The first volume of English in grade five Unit 2 Teaching plan

The first volume of Grade Five English Unit 2 Four Teaching Plans

English teachers should pay attention to student-centered and teacher-led teaching methods in order to fully mobilize students' learning enthusiasm. Every fifth-grade English teacher should prepare the fifth-grade English teaching plan in advance before teaching, which can make the teaching activities go smoothly. Are you looking for and preparing to write "Lesson Plan for Unit 2 of Grade Five English Book I"? I have collected relevant information below for your reference!

Lesson plan 1 teaching objectives of Unit 2 of Grade Five English Book I:

1. Knowledge, ability and skill objectives

(1) Master new words: lay down, caterpillar, become.

(2) Read the text and learn about butterflies.

2. Process and method objectives

In the process of independent cooperation and communication, feel the beauty of butterfly transformation and understand butterflies.

3. Emotion, attitude and values goals

Cultivate students' beautiful feelings of loving nature; Stimulate students' enthusiasm for exploration, let them experience the fun of cooperation, and cultivate students' creativity and imagination and interdisciplinary learning ability.

Teaching focus:

Help students read the text.

Teaching difficulties:

Enable students to tell the growth process of butterflies and introduce the relevant knowledge of butterflies in English.

Teaching aid preparation:

Courseware, tapes and videos of butterfly metamorphosis.

Teaching process:

First, independent reading guidance

Preheating:

T: Nice to meet you! Do you like insects? which

Do you know about insects?

Ss: Ants, ladybugs, flies, butterflies …

Of all the insects, which one is the most beautiful?

S 1: butterfly.

Yes, the butterfly is one of the most beautiful insects in the world. I have some pictures about butterflies. Do you want to see it?

We will talk about butterflies in this class.

Blackboard Project Module 4 Unit 2 Butterflies (Students read the project together)

Show the learning objectives: (Read the learning objectives together and make clear the learning objectives of this lesson)

1, I can listen to the words I read and write: lay down, caterpillar, become.

2. I can read the text and learn about butterflies.

Do you know how butterflies grow? Let's watch a video together!

Ss: OK!

T: it's amazing! Do you want to talk about it yourself?

Ss: Yes.

You should study the text according to the syllabus.

Guiding outline

Where do butterflies lay eggs?

How about eggs?

What will eggs become?

What do they eat?

What does this big, fat caterpillar do?

What color is it?

It's open. What's out? How's it going?

What made it dry?

Students teach themselves.

Through the guidance of the syllabus, read the text carefully and summarize the problems and new words in the syllabus.

Second, help each other solve doubts.

In the form of groups, members put forward their own puzzles and discuss and solve them in groups.

Students solve new words and problems in the syllabus through group activities. The team leader is responsible for leading the team members to learn (the team leader should give the team members certain tasks, so that everyone has something to do and everyone has questions and answers)

When students study in cooperation, give them some help in time and guide them to use their brains.

Third, inquiry teaching.

Teacher-student discussion

Play the tape and ask the students to listen carefully.

Please answer the question.

3. Read the sentences and introduce the growth of butterflies ... Let the students read the sentences and introduce the growth process of butterflies.

Fourth, intensive expansion.

1. Review the key content of this lesson according to the blackboard writing: a butterfly lays eggs. The egg becomes a caterpillar.

The caterpillar built a house. This is a cocoon. The cocoon has opened. A butterfly came out.

Please study hard, and one day you will become a beautiful butterfly.

Task:

Make information books and handwritten newspapers about insects

The first volume of Grade Five English Unit 2 Teaching Plan 2 Teaching objectives:

1. Knowledge, ability and skill objectives

(1) Master new words: lay down, caterpillar, become.

(2) Read the text and learn about butterflies.

2. Process and method objectives

In the process of independent cooperation and communication, feel the beauty of butterfly transformation and understand butterflies.

3. Emotion, attitude and values goals

Cultivate students' beautiful feelings of loving nature; Stimulate students' enthusiasm for exploration, let them experience the fun of cooperation, and cultivate students' creativity and imagination and interdisciplinary learning ability.

Teaching focus:

Help students read the text.

Teaching difficulties:

Enable students to tell the growth process of butterflies and introduce the relevant knowledge of butterflies in English.

Teaching aid preparation:

Courseware, tapes and videos of butterfly metamorphosis.

Teaching process:

First, independent reading guidance

Preheating:

T: Nice to meet you! Do you like insects? which

Do you know about insects?

Ss: Ants, ladybugs, flies, butterflies …

Of all the insects, which one is the most beautiful?

S 1: butterfly.

Yes, the butterfly is one of the most beautiful insects in the world. I have some pictures about butterflies. Do you want to see it?

We will talk about butterflies in this class.

Blackboard Project Module 4 Unit 2 Butterflies (Students read the project together)

Show the learning objectives: (Read the learning objectives together and make clear the learning objectives of this lesson)

1, I can listen to the words I read and write: lay down, caterpillar, become.

2. I can read the text and learn about butterflies.

Do you know how butterflies grow? Let's watch a video together!

Ss: OK!

