冀教版小学英语五年级上册lesson14

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冀教版五年级上册Lesson14 May I Go to Beijing教学设计

Lesson14: May I Go to Beijing教学设计学情分析:本课针对的是五年级的学生，学生已经有了四年的英语基础，能够准确得表达一些动作短语和句型，能在老师引导下，完成情境教学，和同学一起实现合作学习。

教学目标剖析：本课是五年级上学期第三单元第二课，本单元主要学习去旅行的相关的知识。

本课是承上启下的一节课，前一节课，学生已经学到了李明和妈妈计划去北京旅行。

而这一课，主要是李明和妈妈沟通去北京以及做相应的一系列事情的问答。

重点运用“May I …”句型来寻求妈妈的许可。

教学目标：1、学生在本课要学会用“May I …”句型来问答，实现在各种情境下的合理问答。

复习上单元学过的各个国家的相关内容以及四年级学过的各种活动场所和动词短语。

2、注意对学生礼仪方面的培养。

3、实现中西方文化的碰撞，激发学生的学习兴趣。

教法：问答法，启发教学，对话教学，微课教学，情境教学，故事教学。

学法说明：学生主要通过自己观看微课学习本课句型，进而主要通过同桌两两对话通过多种方法来练习。

教具：利用多媒体,ppt课件，flash ，微课教学过程:一、Play a game: Do actionsand guess.What is he/she doing?read books draw a picture sing a song sleep stand up sit down eat hamburger二、导入：Li Ming wants to travel. So he asks for his mother’s permission .Q1:Where does Li Ming want to go? Why? Play the video.Q2:What does he want to do in Beijing?Play the video again and read following one sentence by one sentence.导入微课：When we ask for permission, we should use the sentence: May I …? If you are allowed, they will say：Yes, you may. If you are refused, they will say: No, you may not. 四：Can Li Ming’s wishes come true? What does his mother say?Read freely and discuss with groups. Try to find the answers in the text.Q3:Why does Li Ming’s mother disagree with (不同意)him to travel to Beijing at first(起初)?Because Li Ming is too young. His mother thinks he is too young to go to Beijing.Q4: Why does Li Ming’s mother agree him to travel to Beijing at last?Because Li Ming is a good boy. He works hard in school. And his mother will come with him. (Who will go to Beijing with Li Ming? )Yes, it will be safe with adult. ['ædʌlt]when you want to go somewhere, you should go with your mother or father. 三、Practice.a. Do you want to travel? What country/city doyou want to go? What do you want to do? Make a dialogue with your partner.A: May I travel to______? B:Yes,you may.A:May I go to _________? B:Yes,you may, A: May I____________? B:No, you may not.b.Tell a story.1.Baby cat: Mum, may I catch the bird?Mother cat: Yes,you may.Baby cat: Mum, may I catch the butterfly? Mother cat: Yes,you may.Baby cat: Mum, I’m hungry now. May I eat your fish? Mother cat: No, you may not.2. crow: [krəʊ] Oh, I’m so thirsty. Here is a bottle of water.It’s great! But it’s so little.May I put some soil（泥土）in the bottle? Bird：No, you may not.. crow: May I put some feathers in the bottle? Bird：No, you may not.. crow: May I put some stones(石头) in the bottle? Bird：Yes,you may.crow: Haha! I can drink now.3.MonkeyA: Today I’ll find some food to eat.May I pick some peaches?MonkeyB: Yes,you may.MonkeyA: May I pick a watermelon? MonkeyB: Yes,you may.MonkeyA:May I catch the rabbit? MonkeyB: No, you may not.4. Bajie:May I eat noodles? Tangsen: Yes,you may. .Bajie:May I eat fruit? Tangsen: Yes,you may. Bajie:May I eat hamburgers? Tangsen: Yes,you may. Bajie:May I eat meat? Tangsen: No,you may not.c. Choose one letter and make a dialogue with yourpartner.At home At school At the zoo On the farm In the library On the playground In the park In the restaurant In the bedroom In the supermarket In the bathroom(浴室) A:May I _______________? B: Yes, you may. A:May I _______________? B: Yes, you may. A:May I _______________? B: No, you may not.四、Homework.Do you have a wish? What do you want to do? Whose permission will you ask for? Try to ask and write down the dialogue.教学反思：本课虽然是一节新授课，但是主要是句型为主，因此，本课主要以学习和练习句型为目的。

