Three articles on the design of English lesson plans for the fifth grade of primary school

#五级# Introduction to fifth-grade students, they have been exposed to English for two years and already have a certain foundation in English. They are already able to carry out simple conversations, master a certain vocabulary, and are able to use some English teaching methods During the activities, you can use English for simple communication or complete teaching activities, which has reached the first level. The following content has been prepared for your reference.

Unit 2

Teaching objectives:

1. Be able to understand and say What day is it today? It’s…. What do you have on…? We have…. I like…. And be able to use it skillfully in situations.

2. Understand some festivals in Western countries that have no fixed dates, such as Father’s Day, Mother’s Day, etc.

Teaching focus:

Master sentence patterns: What day is it today? It's.... What do you have on Wednesdays? We have English, science, computer and P. E. I like Wednesdays． Through learning, students can freely use these sentences in actual situations.

Teaching difficulties:

Let's try section has a lot of content and is easy to confuse. You should play more recordings and guide them correctly. If necessary, provide the original listening text to guide students to listen in sentences and segments. Another difficulty is to be able to briefly describe the study and life situation during the week.

Teaching methods:

Scenario teaching method, task teaching method teaching aids CAI, cards

Teaching process and content design:

Step 1 Warm-up (warm-up)

(1) The teacher plays the recording of Let's chant in the Start part, and the students review and consolidate the new words and course names related to the week.

(2) Daily oral practice, please refer to the following content:

A: What day is it today?

B：It's Tuesday．

A: What do you have?

B: We have P． E. class． I like Tuesdays．

Step 2 Presentation (new lesson presentation)

(1) The teacher plays the recording of Let's try and asks students to listen carefully, try to choose the correct picture, and tell the order. . After listening to it once, the teacher can give key sentence patterns. Let the students listen to the recording again. After completing the listening and picture selection exercises, the teacher guides the students to give the correct answers. If students still cannot understand the content after listening to it twice, you can show the audio of the original listening text at the same time so that students can listen to it again without reading the text after they understand it. Playing the recording repeatedly can strengthen the auditory perception of new sentence patterns.

(2) On this basis, the teacher shows the pictures of the Let’s talk dialogue part of this lesson, and uses the teaching VCD or audio tape to let the students take a look and listen to what course Amy is going to take. Students are required to take notes during the listening process and consciously develop their listening skills. The group or class selects who is the listening king, and evaluates students' listening performance in a timely manner.

(3) Listen to the recording repeatedly and read the dialogue. Read the dialogue in pairs.

Step 3 Practice (Fun Practice)

(1) The teacher uses the turntable teaching aid to play games and practice the first set of sentence patterns: What day is it today? It's.... Then guide students to replace the key words in the new sentence patterns according to the actual curriculum and practice the second set of sentence patterns: What do you have on...? We have....

(2) Let students prepare to describe their study this week according to their own curriculum. You can first communicate in a group or among classmates. Then read it to the whole class.

During the preparation process, teachers should consciously guide students to say the two new sentence patterns that are the focus of this part, such as: What do you have on Wednesdays? We/I have…. After the exchange, the teacher should not forget to ask everyone to select the welcome speaker.

(3) Group work

Guide students to read out the manuscript based on the situation they have just prepared, and discuss in groups what courses they like and which day of the course. Summarize each group’s favorite courses and favorite days of the week, and report them in class. Encourage students to express as many reasons as possible.

Step 4 Consolidation and extension (consolidation and extension)

(1) Let students do the exercises in the activity manual of the A Let's talk part.

(2) Let students listen to the recording of Let's talk and read it to their friends or parents.

(3) Let students refer to the course schedule they designed to talk about their favorite courses and favorite days of the week. Specially mention the reason why you like it.

(4) Let students introduce the newly learned cultural background knowledge to their parents or friends; make blessing cards for their parents or friends.

Step 5 Conclusion

Homework: Complete the corresponding supporting exercises.

Blackboard design:

Unit 2 My week

What day is it today?

It's....

What do you have on Wednesdays?