T: it's amazing! Do you want to talk about it yourself?

Ss: Yes.

You should study the text according to the syllabus.

Guiding outline

Where do butterflies lay eggs?

How about eggs?

What will eggs become?

What do they eat?

What does this big, fat caterpillar do?

What color is it?

It's open. What's out? How's it going?

What made it dry?

Students teach themselves.

Through the guidance of the syllabus, read the text carefully and summarize the problems and new words in the syllabus.

Second, help each other solve doubts.

In the form of groups, members put forward their own puzzles and discuss and solve them in groups.

Students solve new words and problems in the syllabus through group activities. The team leader is responsible for leading the team members to learn (the team leader should give the team members certain tasks, so that everyone has something to do and everyone has questions and answers)

When students study in cooperation, give them some help in time and guide them to use their brains.

Third, inquiry teaching.

Teacher-student discussion

Play the tape and ask the students to listen carefully.

Please answer the question.

3. Read the sentences and introduce the growth of butterflies ... Let the students read the sentences and introduce the growth process of butterflies.

Fourth, intensive expansion.

1. Review the key content of this lesson according to the blackboard writing: a butterfly lays eggs. The egg becomes a caterpillar.

A caterpillar builds a house. This is a cocoon. The cocoon has opened. A butterfly came out.

Please study hard, and one day you will become a beautiful butterfly.

Task:

Make information books and handwritten newspapers about insects

Unit 2 Lesson Plan Unit 3 Unit 3 What is ur Favurite Fd?

Unit teaching objectives:

1, ability target

(1) You can ask and answer the food for three meals, such as: What do you have for lunch? tda/n Mndas……？ We have potatoes, tfu 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 our favorite food FD? I lied, Apple. They are very sweet ...

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

Rumors.

2. Knowledge objectives

(1) Read the words and sentences in Part A and Part B. Let's learn Let's tal and master the words of Sihui.

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

(3) Understand Let's start Grup/pair wr Tas tie, etc.

(4) Understand the pronunciation rules of letter combinations W, A, FR and FL in Prnunciatin, and know related words.

(5) understand the contents of Str tie Gd t nw and other parts.

3, emotion, strategy, culture and other related goals

(1) Cultivate students' cooperative spirit and innovative consciousness, guide students to learn independently in new ways, and pay attention to cooperative learning at the same time.

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

Unit teaching class arrangement:

The first lesson: let's start the main scene, let's sing hymns, and let's learn grupwr.

Second class: Let's watch and talk.

The third class: a reading and writing group wr- let's sing.

Fourth class: Let's talk in pairs.

Lesson 5: Let's talk about the relationship between two people.

Lesson 6: B Reading and Writing

first kind

I. Teaching objectives and requirements:

1, can listen, speak, read and write four words in this lesson: tat, tfu, green beans,

Fish, ptat, eggplant and identify the reader's three words: cable, uttn, pr and their alternative sentence patterns: What? What did you have for lunch? I will lie ...

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: tat, tfu, green beans, fish, ptat, 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 won't eat. I'll talk to liquefied natural gas. I grew up on a tree. M nae begins with the letter bee. What's me? 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 four-time word tat.

3. Newly awarded:

Let us learn

(1) After the students say the answers to some riddles of Let's start, they naturally lead to the word tat of Sihui, and the teacher shows the word card tat. 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 ptat learning and then presents three new words: uttn,

Keywords Chinese cabbage, public relations,

Guide the reading, let the students remember the pronunciation quickly, then the teacher says the characteristics of one of the foods, and the students recognize the words. Then teach other new words in different ways: tfu, fish,

Eggplant, green beans and spelling these words.

(2) Practice new words by playing games.

(3) Listen to the recording of Learn Together and recognize the new words: cable, tat, tfu,

Eggplant, uttn, fish, ptat, green 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.

Grup wr

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 say: What do you have for lunch? I have

Eggplant ...............................................................................................................................................................................

2. Be able to understand the prompt and judge the correctness of the two pictures according to the recorded content of Let's tr.

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's for lunch? What did you have for lunch? 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 tr and ask the students to make a correct judgment.

3. Newly awarded

Let's talk.

(1) Further present new sentences by proofreading the answers of some listening exercises in Let's tr.

Type.

(2) Use the old sentence pattern: "What's for lunch?" And new sentence patterns

"What did you have for lunch?" 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 Let's tal, and let the students read the sentences after them.

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

Tal and atch

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

Northwest Guangdong

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 did you have for lunch? Show a Schl menu and say, let's look at T tgether and guide the students to answer questions.

(2) Ask students to talk in groups with three meals a day as the topic, and make a menu. Then two representatives will make a report in the class in the form of questions and answers, and lead out the sentence in time: that sundasgd.

(3) Listen and write the tape and guide the students to complete the dialogue on the basis of reading.

Fill in the blanks. 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.

Group w

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, can listen, speak, read and write four words in this lesson: taste, salt, sweetness, Sur, freshness, and know the word 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 and a Darth", and the students sing and perform along.