五年级上册冀教版英语第14课

第一部分：概述1.1 课程简介在冀教版五年级上册英语教材中，第14课是一篇新颖的故事，它寓意深刻，内容生动活泼，充分体现了课程中的“语言情境融合”、“学以致用”等教学理念。

1.2 教材背景在我国的英语教学中，冀教版教材一直以其严谨的策划、科学的内容、合理的结构以及寓教于乐的方式备受教师和学生的喜爱。

冀教版英语教材的14课也是如此，它贴近学生实际生活、充满趣味，能够引导学生积极学习英语，培养他们的语言能力。

第二部分：教学内容分析2.1 教学内容梳理本课的教学内容主要包括一篇故事，讲述了一只名叫“A clever monkey”的聪明猴子通过机智和勇敢成功帮助了其他动物的故事。

2.2 教学资源本课的教学资源包括教科书、多媒体设备、图片、视瓶、动画等，这些资源可以帮助教师更好地呈现教学内容，激发学生学习英语的兴趣，提高他们的学习效果。

2.3 教学目标通过学习本课，学生应能够理解并运用本课的语言知识，掌握相关的语法知识和词汇，并能够通过本课的故事情节和角色，培养自己的语言交际能力。

第三部分：教学方法与手段3.1 听说读写结合的教学法基于本课的教学情境，教师应采用一定的教学方法和手段，如让学生通过听说读写的方式进行学习，提高他们的英语综合能力。

3.2 打破传统的教学方式在教学过程中，教师应该尽量打破传统的教学方式，如进行活动设计、情境教学、教学游戏等，从而激发学生的学习兴趣，提高他们的学习效果。

3.3 创新教学手段的运用在教学内容的呈现上，可以利用多媒体教学手段、动画、图片等多种形式，吸引学生的注意力，提高他们的学习积极性。

第四部分：教学流程设计4.1 教学环节的设定根据教学目标和教学内容，设计合理的教学环节，如“导入新课”、“呈现新语言”、“语言教学”、“合作交流”、“拓展练习”等，将学生的学习习惯及语言发展需求充分融入教学流程设计。

4.2 教学环节的组织在教学安排上要严谨有序，注重学习氛围的营造、鼓励学生参与、引导学生动起来，使每一个环节都能得到充分的发挥。

小学英语五年级上册 Lesson 14 May I go to Beijing 教学设计冀教版三起

小学英语五年级上册 Lesson 14 May I go to Beijing 教学设计冀教版三起教学目标1.学生能够听、说、读、写本课的生词和句型：Beijing, capital, May I go to Beijing?, Yes, you may. / No, you may not.2.学生能够理解课文，并能模仿朗读。

3.学生能够用所学的词汇和句型进行交流。

4.学生能够了解中国的首都北京，并了解北京的一些特点。

教学重点1.学生能够掌握本课的生词和句型。

2.学生能够理解课文，并能模仿朗读。

教学难点1.学生能够用所学的词汇和句型进行交流。

2.学生能够了解中国的首都北京，并了解北京的一些特点。

教学过程Step 1 导入新课1.教师出示图片或视频介绍中国的首都北京。

2.教师鼓励学生谈谈他们对北京的了解。

Step 2 学习新词汇和句型1.教师出示单词卡片，学生跟读。

2.教师介绍句型“May I go to Beijing? Yes, you may./No, you may not.”，并让学生跟读。

Step 3 学习课文1.教师播放录音，学生跟读课文。

2.教师讲解课文生词和重点词汇。

Step 4 情景练习1.学生分组进行情景对话，练习句型“May I go to Beijing? Yes, you may./No, you may not.”。

