.He ____ English last year.A.is learningB.learnC.learnt( )5.Ten years _____ , I was a child.A.agoB.beforeter( )6.Ms Smart learnt ___ .A.danceB.to danceC.dancing( )7.-- _______are they? --They’re my grandparents.A.WhoB.WhatC.Whose( )8. --What she yesterday? --She made a cake.A.do, didB.did, didC.did, do( )9.He ______English now.A.learningB.is learningC.learnt( ) 10.Five years ago, he _____ to school. Now he to school by bus.A.Walked, wentB.walks, goesC.walked, goes三、选答语。
冀教版英语五年级下册Lesson 21 同步练习(附答案)
Lesson 21 Look at the Photos!一、读单词, 选出每组单词中画线部分发音不同的一项。
( ) 1. A. old B. so C. today( ) 2. A. last B. happy C. happened ( ) 3. A. we B. he C. egg( ) 4. A. played B. looked C. walked( ) 5. A. shopped B. stopped C. wanted二、读一读, 选出与画线单词同类的一项。
( ) 1. The children played games. They were happy.A. eatB. sadC. photo ( ) 2. Danny was seven years old last year.A. wereB. isC. are ( ) 3. I hurt my leg last week.A. monthB. mouthC. yesterday ( ) 4. Mike went to Tian'anmen Square by bike.A. busB. shortC. food ( ) 5. Tim was on the plane to Canada.A. trainB. ChinaC. Beijing三、根据首字母提示补全单词。
1. You w________ in Yunnan last week.2. He w________ 12 years old in 2015.3. —How did you feel yesterday?—I felt h________.4. In this p________, I hurt my leg.5. I w________ to the cinema last Sunday.四、单项选择。
( ) 1. Danny looked at these ________.A. photosB. photoC. photoes ( ) 2. —________? —I hurt my finger last night.A. What happenB. What happenedC. What happens ( ) 3. In this photo, you ________ on the train to Hainan.A. isB. wasC. were( ) 4. My sister is very happy ________.A. last weekB. yesterdayC. today( ) 5. May couldn't find her pen last week. She ________ sad.A. areB. wasC. were五、看图并根据句意补全对话。
冀教版英语六年级下册 Lesson 20 Looking at Photos 教案
Lesson 20 Looking at Photos 教案一、教学目标：1、正确运用过去时。
2、掌握单词remember, forget, find —found.3、熟读课文，理解内容，结合自己积累的单词进行创造性的应用。
4、提高看图对话的能力，实现由读到说的转变。
二、教学重点掌握本课单词并运用所积累的单词叙述身边的事物。
三、教学难点：在掌握单词的基础上，会用一般过去时表述已经发生的事情。
四、教学用具：多媒体课件、单词卡五、教学步骤和建议（一）Warm up1.教师出示课件引出本节课题。
2.让学生打开课本第58页，并介绍文中的对话。
3.让学生观察图片，初步理解文章内容。
（二）Text1.Read the text silently and quickly:What is Li Ming doing?What did he find?2.播放课文音频，学生听教师出示课件（1）以小组为单位，朗读并讨论文章所表达的意思（2）选出文章中的新单词以及单词的句子部分的语段（3）最后老师带着学生们多遍朗读文章，朗读流畅，知晓内容3.分各种形式朗读课文（单独、小组、男女等）4.分组表演对话（三）Key points1.讲解I’m getting ready to go home next week.用法并举例句型结构：主语+be动词+getting ready to +动词（短语）原形+其他此句型是一个现在进行时态的肯定句，用于表达“某人正在准备做某事”例句：He is getting ready for the final exam.他正在准备期末考试。