3. Newly awarded

Let us learn

(1) The teacher previews some more ballads, shows the real things, leads out the word fresh according to the stories learned before, and reads the words. Then understand the meaning of health through the lyrics, read the words 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 tast and carry it with them. Show salt, sugar and vinegar, pretend to taste these three spices, show different expressions, show the words salt, sweet and Sur, and let the students read the new words. In the process of teaching new words, we should use this sentence repeatedly: "This is favurite." Let the students perceive the new word favurite 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 the students in one group taste and present different expressions, and let the students in other groups guess the words.

(3) Listen to "Let's learn" and ask the students to read the words: tast, salt, sweet, sur, fresh, health.

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

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 speak: What is your favurite fd? I/we lie ... and can use it skillfully in various situations.

2. Be able to understand the recording of Let's tr and correctly order several pictures.

3. Be able to write an advertisement according to the example given in Tas tie.

Teaching emphases and difficulties:

Key point: master the sentence pattern of asking and answering what's your favorite food: What's your favorite food?

I lied ...

Difficulty: the pronunciation of the word favurite.

Preparation before class:

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

Teaching process:

1, preheating

(1) Play the song "What Wuld u Lie?" 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 of Let's tr and asks the students to sort the pictures correctly. Recorded content

As follows:

1 girl: D u lie banana?

Yes, they are very sweet.

2 girl: D u lie tates?

Yes, they are fresh.

③ Girl: What's your favorite fd?

Beef, it is healthy.

4 b: dulie ice cream?

Girl: Yes, it's delicious.

3. Newly awarded

Let's talk.

(1) The teacher shows three pictures of food and says to the students, I'm lie chicen.

Beef and fish. The teacher pointed to Chi Cen and said, I lied to Chi Cen. Draw a smiling face next to it; Then he pointed to the beef and said, I lied. Beef is better. And draw two smiling faces beside them; Then he pointed to the fish and said, I'd better lie on the fish. Draw three smiling faces beside it. Final statement: s, favurite fd is

Fish. Show favurite's word card, and then let the students fully understand the meaning of this word.

Teaching reading sentences: What do you like best?

(2) Make up a short dialogue with this sentence pattern to practice. At the same time,

You can guide students to make up a short dialogue with this sentence pattern to practice, or you can guide students to use fruit and drin instead of fd.

(3) Listen to the tape and ask the students to repeat the dialogue. Students can use different food lists.

Answer the questions with words.

Paired wr

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 lied ... Melissa ... we lied ... The teacher will see which group performs well and give appropriate rewards.

Tas tie

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. You can listen, say, read and write four sentences in this lesson: What is your favorite fruit?

I lied, Apple. They are very sweet. I'm not lying. By the sea. And can be used correctly in this situation. Can use this sentence pattern in Grup wr 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 part that lets us check.

Teaching emphases and difficulties:

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

Difficulty: the spelling of the word favurite.

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 advertising pictures, indicating the students to ask: What is ur?

Broad bean fruit? The teacher replied: I lied, Apple. These are.

That's great. In addition, put a picture of the grape with a sad face and say: I didn't lie to the grape. Lesourd.

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

(2) Look at the picture, point to Z and say: L! What is favurite fd of z? Can he?

Really? What? 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, and pay special attention to the spelling of favurete.

Grup wr

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.

prostaglandin

Give three words first: windw, ellw, snw snw. Ask the students to find out the pronunciation of w, and then try to spell the word grw by themselves. Summarize fl, a,

The pronunciation of fr. 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 Let's chec to help students understand the meaning of each group of sentences. The recording is as follows:

Mini, what did you have for lunch? Michelle Obama: I have cabbage, potatoes and carrots. It's delicious.

Attendant: What's for dinner? Sarah: I can lie. Mung beans and fish. Health is very important.

③ Wen 1: What's your favorite fd? Text 2: Eggplant. It's delicious. This is amphibole.

Can I have eggplant and tfu? I'm hungry. M: Of course.

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

The first volume of Grade Five English Unit 2 Teaching Plan 4 Teaching objectives:

1. Review the changing rules of verb past tense under the guidance of the teacher.

2. Learn the general interrogative sentences caused by the past tense did of do and their reactions.

3. Be familiar with the text and have a dialogue.

Teaching focus:

Learn general interrogative sentences and their responses caused by the past tense did do.

Teaching difficulties:

Read the sentences and have a dialogue.

Teaching process:

1. The teacher leads the students to review the changing rules of verb past tense.

Second, students learn by themselves.

1. Students can read the sentences in listening and speaking freely to understand the Chinese meaning of the sentences.

2. Play the recording. Read the book and listen to the tape.

3. Play the tape again. Listen and read after.

4. Students can read the text freely.

Third, cooperative exploration.

1, the teacher demonstrates reading sentences.

2. Students practice the dialogue in pairs.

3. Ask individual students to act out the dialogue.

4. Discuss the differences between do and did in groups, and the teacher will give necessary guidance.

Fourth, students show

The teacher shows the key sentence patterns learned in this lesson on the blackboard, and the students practice and show them.

Blackboard design:

Unit 2 Different noises

Do you like ...?

Yes I did it.

No, I don't.