2.教师巡视，辅助学生练习。

Step 5 综合练习1.教师出示图片或故事情节，让学生运用所学知识进行讨论，练习语言表达能力。

2.教师检查学生的学习效果，并提供反馈和指导。

Step 6 作业布置1.布置课后练习，巩固所学的词汇和句型。

2.鼓励学生主动了解北京和其他中国城市的特点。

教学辅助1.单词卡片。

2.录音机/播放器。

3.图片或视频素材。

教学评价1.学生能够流利朗读本课的生词和句型。

2.学生能够运用所学知识进行情景对话和讨论。

3.学生能够了解北京和中国的文化特点。

冀教版五年级上册14课

返回
重点知识我来讲
work hard 努力学习，努力工作 I work hard in school. My mother works hard at school.
返回
重点知识我来讲
with 和.......一块;用 I like to go for a walk with my mother. I write with my pen.
You can come,too! Please,Mum? Beijing is the capital city of our country!
Okay,LiMing! You are a good boy. You work hard in school. You may go. And I can come with you. Great!Thanks,Mum!
interesting places in Beijing.
Water Cube
Bird's Nest
the Summer Palace
Lesson 14 May I go to Beijing?
重点句型我来讲
May I ......?句型用来表示请求对方的许可。其回答如下：肯定回答：Yes, you may. 否定回答：No, you may not.
练习我最棒
用May I ......?句型及答语描述下列图画，然后展示。
Shanghai
big
Guangzhou beautiful
Haerbin beautiful
如果周末你想去一个地方，你如何说服你的父母？请仿照课文内容，用上“May I........?”句型，编一个对话。
Li Ming wants to go to Beijing. May he go to Beijing?

冀教版五年级上册英语Lesson14May I Go to Bejing

Lesson 14 May I Go to Beijing?
may/meɪ/ may not can/kæ n/ can't 可以可以 our/ˈaʊ(ə)r/ afraid/əˈfreɪd/ young/jʌŋ/ 我们的恐怕年轻的 hard/hɑ:d/ work hard in school 努力地努力学习在学校
our 是形容词性物主代词。主格是we.
Okay，Li Ming! You are a good boy.
You work hard in school.
You may go. And I can come with you. 我也会和你一起去。 Great！Thanks，Mum! at school 强调所在场所或时间， in school强调主语的身份是学生。
May I go to the Great Wall? Yes,Li Ming,you may. May I go shopping? Yes,you may! May I live in Beijing,Mum? No,you may not,Li Ming.
May I +动词原形+to +其它? 句型是一般疑问句,意思是“我可以……吗？用来征求对方的意见或许可，语气较正式和客气。肯定回答：Yes，you may. 否定回答：No，you may not.
1 May I travel to Beijing? travel to+地点去……旅行
Mum,may I travel to Beijing? To Beijing? I'm afraid not. 恐怕不可以。 You're too young,Li Ming. 你太小了，李明。

Lesson14MayIGotoBeijing(教案)冀教版(三起)英语五年级上册

教案：Lesson 14 May I Go to Beijing?一、教学目标1. 知识目标（1）能够听懂、会说、会读本课的生词和重点句子。

（2）能够用“May I?”提出请求，并用“Yes, you may.”和“No, you may not.”回答。

（3）能够运用所学知识描述将来的计划。

2. 能力目标（1）能够正确使用动词的一般将来时。

（2）能够运用所学知识进行简单的交流和讨论。

3. 情感目标培养学生对北京等中国城市的兴趣和热爱，激发学生学习英语的兴趣。

二、教学内容1. 主题：Lesson 14 May I Go to Beijing?2. 重点句子：May I go to Beijing?No, you may not.Yes, you may.3. 生词：Beijing 北京go to 去may not 不可以may 可能No, you may not. 不可以，你有play 玩Yes, you may. 可以，你有三、教学重点与难点1. 重点：能够听懂、会说、会读本课的生词和重点句子，能够正确使用动词的一般将来时。

2. 难点：动词的一般将来时的运用。

四、教具与学具准备1. 教具：课件、黑板、粉笔2. 学具：课本、练习本、文具五、教学过程1. 导入（5分钟）通过问答的方式引导学生谈论他们将来的计划，从而引入本课的主题。