2.讲解May I see them?用法并举例句型结构：May I …？我可以……吗？此句型是情态动词may引导的一般疑问句，表示请求肯定回答“Yes, you may”是的，你可以否定回答“No，you may not”不，你不能例句：—May I wash these clothes?我可以洗这些衣服吗？—Yes, you may./No, you may not. 是的，你可以/不，你不能。
六年级下英语教案-Lesson 20 Looking at Photos-冀教版
六年级下英语教案-Lesson 20 Looking at Photos-冀教版一、教学目标1.通过观察照片，学生能够说出照片中人物和物品的名称。
2.能够用简单的英语描述照片所展示的场景。
3.能够理解并能够正确使用一些动词和形容词，如：stand, sit, happy, sad 等。
二、教学内容与重难点教学内容1.照片的基本介绍2.照片中人物和物品的名称3.描述照片所展示的场景4.一些动词和形容词的使用重点1.照片中人物和物品的名称。
2.用英语描述照片所展示的场景。
难点1.一些动词和形容词的运用。
三、教学过程Step1：Warm-up1.首先，出示一张照片，询问学生这是一张什么照片，照片中的人物和物品是什么。
2.让学生自由讨论，收集他们的意见和答案。
3.逐一对学生的答案进行纠正和补充。
Step 2: Presentation1.出示第一张照片，向学生展示其中的人物和物品，并分别指向照片中的人物和物品进行介绍，让学生模仿着跟读。
2.在学生掌握了照片中人物和物品的名称之后，进而让他们描述一下照片展示的情景。
Step 3: Practice1.在展示给定的照片后，让学生自由发挥进行描述。
同时，提供一些已经学过的动词和形容词，并鼓励学生使用得当。
2.在老师的辅助下，学生深入探索了这些动词和形容词的使用方法。
Step 4: Consolidation1.随机抽取学生进行照片场景的描述，并逐一进行纠错和完善。
2.循序渐进地将问题拓宽，让他们探索和理解照片所展示的更多细节。
Step 5: Extension1.由学生自己开始设计一个有关自己的照片或者自己创造出一个场景来，并用英语描述它。
2.让学生找到自己方便的方式，例如：组队合作，或是个人完成。
四、教师反思1.学生对于课程的学习充满了兴趣，但是在语言运用方面还不够自信。
2.保持耐心和鼓励学生更加努力，持续拓展他们的英语能力。
3.需要更多的教学资源，Example：照片。
冀教版五年级下册英语教案马亚萍电子备课 (1)
Lesson 21 Writing the Address一、教学目标：知识目标：掌握词汇stamp。
使学生学会在明信片上用英语写地址。
能力目标：在创设的情境中运用所学的口语、书面语知识，使语言交际能力进一步提高。
情感目标：学会通过用明信片的形式主动与人交流，建议更广泛的交往空间；通过地址写法的对比，了解中英语言的差异，激发爱国主义情感。
二、教学重点、难点：重点：stamp难点：。
地址的正确书写三、教具、学具：一张放大的邮票、录音机、磁带四、教学过程（一）、复习导入1、PLAY“Simon says”,复习top, bottom, right 和left（告诉学生向上指表示top，指下面表示bottom，左指表示left，右指表示right，由单个学生来指挥）2、做《活动手册》第一题听力（设计意图：本课课文频繁的涉及了top, bottom, right, left等词，第1步复习，用以让学生熟悉这些词汇的意义与发音，第2步复习，为了让学生在句子层次中复习这几个单词的用法）（二）、讲授新知识1、出示一枚放大的邮票，师：What’s this ? （前面是接触到Stamp这一单词，所以大部分学生应该会读，本课要让学生会写、会用）师：“Who can spell it ?”拼读句子，师要板书，让学生说一说，谁有办法记住这个单词的写法。
２、在黑板上划一张大型的明信片师：Where do you put the stamp？（请单个学生回答，再问几个学生，最后齐答）师：a、Where do you put the address？b、What’s your address？请学生用汉语讲出来国家－省份－城市－乡镇（街道）－门牌号c、What’s Danny’s address？（先让学生看课文，再回答问题，答后，将其板书在黑板上）９４２ Ninth Avenue Edmonton ， Alberta Canada并用汉语翻译在旁边请学生总结中英文地址书写顺序的不同（设计意图：地址书写的难点，关键在顺序的排列不同，让学生自己去观察、发现，是一个不可缺少的体验过程，以后便不容易出现“忘了顺序”的现象）（三）、活动与练习１、让学生拿出自己提前准备好的明信片（可以自己画一张）要求每个学生也为自己的母亲画一张明信片，在上面写上自己家的地址（设计意图：本环节充分体现了任务型教学理念，让学生能够自己用所学的新知识去完成任务，这是一个参与的体验过程）２、师：Does Danny Know his address？Read and listen播放录音至Ｐ４３第四行，让学生看书跟读３、自读课文剩余部分，然后请两位同学表演课文内容。