We have English, science, computer and P． E. I like Wednesdays．

Teaching reflection:

Throughout this lesson, I spent a few minutes before class reviewing words, the integration of words and sentence patterns, and questions and answers based on the situation, so that students could become familiar with it. Express words and phrases, be able to understand the teacher's questions, and answer completely under the guidance of the teacher. This class continues to study topics closely related to students' study and life, that is, school courses and extracurricular life arrangements. Students are very familiar with Chinese expressions, but may be confused and slow to respond when they transfer to English, especially when it comes to memorizing the days of the week and using alternative sentence patterns flexibly. When doing oral exercises in pairs and groups, some students are afraid to speak, some are afraid of other students laughing, and some are worried about making mistakes. I give more demonstrations, more guidance, and more encouragement to them. I can talk wherever I can. If I don’t understand, I raise my hand and ask the teacher, and we finish together.

Unit 3 What's Your Favorite Food?

Unit teaching objectives:

1. Ability objectives

(1) Ability to ask questions and answer questions The food eaten for three meals, such as: What do you have for lunch today/on Mondays...? We have tomatoes, tofu and fish...

(2) Able to briefly describe the taste of some foods, such as: The apples are sweet...

(3) Able to ask questions and answer the most What is your favorite food and why, such as: What's your favorite food? I like apples. They are sweet...

(4) Able to understand and sing the song "What do you have" for lunch?” and the song of this unit.

2. Knowledge objectives

(1) Recognize and read the words and sentences in Parts A and B of Let’s learn Let’s talk, and master the four-level vocabulary.

(2) Master the four sentences, understand the dialogue content, and complete the sentences to fill in the blanks.

(3) Understand the contents of Let’s start Group/pair work Task time and other parts.

(4) Understand the pronunciation rules of the letter combinations ow, oa, fr, fl in Pronunciation, and recognize and read related words.

(5) Understand the content of Story time Good to know and other parts.

3. Emotional, strategic, cultural and other related goals

(1) Cultivate students’ cooperative spirit and innovative consciousness, guide students to learn independently by using old methods to introduce new ones, and also Pay attention to cooperative learning.

(2) Understand China’s traditional cuisine that expresses good wishes, and introduce representative foods from other countries to broaden students’ horizons.

Unit teaching schedule:

First lesson: Let's start Main scene Let's chant A Let's learn Group work

Second lesson: A let's try Let's talk Talk and match C Good to know

The third lesson: A Read and write Group work C Let's sing

The fourth lesson: B Let's try Let's talk Pair work C Story time

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Lesson 5: B Let's try Let's talk Pair work C Task time

Lesson 6: B Read and write Group work C Pronunciation Let's check

Lesson 1

1. Teaching objectives and requirements:

1. Be able to listen, speak, read and write the four words in this class: tomato, tofu, green beans, fish, potato, eggplant and recognize them Readers use the three words cabbage, mutton, and pork and their replacement sentence patterns: What would you like for lunch? I'd like...

2. Can use the word cards in this lesson to complete group activities and practice new words.

3. Able to sing songs and understand their meaning.

2. Teaching is important and difficult:

Focus: mastering food-related words: tomato, tofu, green beans, fish, potato,

eggplant.

Difficulty: This class has a large vocabulary and requires the fourth level to master many words.

3. Preparation before class:

Teaching wall charts, word cards, tapes, recorders, student cards and colored pens

4. Teaching process:

1. Warm up

Follow the recording, sing along to songs, and review food-related words.

2. Preview

(1) Sing a ballad.

(2) Let’s start

Show the Let’s start part of the flip chart, come up with a riddle, and ask students to guess what food it is. Teacher: I'm yummy to eat. I'm yellow and long. I grow on the tree. My name begins with the letter as “bee”. What an I?

Allow students to answer questions. Use this to review the food-related words you have learned.

(3) Answer the riddle to prepare for teaching the word tomato in Level 4.

3. New teaching:

Let's learn

(1) After the students tell the answers to some of the riddles in Let's start, they naturally elicit the word tomato in the fourth chapter. Teacher Show the word card tomato. Since this word has appeared in the second volume of fourth grade, we can focus on the spelling of this word here. After the students are proficient in spelling, the teacher introduces the study of potato, and then presents three new words: mutton,

cabbage, pork, and reads them, allowing the students to quickly memorize the pronunciation, and then the teacher says one of them Characteristics of food, students recognize and read the words. Then teach other new words in different ways: tofu, fish, eggplant, green beans and spell these words.

(2) Play games to practice new words.

(3) Listen to part of the recording of Let's learn and read the new words: cabbage, tomato, tofu, eggplant, mutton, fish, potato, green beans.

(4) Teacher presents The six Sihui words are spelled out in groups of four, and group members can provide help during spelling.

Let’s chant

Understand and learn to sing the songs in this lesson, review and consolidate new words.