2. 展示（10分钟）（1）教师出示生词和重点句子，引导学生跟读。

（2）通过图片和情景展示，让学生理解一般将来时的用法。

3. 练习（10分钟）（1）学生分组进行角色扮演，运用所学知识进行对话。

（2）完成课本练习题，巩固所学知识。

4. 应用（5分钟）学生分成小组，讨论并制定一个未来的计划，然后向全班展示。

六、板书设计1. May I go to Beijing?3. No, you may not.4. Yes, you may.七、作业设计1. 抄写生词和重点句子。

2. 完成课后练习题。

冀教版英语5上五上14课

小学英语学习材料金戈铁骑整理制作Lesson14 May I Go to Beijing耿月平教学目标：1.能读懂李明与妈妈关于旅行的对话。

2.能用句型May I ......?来向别人请求做某事。

3.学生乐于学习英语，能够用英语进行交流。

教学重点：学生能够用句型May I ......?Yes,you may/No,you may not.来表示请求。

教学难点：把句型May I ......?Yes,you may/No,you may not.能灵活运用于生活中。

教学准备：课件录音机教学过程：Step1：问候、复习1.师生用英语问候。

2.复习。

通过图片复习上一节课的内容。

Step2：新课呈现。

1.通过师生对话引出句型May I ......?Yes,you may/No,you may not.2.听课文录音了解课文大意。

3.师生共同分析课文中的对话内容。

4.齐读课文、分角色朗读课文。

5.师生进行问答之后讲解May I ......?Yes,you may/No,you may not句型的用法。

Step3：practice1.用May I ......?句型及回答描述一些图画，然后进行展示。

2.做part2中的2题。

Step4：作业如果周末你想去一个地方，你如何说服你的父母？请仿照课文内容，用上“May I........?”句型，编一个对话。

板书设计：Lesson14 May I Go to BeijingMay I ......?Yes,you may.No,you may mon Progress Please Criticize。

五年级上英语教案-Lesson14MayIGotoBeijing-冀教版

教案：五年级上英语教案 Lesson 14 May I Go to Beijing 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. 能够用英语询问和回答有关旅行的问题。

3. 能够运用所学知识，制定一个简单的旅行计划。

教学内容：1. 生词：北京、上海、广州、天津、旅行、参观、长城、京剧、朋友、告诉。

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，能够用英语询问和回答有关旅行的问题。

2. 难点：能够运用所学知识，制定一个简单的旅行计划。

教具与学具准备：1. 教具：PPT、录音机、磁带。

2. 学具：课本、练习本、铅笔。

教学过程：Step 1: 热身 (5分钟)1. 教师与学生用英语进行简单的对话，激发学生的学习兴趣。

2. 学生进行简单的英语口语练习，如自我介绍、问候他人等。

Step 2: 引入 (10分钟)1. 教师通过图片或实物引导学生谈论有关旅行的话题。

2. 学生用英语表达对旅行地点的喜好和计划。

Step 3: 新课呈现 (15分钟)1. 教师播放课文录音，让学生跟读并模仿语音语调。

2. 教师讲解生词和句子的意思，并让学生进行口语练习。

Step 4: 课堂练习 (10分钟)1. 教师设计一些有关旅行的问题，让学生进行角色扮演练习。

2. 学生分组进行练习，模拟旅行中的对话。

Step 5: 巩固练习 (5分钟)1. 教师给出一个旅行场景，让学生用英语编写一段对话。

2. 学生展示自己的对话，并让其他学生进行评价和修改。

2. 布置作业：让学生用英语写一篇关于旅行计划的短文。

板书设计：1. 北京2. 上海3. 广州4. 天津5. 旅行6. 参观7. 长城8. 京剧9. 朋友10. 告诉作业设计：1. 抄写本课的生词和句子，并翻译成中文。

