Excellent model of English teaching plan in the first volume of grade five

English teachers should review the usage of words, phrases and sentence patterns according to the situation, ask and answer questions, so that students can be familiar with the expression of words and phrases, understand the teacher's questions and answer them completely under the guidance of the teacher. The following is the English teaching plan for the first volume of grade five, which I compiled, hoping to provide you with reference.

Model essay 1 on the first volume of English teaching plan for grade five: Unit 2

Teaching objectives:

1. Can you understand and say what day it is today? It's … What do you have on …? We have … I like … and can skillfully use it in situations.

2. Understand some festivals with no fixed date in western countries, such as Father's Day, Mother's Day and so on.

Teaching focus:

Master sentence patterns: What day is it today? It's ... What classes do you have on Wednesday? We have English, science, computer and physical education class. I like Wednesday. Through learning, students can use these sentences freely in practical situations.

Teaching difficulties:

Try part. It's complicated and confusing. Play more recordings and guide correctly. If necessary, give the listening text and guide the students to listen in clauses and sections. Another difficulty is to be able to simply describe one week's study and life.

Teaching methods:

Situational teaching method, task-based teaching aid CAI, card

Teaching process and content design;

Step 1 preheating (preheating)

(1) The teacher plays the recording of ballads at the beginning, and the students review and consolidate the new words and course names related to this week.

(2) Daily oral practice, the contents can be referred to as follows:

A: What day is it today?

Today is Tuesday.

A: What do you have?

We have physical education class. I like Tuesday.

The second step demonstration (new lesson demonstration)

(1) The teacher plays the recording of Let's Try. Listen carefully, try to choose the right pictures and say the order. After listening once, the teacher can give the key sentence patterns. Listen to the tape again. After listening to the pictures, the teacher guides the students to give the correct answers. If students can't understand the content after listening to it twice, they can put the original text out and play the sound at the same time, so that students can listen to it again without looking at the text. Repeated recording can enhance the auditory perception of new sentence patterns.

(2) On this basis, teachers show pictures of the dialogue part of Speak, and use teaching VCD or tapes to let students have a look and listen to what class Amy is going to have. Ask students to take notes while listening and consciously cultivate their listening skills. The group or class judges who is the king of listening and evaluates the students' listening performance in time.

(3) Listen and repeat the dialogue. Read the dialogue in pairs.

Practice (interesting practice)

(1) The teacher plays games with the turntable teaching aid and practices the first set of sentence patterns: What day is it today? It is ... and then instruct students to replace the key words in the new sentence pattern according to the actual course, and practice the second group of sentence patterns: What do you have about ...? we have ....

(2) Ask students to describe their study this week according to their own courses. You can communicate in groups or at the same table first. Then read it in class. In the process of preparation, teachers should consciously guide students to say two new sentence patterns, such as: What classes do you have on Wednesday? We/I have ... After the exchange, the teacher should not forget to let everyone choose a welcome reader.

(3) Group work

Guide the students to read the draft according to the situation they have just prepared, and discuss in groups what courses they like and when to read them. Summarize each group's favorite courses and favorite days of the week, and make a report in class. Encourage students to express their reasons as much as possible.

Step 4 Merge and Expand (Merge and Expand)

(1) Let the students do the matching exercises of the activity manual in Let's Talk.

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

(3) Ask students to refer to their own designed courses and talk about their favorite courses and favorite days. Tell me specifically why you like it.

(4) Let students introduce new cultural background knowledge to their parents or friends; Make greeting cards for parents or friends.

summary

Homework: Complete the corresponding supporting exercises.

Blackboard design:

Unit 2 My Week

What day is it today?

it is ....

What classes do you have on Wednesday?

We have English, science, computer and physical education class. I like Wednesday.

Teaching reflection:

In this class, I spend a few minutes reviewing the application of words, phrases and sentence patterns in combination with the situation before class, so that students can be familiar with the expressions of words and phrases, understand the teacher's questions and answer them completely under the guidance of the teacher. This class continues to learn topics closely related to students' study life, that is, the curriculum at school and the arrangement of after-school life. Students are familiar with Chinese expressions, but they may be confused and slow to respond when translating into English, especially in remembering the day of the week and using flexible sentence patterns. When doing oral practice in pairs, some students are afraid to speak, some students are afraid of being laughed at by other students, and some students are afraid of making mistakes. I do more demonstrations, guide and encourage them. Say what you can, raise your hand and ask the teacher if you don't understand.

Model essay on English teaching plan for grade five Book 1 Unit 2 Unit 3 What is syourfavouritefood?

Unit teaching objectives:

1, ability target

(1) You can ask questions and answer the food for three meals, such as: What's for lunch today/Monday? We have tomatoes, tofu and fish ...

(2) Can simply describe the taste of some foods, such as: apples are sweet ... ...

