五年级上册英语unit2思维导图
朗文英语unit2作文想着说思维导图My family and friends
Longman English worldUnit 2 My family and friends 一、Mind map二、Vocabulary三、Useful expressions1. This is my father.这是我的爸爸。
2.This is my mother.这是我的妈妈。
3.This is Emma. She is my classmate. 这是Emma。
她是我的同学。
4.This is Paul. He is my classmate.这是Paul. 他是我的同学。
5.This is Nancy. She is my sister.这是Nancy。
她是我的妹妹。
6.I am six years old.我6岁了。
7.I am in class 1B.我在1B班。
8.She is in class 1B.她在1B班。
9.Kelly and Sunny are classmates. Kelly 和Sunny 是同学。
10.Kelly ‘s brother is Tim.Kelly 的哥哥是Tim.11.Kelly is nice.Kelly 很好。
12.Kelly is pretty.Kelly 很漂亮。
13.My name is Kelly.我的名字是Kelly.14.Tim is in my school too.Tim 也在我的学校上学。
15.He is in form 2.他是第2排的。
16.This is my brother.这是我的哥哥。
17.This is my sister.这是我的妹妹。
18.This is my cousin.这是我的表兄。
19.This is my friend.这是我的朋友。
20.This is my grandmother.这是我的奶奶。
21.This is my grandfather.这是我的爷爷。
22.I am seven years old.我7岁了。
Unit2MyWeekPartBLet'slearn(教案)人教PEP版英语五年级上册
使用思维导图帮助学生整理、归纳要点，把握文字思路和脉络，提高思维能力。
四、学习能力目标：
1.能够运用工具书、自然拼读法学习新词。
2.能够正确、规范书写句子。
教学内容
一、教学重点：
1.能够听、说、读、写词组：wash my clothes, watch TV, do homework, read books.play football。
5
作业
设计
P19
图片
Homework
1. Listen and read
听读教材P18课文。
2.Practice and write
运用今天所学的知识结构，用英语采访你的朋友或家人的周末，并写成报告。
结尾P20
图片
T: Different people have different activities. Remember to do the important things first. Combine work and rest, study and play.
学生通过看图，找出答案。
3.问题导学：
T: We can do lots of things on the weekend. We can ... on the weekend. (已学单词归类）Whatelse can we do on the weekend?
出示学习策略：梳理、整理、归纳。
have classes/read books ...
看图预测课文；听音跟读新词组，重点教读词组wash my clothes。
【设计意图】：利用听读练习，培养学生良好的语音语调。
2.问题导学，看图回答问题，深入理解词汇意思
五年级英语第二单元思维导图作文
五年级英语第二单元思维导图作文全文共3篇示例，供读者参考篇1Mind Map Essay: Unit 2 - Family LifeIntroductionHi everyone! For this unit, we're learning about families. I decided to make a mind map to organize my thoughts for the essay. In the middle, I wrote the main topic - "Family Life." Then I made branches off the main topic for different subtopics I want to discuss.Body Paragraph 1: Family MembersThe first branch is "Family Members." Under this, I listed:• Parents• Siblings• Grandparents• Aunts/Uncles• CousinsFamilies are made up of all different relatives. My immediate family has me, my mom and dad, and my little brother Sam. But I also have grandparents, aunts, uncles, and cousins who are part of my bigger family. Families can look really different - some have a lot of people and some are smaller. But they're all important!Body Paragraph 2: Family ActivitiesThe next branch is "Family Activities." Some ideas I wrote down are:• Eating meals together• Celebrating holidays/birthdays• Going on trips• Playing games• Watching moviesMy favorite family activities are definitely eating meals together and celebrateing holidays. For meals, we always make time to sit down and talk about our days. Holidays like Christmas and Thanksgiving are really fun too because we get to see our extended family. I love opening presents and eating deliciousfood! Going on trips is another fun family activity. Last summer we went to the beach for a week.Body Paragraph 3: Family RolesUnder "Family Roles" I wrote:• Providing for the family• Doing chores/responsibilities• Supporting each other• Making decisionsEvery family member has a role. Parents work to provide for the family by earning money for a house, food, etc. Kids have responsibilities too like doing chores and getting good grades. We all support each other by encouraging each other and being kind. Bigger decisions like where to live or what activities to do are made together as a family.Body Paragraph 4: ChallengesThe last branch is "Challenges," where I listed:• Disagreements/arguments• Busy schedules• Financial stress• Separation/divorceFamily life isn't always easy though. Sometimes family members disagree and argue. It can be hard with everyone's busy schedules to find time together. Money issues can cause financial stress. And sadly, some families go through separations or divorce which is really difficult. No family is perfect, but working through the challenges makes families stronger.ConclusionWell, that's my mind map on family life! It covers the different members that make up a family, activities families do together, the roles each person plays, and some of the challenges families face. Even though there can be hard times, families are so important for providing love and support. I'm really grateful for my amazing family!