Group work

Use food pictures to complete tasks in groups to practice new words and consolidate learned sentence patterns.

4. Consolidation and extension:

Do the exercises in the activity manual and memorize the words

The second lesson

1. Teaching objectives and Requirements

1. Be able to understand and say: What do you have for lunch today? I have eggplant...and be able to use it in situations.

2. Be able to understand the prompts and judge whether the two accompanying pictures are correct or incorrect according to the Let’s try recording.

3. Be able to understand the culture contained in some traditional Chinese foods.

2. Teaching is important and difficult:

Key points: Master the sentence patterns for asking and answering the food eaten for three meals.

Difficulty: Different uses of the sentence What would you like for lunch? What do you have for lunch today?

Regarding the study of cultural background in this class, teachers are required to introduce to students traditional Chinese food that expresses good wishes, as well as representative food from other countries, to broaden students' horizons.

3. Preparation before class:

Flip charts, word cards, recorders, tapes

4. Teaching process:

1. Warm-up

(1) Listen to the songs and perceive the new language in this lesson.

(2) Conduct teacher-student dialogue.

2. Preview

Let’s try

Play the recording of the Let’s try part and ask students to make correct judgments.

3. New teaching

Let’s talk

(1) Further present new sentence patterns by proofreading the answers to the Let’s try listening exercises.

(2) Compare the old sentence pattern: "What would you like for lunch?" with the new sentence pattern "What do you have for lunch today?" so that students can become more familiar with the new sentence pattern.

(3) Use cards to practice new sentence patterns.

(4) Play the recording of Let’s talk and let students read the sentences.

Students can replace key words with different food words to form multiple dialogue groups.

Talk and match

Students practice in pairs and complete talk-and-match activities.

Good to know

Show the pictures in this section to introduce students to the food culture of China and other countries.

Consolidation and extension:

Do the supporting exercises in the activity manual, listen to the recordings, read to parents and friends, and become familiar with the words

The third lesson

Teaching objectives and requirements:

1. Be able to listen, speak, read and write the four sentences in this class, and use the sentence patterns to complete the questionnaire.

2. Be able to understand the meaning of part of the dialogue and complete the sentences to fill in the blanks.

3. Able to understand and sing songs.

The most important and difficult points in teaching are:

The most important and difficult points are mastering sentences in the fourth level and the need to explain the meaning of the sentences.

Preparation before class:

Flip charts, tape recorders, tapes

Teaching process:

1. Warm-up

(1) Let's sing

The teacher plays the recording and the students sing along with the song, reviewing and consolidating the main sentence patterns in Part A.

(2) Daily oral practice.

2. Preview

Review the words about the week.

3. New teaching

Read and write

(1) Ask students questions about the content of the preview part and let them answer in unison. The teacher then asked the students:

What do you have for lunch on Mondays? Presented a School Menu and said: Let’s see together, and guided the students to answer the questions.

(2) Let students conduct group discussions on the topic of three meals a day and make a menu. Then two representatives will make a report in the class in the form of a question and answer, quoting sentences at appropriate times: That sounds good.

(3) Listen to the recording of the Read and Write part, and guide students to complete the conversation based on their understanding. Fill in the blanks in the sentences. Teachers focus on guiding the reading and writing of sentences in the fourth session.

(4) Guide students to replace key words in the conversation with different food words and practice new sentence patterns.

Group wok

Ask students to complete the interview in the language they have learned and make a report.

Consolidate and extend

Compile a dialogue according to the text and perform it; do the accompanying exercises in the activity manual; listen to the recording and read it to parents and friends; become familiar with the words

Four lessons

Teaching objectives and requirements:

1. Be able to listen, speak, read and write the four words in this lesson: tasty, salty, sweet, sour, fresh, and recognize and read The word healthy.

2. Able to sing songs and understand their meaning.

3. Be able to understand the main idea of ??the story.

Teaching emphasis and difficulty:

Key points: words mastered in the four skills of listening, speaking, reading and writing.

Difficulty: the pronunciation of the word healthy.

Preparation before class:

Word cards, tapes, recorders

Teaching process:

1. Warm-up

(1) The teacher plays the recording of the Let's sing part of this unit and the students sing along.

(2) Conduct teacher-student dialogue or student-student dialogue with reference to the text content in class.

2. Preview

Listen to the song "An Apple a Days" and have students sing along and do the movements.