(3) Be able to ask and answer what is your favorite food and give reasons, such as: What is your favorite food? I like apples. They are very sweet ...

(4) Be able to understand and sing the song "What do you have for lunch?" And the ballads of this unit.

2. Knowledge objectives

(1) Read the words and sentences in Part A and Part B, "Let's learn and speak", and master the four skills words.

(2) Master the sentences of Sihui, read the dialogue and fill in the blanks.

(3) Understand the starting time of group/pair work tasks.

(4) Understand the pronunciation rules of letter combinations ow, oa, fr, fl and FL, and know related words.

(5) Understand the time and other parts of the story.

3, emotion, strategy, culture and other related goals

(1) Cultivate students' spirit of cooperation and innovative consciousness, guide students to learn independently by taking the old with the new, and pay attention to cooperative learning at the same time.

(2) Understand the traditional foods that express good wishes in China, introduce the representative foods from other countries, and broaden students' horizons.

Unit teaching class arrangement:

First class: Let's start the main scene, sing hymns and learn group activities.

The second class: A Let's try, let's talk, talk and match.

The third class: A reading and writing group works to make us sing.

Lesson 4: B Let's try. Let's discuss C story time in pairs.

Lesson 5: B Let's give it a try. Let's talk about pairing work C task time.

Lesson 6: B Reading and writing group homework C Pronunciation Let's check.

first kind

I. Teaching objectives and requirements:

1. Be able to listen, speak, read and write the four words in this lesson: tomato, tofu, green beans, fish, potatoes and eggplant, and know the reader's three words: cabbage, mutton and pork, and the alternative sentence pattern: What do you want for lunch? I want ...

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

3. Be able to rap songs and understand their meaning.

Second, the teaching emphasis and difficulty:

Key points: master the words about food: tomato, tofu, mung bean, fish, potato,

Eggplant.

Difficulty: This course has a large vocabulary and requires four classes to master many words.

Third, preparation before class:

Teaching wall chart, word card, audio tape, tape recorder, student card and marker.

Fourth, the teaching process:

1, preheating

Follow the tape, sing and review the words about food.

Step 2 preview

(1) Sing folk songs.

Let's start.

Show the flip chart in "Let's Get Started". Write a riddle and ask the students to guess what food it is. Teacher: I am delicious. I am yellow and long. I grew up on a tree. My name begins with the letter "bee".

Let the students answer first, so as to review the words about food they have learned.

(3) Solve the mystery and prepare to teach the word tomato.

3. Newly awarded:

Let us learn

(1) After the students say the answers to some riddles in Let's Start, they naturally lead to tomatoes with the word Sihui, and the teacher shows the tomatoes with the word card. Now that this word has appeared in the second book of grade four, we can focus on the spelling of this word here. After the students are proficient in spelling, the teacher introduces potato learning, and then presents three new words: mutton,

Cabbage, pork, guide the reading, let the students remember the pronunciation quickly, then the teacher says the characteristics of one of the foods, and the students can read the words. Then teach and read other new words in different ways: tofu, fish, eggplant, green beans and spell them.

(2) Practice new words by playing games.

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

(4) The teacher shows six Sihui words and tries to spell them in groups of four. Team members can help with spelling.

Let's sing a hymn!

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

Group work

Use food pictures to complete tasks in groups, so as to practice new words and consolidate the sentence patterns you have learned.

4. Integration and expansion:

Do the matching exercises in the activity manual and recite the words.

Second lesson

I. Teaching objectives and requirements

1, can understand and speak: What's for lunch today? I have eggplant ... and I can use it in this situation.

2. Be able to read the prompt and judge whether the two pictures are right or wrong according to the content of Let's try recording.

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

Second, the teaching emphasis and difficulty:

Key points: master the question-and-answer sentence patterns of food eaten in three meals.

Difficulty: What do you want for lunch? What do you have for lunch today? Different uses of.

In view of the cultural background of this course, teachers are required to introduce the traditional food of China and the representative food of other countries to students, so as to broaden their horizons.

Third, preparation before class:

Wall chart, word card, tape recorder, audio tape.

Fourth, the teaching process:

1, preheating

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

(2) Dialogue between teachers and students.

Step 2 preview

Let's try.

Play the recording of Let's Try, and let the students make a correct judgment.

3. Newly awarded

We talk about it

(1) Proofread the answers to some listening exercises in Let's Try, and further present new sentence patterns.

(2) Use the old sentence pattern: "What do you want for lunch?" And the new sentence pattern "What do you have for lunch today?" Make a comparison to make students more familiar with the new sentence patterns.

(3) Practice new sentence patterns with cards.

(4) Play the recording of Speak, and ask the students to follow the sentences.

Students can replace keywords with different food words to form groups of dialogues.

