#五级# Introduction Fifth grade students have been exposed to English for two years and already have a certain foundation in English. They can already have simple conversations, master a certain vocabulary, and can use English in some English teaching activities.

Simple communication or completion of teaching activities 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: The 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: Situational 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 new words and words about the week

Course Title.

(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 select 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 pictures of the Let’s talk dialogue part of this lesson, and uses teaching VCD or audio tapes to let 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 along with the dialogue.

Read the dialogue in pairs.

Step 3 Practice (Fun Exercise) (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's courses.

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.