2. 用英语写一篇关于旅行计划的短文。

课后反思：本节课通过谈论旅行的话题，引导学生用英语进行口语练习，提高了学生的英语表达能力。

在课堂练习环节，学生分组进行角色扮演，增加了课堂的互动性。

2019-2020学年度小学英语五年级上册Lesson 14 May I Go to Beijing 冀教版课后练习七十

2019-2020学年度小学英语五年级上册Lesson 14 May I Go to Beijing 冀教版课后练习七十第1题【单选题】从ABC中选出不同项( )A、withB、notC、in【答案】：【解析】：第2题【单选题】Li Ming is ________ young.A、tooB、toC、and【答案】：【解析】：第3题【单选题】选出不同项( )A、goB、mayC、can【答案】：【解析】：第4题【单选题】从ABC中选出不同项( )A、greatB、youngC、go【答案】：【解析】：第5题【单选题】Your uncle can ________with you.A、comesB、comingC、come【答案】：【解析】：第6题【单选题】从ABC中选出不同项( )A、goB、live【答案】：【解析】：第7题【单选题】Here is ________ house.A、weB、usC、our【答案】：【解析】：第8题【单选题】May I ________ to Shanghai?A、goesB、goC、going【答案】：【解析】：第9题【单选题】I"m afraid ________.B、noC、don"t【答案】：【解析】：第10题【单选题】从ABC中选出不同项( )A、comeB、travelC、afraid【答案】：【解析】：第11题【填空题】将图片与短语匹配。

1)______A. go shopping2)______B. workhard3)______C. a young girl4)______D. a good boy5)______E. travel to Beijing【答案】：【解析】：第12题【填空题】仿照例句写一写。

例：May I go to the Palace Museum?Yes, you may.No, you may not.May I ______?No, ______.______?Yes, ______.______?______.______?______.【答案】：【解析】：第13题【阅读理解】阅读短文，根据短文内容选择正确答案。