Say it and match it.

Practice in pairs and complete the activities of talking and chatting.

It's good to know

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

Consolidation and expansion:

Do the matching exercises of the activity manual, listen to the tape, read it to your parents and friends, and get familiar with the words.

The third category

Teaching objectives and requirements:

1, can listen, speak, read and write four sentences in this lesson, and use this sentence pattern to complete the questionnaire survey.

2. Be able to understand the meaning of some dialogues and fill in the blanks.

3. Be able to understand and sing songs.

Teaching emphases and difficulties:

The key and difficult point is that the four will master the sentence, and the meaning of the sentence needs to be explained.

Preparation before class:

Wall charts, tape recorders, audio tapes

Teaching process:

1, preheating

Let's sing.

The teacher plays the tape and the students sing along. Review and consolidate the main sentence patterns in part a.

(2) Daily oral practice.

Step 2 preview

Review this week's words.

3. Newly awarded

Direct reading recording

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

What do you have for lunch on Monday? Show a school menu and say, let's look at it together and guide the students to answer the questions.

(2) Ask students to talk in groups with three meals a day as the topic, and make a menu. Then the two representatives gave a report in the class in the form of questions and answers, which led to the sentence: Sounds good.

(3) Listen and write the tape and guide the students to fill in the blanks on the basis of reading the dialogue. Sihui teachers focus on guiding the reading and writing of sentences.

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

Collective cooking

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

Consolidate and expand

Write a dialogue according to the text and perform it; Do the matching exercises of the activity manual; Listen and read to your parents and friends. Familiar with words

the fourth lesson

Teaching objectives and requirements:

1, able to listen, speak, read and write this lesson: delicious, salty, sweet, sour and fresh, and know health.

2. Be able to rap songs and understand their meaning.

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

Teaching emphases and difficulties:

Key points: words that can be mastered in four aspects: listening, speaking, reading and writing.

Difficulty: the pronunciation of the word health.

Preparation before class:

Word cards, audio tapes, tape recorders

Teaching process:

1, preheating

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

(2) Conduct a dialogue between teachers and students or a dialogue between students with reference to the content of the text in class.

Step 2 preview

Listen to the song "an apple a day". Students sing and perform.

3. Newly awarded

Let us learn

(1) Then the teacher previews some ballads and shows the objects. According to the stories learned before, introduce fresh words and read them. Then understand the meaning of health through the lyrics, read the lyrics and pay attention to th's hair. Guide students to think about which fruits or foods are beneficial to human health. When students say fruits or vegetables, they can naturally introduce the word delicious and carry it with them.

Show salt, sugar and vinegar, pretend to taste these three spices, show different expressions, show the three words of salt, sugar and acid, and let the students read the new words. In the process of teaching new words, we should use this sentence repeatedly: "This is my favorite." Let the students perceive the new word favorite many times to reduce the burden of the next class.

(2) Practice new words by playing games. The teacher took out three cups of solutions prepared in advance, let one group of students taste and present different expressions, and let other groups of students guess words.

(3) Listen to "Let's learn" and let the students read the words: delicious, salty, sweet, sour, fresh and healthy.

(4) Teachers show word cards, students scramble to read and spell words, and team members can help when spelling words.

Let's sing a hymn!

Let students understand and learn to sing songs. Apples are sweet ... ...

Consolidation and expansion:

Collect advertising information about food; Do the matching exercises of the activity manual; Listen and read the new words to your parents and friends. memorize words

The fifth category

Teaching objectives and requirements:

1, can understand and say: What's your favorite food? I/we like ... and can skillfully use it in various situations.

2. Be able to understand the recording of "Let's try to sort a few pictures correctly".

3. Be able to write an advertisement according to the example given in Task Time.

Teaching emphases and difficulties:

Key points: master the sentence pattern of asking and answering what food you like best: what food do you like best?

I like ...

Difficulty: the pronunciation of the word favor.

Preparation before class:

Word cards, questionnaires, audio tapes, tape recorders, markers.

Teaching process:

1, preheating

(1) Play the song "What do you want?" The students sang one after another.

(2) Daily oral practice.

Step 2 preview

(1) Play the recording and sing folk songs.

Let's try.

The teacher plays the recording "Let's Try" and asks the students to arrange the pictures correctly. The recording is as follows:

Girl: Do you like bananas?

Boy: Yes, they are very sweet.

② Girl: Do you like tomatoes?

Boy: Yes, they are fresh.

Girl: What's your favorite food?

Boy: Beef, very healthy.

Boy: Do you like ice cream?

Girl: Yes, it's delicious.

3. Newly awarded

We talk about it

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

Teaching reading sentences: What's your favorite food?

(2) The two-person group can practice by making up a short dialogue with this sentence pattern. At the same time, it can also guide students to make up a short dialogue with this sentence pattern. At the same time, it can also guide students to replace food with fruits and drinks.