3. Let's learn

(1) The teacher will then show the actual objects of the songs in the preview part, and elicit the word fresh based on the stories he has learned before. Read the words.

Then understand the meaning of Healthy through the lyrics, read the words, and pay attention to the th in the hair. Guide students to think about which fruits or foods are good for human health. When students say fruits or vegetables, they can naturally elicit the word "tasty" and read it.

Show salt, sugar, and vinegar, pretend to taste these three seasonings, show different expressions, show three words salty, sweet, sour, and let students recognize and read the new words. In the process of teaching new words, the sentence: “It’s my favorite.” should be used repeatedly to allow students to perceive the new word favorite many times to reduce the burden of the next lesson.

(2) Practice new words through games. The teacher took out three cups of the prepared solution and asked a student in a certain group to taste it and show different expressions, and asked students in other groups to guess the words.

(3) Listen to part of the recording of Let's learn and let students recognize and read the words: tasty, salty, sweet, sour, fresh, healthy.

(4) The teacher shows the word cards and the students Read and spell words quickly, and group members can help you when spelling.

Let's chant

Let students understand and learn to sing the song The apples are sweet...

Consolidation and extension:

Collection Advertising information about food; do the exercises in the activity manual; listen to the recording and read new words to parents and friends; memorize the words

The fifth lesson

Teaching objectives and requirements: < /p>

1. Able to understand and say: What's your favorite food? I/We like... and be able to use it skillfully in situations.

2. Be able to understand the recording of Let’s try and correctly sequence several accompanying pictures.

3. Able to write an advertisement based on the examples given in Task time.

Teaching important and difficult points:

Key points: Master the sentence patterns for asking and answering your favorite food: What's your favorite food?

I like…

Difficulty: the pronunciation of the word favorite.

Preparation before class:

Word cards, questionnaires, tapes, recorders, colored pens

Teaching process:

1. Warm-up

(1) Play the song "What Would You Like?" and students sing along.

(2) Daily oral practice.

2. Preview

(1) Play the recording and sing along to the song.

(2) Let’s try

The teacher plays the recording of the Let’s try part and asks the students to order the pictures correctly.

The recording content is as follows:

① Girl: Do you like bananas?

Boy: Yes, they're sweet.

② Girl: Do you like tomatoes?

Boy: Yes, they're fresh.

③ Girl: What's your favorite food?

Boy: Beef, it's healthy.

< p>　④ Boy: Do you like ice-cream?

Girl: Yes, it's tasty.

3. New Professor

Let's talk

(1) The teacher showed three pictures of food and said to the students: I like chicken, beef and fish. The teacher pointed to chicken and said: I like chicken. Draw a smiling face next to it; then pointed to beef and said: I like beef better. And draw two smiling faces next to it; then point to fish and say: I like fish best. Draw three smiling faces next to it. Final statement: So, my favorite food is fish. Show the favorite word card and ask the students to let them fully understand the meaning of this word.

Teach sentence reading: What's your favorite food?

(2) In groups of two, use this sentence pattern to compile a short dialogue for practice. At the same time, you can also guide students to use this sentence pattern to compile a short dialogue. Practice with a short dialogue, and also guide students to replace food with fruit and drink.

(3) Listen to the recording and let students follow the dialogue. Students can use different food words as substitutions to answer questions.

Pair work

Ask students to take out the survey form that has been distributed, use the sentence patterns they have learned to investigate different students,

and ask the other party to state the reasons. Report within the group first, and then report to the whole class. When reporting, you should say: I like... Mike likes... We like... The teacher will see which group performs well and give appropriate rewards.

Task time

Ask students to take out the riddle cards they made in the first lesson and show them to the whole class.

Consolidation and extension: do supporting exercises, read dialogues to parents, memorize words

Lesson 6

Teaching objectives and requirements:

< p>　1. Be able to listen, speak, read and write the four sentences in this course: What's your favorite fruit?

I like apples. They're sweet. I don't like grapes. They're sour. and be able to apply it correctly in the situation. You can use this sentence pattern to complete surveys in Group work.

2. Able to understand the meaning of situational dialogues and complete the sentences to fill in the blanks.

3. Be able to understand the pronunciation rules of letter combinations in Pronunciation and read related words.

4. Able to complete the Let’s check part.

Teaching is important and difficult:

Focus: Mastering the four sentences in this lesson.

Difficulty: the spelling of the word favorite.

Preparation before class: flip charts, tapes, tape recorders

Teaching process:

1. Warm-up

(1) Play the recording and follow Sing songs.

