The core competencies of the English subject include four aspects: language ability, cultural character, thinking quality and learning ability.

However, in the practice of primary school English teaching, phenomena such as unscientific teaching design, fragmented teaching of knowledge points, and uneven development of students' quality are common. Primary school English teachers must pay attention to and work hard to solve these problems.

1. The significance of the overall teaching of primary school English units from the perspective of core literacy. From core literacy to subject literacy, to unit design, and then to class planning, front-line teachers need to carry out daily teaching through these links.

In the context of "examination-oriented education", many front-line teachers directly use "class hours" as the unit when designing teaching, without conducting "unit design", believing that "transmission and reproduction of knowledge" is regarded as the center of "academic ability".

However, "classroomism" tends to fragment teaching content, resulting in a lack of overall grasp of knowledge points.

Primary school English textbooks mostly organize teaching content in units of "units". Each unit has a theme, with "topic-function-result-task" as the overall framework, topic as the outline, and communicative function and language structure as the main line.

Taking the Yilin version of the "English" textbook as an example, the design of the units mostly revolves around a certain theme, and each unit is divided into 5-6 sections, each of which is relatively independent.

The overall teaching design of primary school English units from the perspective of core literacy positions the starting point of unit design as students' cognition and knowledge construction, and changes the teaching design idea from the content of teachers' lectures to the design of students' learning and thinking.

This article takes Unit 6 An Interesting Country, the second volume of the Yilin version of the textbook "English" for sixth grade taught by the author, as an example to explain the practice and thinking of the overall teaching of primary school English units from the perspective of core literacy.

2. The practice of overall teaching of primary school English units from the perspective of core literacy 1. Master the teaching materials as a whole and construct the unit objectives (1) Determine the overall teaching objectives of the unit. Based on the concept of core literacy, the author considers language ability, cultural character, thinking quality and learning

The overall goals of the unit are formulated in four aspects of ability (2) Reasonable decomposition of unit lessons. The language knowledge among the various sections of this unit is relatively scattered and lacks organic connections, which is not conducive to the construction of students' knowledge. The author found after carefully studying the teaching content of each section

, they all point to the core topic of the unit: An interesting country.

The author designed four coherent thematic situations: Become a tour guide → Travel around the world → Taste food → Introduce China. These four thematic situations correspond to the four classes of this unit respectively, and the sections and thematic situations in each class period in the unit are combined.

Integration, see Table 2: 2. Clarify the function of the section and grasp the teaching situation as a whole. In primary school English teaching, when choosing the overall teaching content of the unit, teachers should pay attention to the completeness and integrity of the unit topic and pay attention to the final language formation.

In the overall teaching of the unit, each class period should integrate corresponding teaching content according to different theme situations, design different teaching tasks, and cultivate students' ability to comprehensively use language.

[Lesson 1] The section corresponding to this lesson is Story Time.

The story is about a few friends discussing how to learn about Australia’s customs and customs through various channels and prepare for a new lesson.

The author designed a theme situation of "Becoming a Little Tour Guide". Based on this context, the teacher designed a series of teaching tasks. Through the tasks, students can learn new words, phrases, sentence patterns and texts, and on this basis, they can understand the customs and customs of Australia.

, pass the test and become a tour guide.

[Lesson 2] The section corresponding to this lesson is Grammar Time/Sound Time/Culture Time.

It tells about the attractions and characteristics of the United Kingdom, Australia, the United States, and China. The author designed a theme situation of "traveling around the world" to first guide students to understand the world attractions and characteristics of the Culture Time section, and compare them with the general future of the Grammar Time section.

time to fuse.

Then, in the Sound Time section, the teacher introduced the English picture book story "Clare and Fair" which describes the scene of children playing in the playground.

The author effectively connected the subject situation with the introduction of picture books, and combined the context to learn the pronunciation of the "air" letter combination, guiding students to understand and use the language in the situation.

[Lesson 3] The section corresponding to this lesson is Cartoon Time.

It tells the story of Billy cooking "food". The theme situation of "tasting food" is designed based on the content of the section. Reading guidance, group cooperation, role play and other methods are adopted to help students deeply understand the content of the story and experience the fun of the section during the learning process.

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[Lesson 4] The section corresponding to this lesson is Fun Time/Checkout Time.

The author designed a theme situation of "Introducing China" and asked students to write about some of China's attractions and characteristics.

By studying the text in the Fun Time section, learning the writing ideas of the textbook, and combining the relevant language points in the Checkout Time section for language output, students' learning abilities can be improved.