(3) Listen to the tape and ask the students to follow the dialogue. Students can answer questions with different food words.

Pairing work

Ask the students to take out the questionnaire and investigate different students with the sentence patterns they have learned.

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

task time

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

Consolidation and extension: do collocation exercises, read dialogues to parents and recite words.

The sixth class

Teaching objectives and requirements:

1, can listen, say, read and write four sentences: What kind of fruit do you like best?

I like apples. They're cute. I don't like grapes. They are sour. And can be used correctly in this situation. Be able to use this sentence pattern in group activities to complete the investigation.

2. Be able to understand the meaning of the situational dialogue and fill in the blanks.

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

4. Be able to complete the "Let's Check" section.

Teaching emphases and difficulties:

Key point: the mastery of four sentences in this lesson.

Difficulty: the spelling of the word favor.

Preparation before class: flip chart, audio tape and tape recorder.

Teaching process:

1, preheating

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

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

Step 2 preview

Ask the students to show their advertisements and introduce them to you in pairs.

3. Newly awarded

Direct reading recording

(1) The teacher shows her own advertisement pictures, indicating students to ask questions: What is your favorite fruit? The teacher replied: I like apples. They are.

That's great. In addition, show pictures of grapes crying and say: I don't like grapes. They are sour.

Let the students imitate the dialogue, and the teacher can give appropriate hints.

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

(3) Teachers guide students to fill in the blanks.

(4) Teachers should properly guide the writing of Sihui sentences, paying special attention to the spelling of favourete.

Group work

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

pronounce

Give three words first: window, yellow and snow. Ask the students to find out the pronunciation of ow, and then try to spell the word grow by themselves. Summarize the pronunciation of FL, OA and FR in this way. After teaching the pronunciation of each letter combination, please listen to the example sentences and tongue twisters, and encourage the students to say the pronunciation of each letter combination with words.

Let's check.

Complete the "Let's Check" section to help students understand the meaning of each group of sentences. The recording is as follows:

John: Mike, what do you have for lunch today? Mike: I have cabbage, mutton and carrots. They are delicious.

Attendant: What would you like for dinner? Sarah: I want to eat green beans and fish. They are very healthy.

③ Woman 1: What's your favorite food? Woman 2: Eggplant. It is delicious. This is my favorite.

John: May I have some eggplant and tofu, please? I'm hungry. Mom: Of course.

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

The first volume of the fifth grade English teaching plan, Fan Wensan: "Howmanydoyouwant? 》

Teaching material analysis:

1, this module will learn how to ask the quantity with how much and how much, and will have a simple conversation about shopping in the mall.

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

Analysis of learning situation:

1, the English foundation of rural primary schools is poor, the students' level is uneven, and some students' pronunciation is not accurate.

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

3. Some poor students need patient counseling to help them get through the word barrier and pronunciation barrier.

Teaching objectives:

1. How many bananas do you want?

How much cheese do you want?

Lingling, do you like cheese?

No, I don't. I like cheese.

2. Ask as much as you want.

3. Educate students to help their parents buy things at home and do housework as much as possible.

Teaching focus:

1. Tell the process of shopping and act out the dialogue in the textbook.

2, how much, how much to ask.

3. Distinguish countable nouns from uncountable nouns.

Teaching process:

First, warm-up review

Students sing the English songs learned in module 1 with tape recorders.

Second, the text introduction

Ask a student where he bought his schoolbag, how much it costs, and draw out how much the word store needs, and so on.

Third, text teaching.

A. learn words. After the students repeat the words, the teacher takes out the word cards and asks the students to look at Chinese and speak English. Then they watch English and speak Chinese, and check word memory and pronunciation.

B, SB activity 1

Listen to the tape first, then explain the meaning of the sentence, and explain the usage and difference of how much, how much, put forward countable nouns and uncountable nouns, and explain them in detail to make students clear.

C, group exercises

After listening to the tape several times, practice the dialogue in groups and roles. Teachers will give guidance in class, so that excellent students can drive poor students to practice.

D, SB activity 2

Listen to the tape first, and then divide the class into two groups to read these two key sentence patterns.

Activity 3

Look at the pictures. The teacher will demonstrate first, then ask the students to do exercises in pairs, and find several groups to make dialogues in class.

Fourth, the task is completed.

Let several groups of students act out the shopping dialogue in class and have a group competition.

Verb (abbreviation for verb) homework after class

A. practice the dialogue.

Copy the words in this module.

Blackboard design:

1, words in this module.

2. Key sentence patterns.

3. Focus on the explanation.

Evaluation design:

Teachers score, students applaud and encourage, and group competitions add points to encourage students to actively participate in classroom activities and improve teaching effect.