(2) Daily oral dialogue, teacher-student dialogue or student-student dialogue.

2. Preview

Ask students to show their own advertisements and introduce them to everyone in pairs.

3. New teaching

Read and write

(1) The teacher shows the advertising picture he made and prompts the students to ask: What's your favorite fruit? The teacher answers : I like apples. They are

sweet. In addition, show a picture of grapes with a crying face and say: I don't like grapes. They are Sour.

Ask students to imitate the conversation. Teachers can give appropriate prompts.

(2) Look at the picture, point to Zoom and say: Look! What's Zoom's favorite food? Can he have it? Why? Let's listen to the tape.

(3) Teacher guidance Students complete the sentences and fill in the blanks.

(4) Teachers should provide appropriate guidance on the writing of sentences in the Four Sessions, paying special attention to the spelling of the word favorete.

Group work

The teacher guides the students to complete the investigation using the sentence patterns they have learned and find out the popular food in the group.

Pronunciation

First give the three words window, yellow, and snow, let students find the pronunciation of ow, and then try to spell the word grow by themselves. Summarize the pronunciations of fl, oa, fr in this way. After teaching the pronunciation of each letter combination, ask students to listen to the example words and tongue twisters, and encourage students to say the pronunciation of the letter combination in the word.

　Let’s check

Complete the Let’s check section to help students understand the meaning of each set of sentences. The recording content is as follows:

① John: What do you have for lunch today, Mike? Mike: I have cabbage, mutton and carrots. They're tasty.

② Waitress: What would you like for dinner? Sarah: I'd like green beans and fish. They're healthy.

　③ Women1: What's your favorite food? Women2: Eggplant. It's tasty. It's my favorite.

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④ John: Can I have some eggplant and tofu, please? I'm hungry. Mom: Sure.

Consolidation and extension: do supporting exercises, practice pronunciation, and write words and sentences

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"How many do you want?"

Teaching material analysis:

1. In this module, you learn to use how many and how much to ask about quantity, and perform it in the shopping mall A simple conversation about shopping.

2. Students may have difficulty understanding countable nouns and uncountable nouns, so they should be explained in detail. ,

Academic situation analysis:

1. The English foundation of rural primary schools is poor, students have different levels of pronunciation, and some students have inaccurate pronunciation.

2. Students are familiar with shopping, and the conversation materials are simple and easy to practice.

3. Some poor students need patient guidance to help them overcome vocabulary and pronunciation challenges.

Teaching objectives:

1. Learn the sentence pattern How many bananas do you want?

How much cheese do you want?

Do you like cheese, Lingling?

No, I don, t, I like cheese.

2. Use how many, how much to ask how much.

3. Educate students to help their parents buy items at home and do some housework within their ability.

Teaching focus:

1. Tell the shopping process and perform the textbook dialogue.

2. Use how many, how much to ask how much.

3. Distinguish between countable nouns and uncountable nouns.

Teaching process:

1. Warm-up review

Students sing the English songs learned in Module 1 with the tape recorder.

2. Text introduction

Ask a student where he bought his schoolbag and how much it cost, eliciting the words shop how much yuan need etc.

3. Text teaching

A. Learn words. After the students read it repeatedly, the teacher takes out the word cards and asks the students to look at Chinese and speak English, and then look at English and speak Chinese. Check the word memory and whether the pronunciation is correct.

B. SB Activity 1

First listen to the recording, then explain the meaning of the sentence, explain the usage and difference of how many and how much, propose countable nouns and uncountable nouns, and Explain in detail so that students can distinguish clearly.

C. Group practice

After listening to the recording several times, divide into small groups to practice dialogue in different roles. The teacher will provide guidance in the classroom and let outstanding students lead poor students to practice.

D. SB Activity 2

First listen to the recording, and then divide the class students into two groups to read these two key sentence patterns.

E. SB Activity 3

Let the students look at the pictures. The teacher will demonstrate first, then let the students do the exercises in pairs, and find several groups to have conversations in class.

IV. Task completed

Find several groups of students to perform shopping dialogues in class, and compete between groups.

5. Homework

A. Practice dialogue.

B. Copy the module words.

Blackboard design:

1. Words in this module.

2. Key sentence patterns.

3. Key explanations.

Evaluation design:

Teachers keep score, students applaud and encourage, group competitions award points and other methods to encourage students to actively participate in classroom activities and improve teaching effectiveness.