Lesson14MayIGotoBeijing？(教学设计)冀教版英语五年级上册

教学目标剖析：本课是五年级上学期第三单元第二课，本单元主要学习去旅行的相关的知识。

本课是承上启下的一节课，前一节课，学生已经学到了李明和妈妈计划去北京旅行。

而这一课，主要是李明和妈妈沟通去北京以及做相应的一系列事情的问答。

重点运用“May I …”句型来寻求妈妈的许可。

教学目标：1、学生在本课要学会用“May I …”句型来问答，实现在各种情境下的合理问答。

复习上单元学过的各个国家的相关内容以及四年级学过的各种活动场所和动词短语。

2、注意对学生礼仪方面的培养。

3、实现中西方文化的碰撞，激发学生的学习兴趣。

教法：问答法，启发教学，对话教学，微课教学，情境教学，故事教学。

学法说明：学生主要通过自己观看微课学习本课句型，进而主要通过同桌两两对话通过多种方法来练习。

教具：利用多媒体,ppt课件，flash ，微课教学过程:一、Play a game: Do actionsand guess.What is he/she doing?read books draw a picture sing a song sleep stand up sit down eat hamburger二、导入：Li Ming wants to travel. So he asks for his mother’s permission .Q1:Where does Li Ming want to go? Why? Play the video.Q2:What does he want to do in Beijing?Play the video again and read following one sentence by one sentence.导入微课：When we ask for permission, we should use the sentence: May I …?If you are allowed, they will say：Yes, you may. If you are refused, they will say: No, you may not. 四：Can Li Ming’s wishes e true? What does his mother say?Read freely and discuss with groups. Try to find the answers in the text.Q3:Why does Li Ming’s mother disagree with (不同意)him to travel to Beijing at first(起初)?Because Li Ming is too young. His mother thinks he is too young to go to Beijing.Q4: Why does Li Ming’s mother agree him to travel to Beijing at last?Because Li Ming is a good boy. He works hard in school. And his mother will e with him. (Who will go to Beijing with Li Ming? )Yes, it will be safe with adult. ['ædʌlt]when you want to go somewhere, you should go with your mother or father. 三、Practice.a. Do you want to travel? What country/city doyou want to go? What do you want to do? Make a dialogue with your partner.A: May I travel to______? B:Yes,you may.A:May I go to _________? B:Yes,you may, A: May I____________? B:No, you may not.b.Tell a story.1.Baby cat: Mum, may I catch the bird?Mother cat: Yes,you may.Baby cat: Mum, may I catch the butterfly? Mother cat: Yes,you may.Baby cat: Mum, I’m hungry now. May I eat your fish? Mother cat: No, you may not.2. crow: [krəʊ] Oh, I’m so thirsty. Here is a bottle of water.It’s great! But it’s so little.May I put some soil（泥土）in the bottle? Bird：No, you may not.. crow: May I put some feathers in the bottle? Bird：No, you may not.. crow: May I put some stones(石头) in the bottle? Bird：Yes,you may.crow: Haha! I can drink now.3.MonkeyA: Today I’ll find some food to eat.May I pick some peaches?MonkeyB: Yes,you may.MonkeyA: May I pick a watermelon? MonkeyB: Yes,you may.MonkeyA:May I catch the rabbit? MonkeyB: No, you may not.4. Bajie:May I eat noodles? Tangsen: Yes,you may. .Bajie:May I eat fruit? Tangsen: Yes,you may. Bajie:May I eat hamburgers? Tangsen: Yes,you may. Bajie:May I eat meat? Tangsen: No,you may not.c. Choose one letter and make a dialogue with yourpartner.At home At school At the zoo On the farm In the library On the playground In the park In the restaurant In the bedroom In the supermarket In the bathroom(浴室) A:May I _______________? B: Yes, you may. A:May I _______________? B: Yes, you may. A:May I _______________? B: No, you may not.四、Homework.Do you have a wish? What do you want to do? Whose permission will you ask for? Try to ask and write down the dialogue.教学反思：本课虽然是一节新授课，但是主要是句型为主，因此，本课主要以学习和练习句型为目的。

英语14课课文冀教版五年级

英语14课课文冀教版五年级The English language has become an integral part of our lives in the modern world. As a global lingua franca, it has opened up countless opportunities for communication, education, and personal growth. In the Jiedu Edition Grade 5 English textbook, Lesson 14 delves into the fascinating aspects of this dynamic language.One of the key focuses of Lesson 14 is the importance of vocabulary development. The lesson emphasizes the need to continuously expand one's word knowledge in order to communicate more effectively. It introduces a variety of strategies for learning new vocabulary, such as using context clues, breaking down words into their root, prefix, and suffix components, and creating visual associations. By mastering these techniques, students can not only improve their reading comprehension but also enhance their ability to express themselves with greater precision and nuance.Another crucial aspect of Lesson 14 is the exploration of grammatical structures. The lesson covers essential elements of English grammar, such as verb tenses, subject-verb agreement, and sentence structure.Through a combination of explanations, examples, and practice exercises, students are guided to develop a deeper understanding of how the language functions. This knowledge not only enables them to construct grammatically correct sentences but also helps them to better interpret and analyze the language they encounter in various contexts.In addition to vocabulary and grammar, Lesson 14 also delves into the importance of developing strong listening and speaking skills. The lesson highlights the need for active listening, encouraging students to pay attention to both the content and the delivery of spoken messages. It also provides guidance on effective communication strategies, such as asking clarifying questions, rephrasing, and using appropriate body language. By mastering these skills, students can become more confident and proficient in their oral communication, which is essential for success in academic, professional, and social settings.Furthermore, Lesson 14 emphasizes the significance of cultural awareness in language learning. The lesson explores how language and culture are closely intertwined, and it encourages students to develop a deeper appreciation for the cultural nuances that shape the way English is used around the world. This understanding can help students navigate cross-cultural interactions more effectively and avoid potential misunderstandings.One of the key highlights of Lesson 14 is the inclusion of engaging and thought-provoking reading passages. These texts not only expose students to a variety of writing styles and genres but also provide opportunities for critical thinking and analytical skills development. The lessons guide students in analyzing the main ideas, identifying supporting details, and drawing inferences from the reading materials. This approach not only enhances their reading comprehension but also fosters their ability to think critically and engage with the content on a deeper level.In addition to the core content, Lesson 14 also features a range of supplementary activities and resources. These include interactive exercises, audio recordings, and multimedia presentations that cater to different learning styles and preferences. The lesson also encourages students to explore additional resources, such as online dictionaries, grammar guides, and language-learning websites, to further reinforce and expand their knowledge.Overall, Lesson 14 of the Jiedu Edition Grade 5 English textbook represents a comprehensive and well-designed approach to language learning. By focusing on vocabulary, grammar, communication skills, cultural awareness, and critical thinking, the lesson equips students with the necessary tools to become proficient and confident users of the English language. As students progressthrough the lesson and engage with the various activities and resources, they will not only improve their language skills but also develop a deeper appreciation for the richness and complexity of the English language.。

冀教版五年级英语上册配套教案：unit3_lesson_14【精品】

Step 3. Presentations.
1.Pair wor
出示不同的场景，让学生操练对话。
2. Play“Mother, May I….?”
Teacher plays the game with phrases such as“read a boo”“sing a song”“write a story”“draw a picture”“eat an apple”“go on a trip”“ride a bie”and so on. As the students to wor in pairs. One plays“Mother”, the other plays“Child”.
T(拿着手偶走向同学) Hi, Bob, may I__________? Yes, you may./No, you may not.
T Li Ming wants to go on a trip to Beijing. What does he do?
Ss As his mom.
T Yes, he ass his mom for permission. What does he say?
Child Mum, May I_____________?
Mother I’m afraid not. You’re too_________.
Child You can_____too! Please, Mum?
Mother O, you ____________ in school. You______ go. And I _______ with you.
Ss Yes.
T O, we want to go on a trip to Beijing, so we can as our mother lie this：

小学英语冀教版(一起)五年级上册unit3 Writing Home lesson14习题第二课时

小学英语冀教版（一起）五年级上册Lesson 14 《Jenny Writes a Postcard》习题第二课时一、基础题根据汉语选择合适的单词写一写。

1. 地址2. 忘记3. 想念4. 亲爱的5. 邮票二、综合题选择句子完成明信片。

（使用‘学乐师生’APP录音，录下下面的重点句型，并把它们背诵下来！记得在日常生活中经常使用哦！记得和全班同学一起分享！）A. With love,B. Mr. and Mrs. Brown 32 Spring road, London CR3 6QB, U.K.C. TomD. How are you? I’m fine. I’m having fun in Beijing. It’s great!E. Monday, November 16F. Dear mom and dad,三、提高题单项选择。

（）1.We are _______ fun in Beijing.A. haveB. hasC. having（）2.Write the ______ first.A. dateB. addressC. name（）3.Don’t ________ the stamp.A. forgetB. forgotC. remember参考答案一、基础题1. address2. forget3. miss4. dear5. stamp二、综合题1. E2. F3. D4. A5. C6. B三、提高题1. C2. A3. A。

冀教版英语五年级上册Unit 3 Lesson 14 May I Go to Beijing-优课件

Mum, may I …?
Yes, you may.
No, you may not.
See you!
Role play
Mum , may I go shopping?
Great!
Yes, you may.
go shopping
Role play
Mum , may I go skiing?
No, you may not.
go 自己无知的过程。 •12、首先是教师品格的陶冶，行为的教育，然后才是专门知识和技能的训练。 •13、风声雨声读书声，声声入耳；家事国事天下事，事事关心。2021/11/12021/11/1November 1, 2021 •14、孩子在快乐的时候，他学习任何东西都比较容易。 •15、生活即教育，社会即学校，教学做合一。 •16、一个人所受的教育超过了自己的智力，这样的人才有学问。 •17、好奇是儿童的原始本性，感知会使儿童心灵升华，为其为了探究事物藏下本源。2021年11月2021/11/12021/11/12021/11/111/1/2021 •18、人自身有一种力量，用许多方式按照本人意愿控制和影响这种力量，一旦他这样做，就会影响到对他的教育和对他发生作用的环境。 2021/11/12021/11/1
•
Role play
Mum , may I play games with
my friends? Great!
Yes, you may.
play games
Role play
Mum , may I go swimming?
No, you may not.
go swimming
Let’s practice!
Unit 3
Lesson 14 May I Go to Beijing?