篇2Mind Mapping My Way Through Unit 2 EnglishThis year in 5th grade, my English teacher Mrs. Roberts taught us a really cool way to organize our thoughts and everything we're learning called mind mapping. It's kind of like making a tree diagram, but it's even better because you can make it really colorful and creative. When we started the secondunit this semester, she had us all make mind maps and I thought it was so much fun!The second unit we're doing is all about storytelling. We're learning how to write awesome stories with characters, settings, problems, solutions and all that good stuff. We even got to read some classic stories like "The Three Little Pigs" and "Goldilocks and the Three Bears." Those tales were pretty silly if you ask me, but it was cool analyzing how they were put together.Anyway, let me tell you about my mind map for this storytelling unit. Mrs. Roberts had us take a big piece of paper and draw a circle right in the middle. Inside that circle, we wrote down the main topic, which was "Storytelling Unit." Then, from that main circle, we drew curved lines going outward and wrote down major subtopics or ideas on those lines.For the storytelling unit, some of the main branches I made were "Story Elements," "Writing Your Own Story," and "Analyzing Classic Tales." Under the "Story Elements" branch, I drew smaller branches for things like "Characters," "Setting,""Conflict/Problem," and "Resolution." On the "Writing Your Own Story" branch, I made branches for "Brainstorming Ideas," "Outlining," and "Drafting/Revising/Editing."The "Analyzing Classic Tales" branch had sub-branches where I wrote down brief summaries and key details about the stories we read as a class, like "Three Little Pigs," "Goldilocks," and "Little Red Riding Hood." I also added some analytical notes about things like the characters, problems, and lessons of each story.One of the best parts about mind maps is that you can make them as colorful and visually interesting as you want. For my storytelling mind map, I used red and blue colored pencils for the main branches, and then green, yellow, and purple for the sub-branches and details. I even drew some cartoon pictures and icons here and there to visualize the story elements. Like for the "Character" branch I drew a cute stick figure, and for the "Setting" branch I made a little house and tree.Creating the mind map was really helpful for pulling together everything we learned in that unit in one place. Instead of just random notes scattered all over, the mind map organized it in a way that showed how all the concepts connected. It was like a fun creative roadmap for the whole unit.When we started learning about the different story elements, like characters and setting, I was able to easily find those branches on my mind map and fill in key details and examples.We did this drill where Mrs. Roberts would call out a story element, and we had to race to find that branch and bubble on our mind maps. It really helped me understand and remember what things like "conflict" and "resolution" mean for stories.The mind map also came in super handy when it was time to start planning and writing our own short stories at the end of the unit. I could easily look back at my "Writing Your Own Story" branch to refresh myself on the whole process of brainstorming ideas, outlining the basic plot, and drafting/revising/editing the story. The prewriting tips on "Brainstorming Ideas" gave me thoughts like asking myself story-starter questions, making lists of potential characters and settings, and exploring different conflicts or problems my characters could face.In the end, I used my mind map to guide me through writing a short story called "The Alien Pet." It was about a kid who found and adopted a crazy alien creature as a pet, but then the pet started causing all kinds of wacky trouble around the house. Nothing too deep or serious, but it let me apply the story elements we learned in a fun creative way. Having my mind map to refer to made the whole process easier and helped jog my memory on how to format a narrative story properly with thingslike character descriptions, setting explanations, a clear conflict/problem, and resolution at the end.Overall, I think mind maps are such an awesome tool, especially for subjects like English where you're dealing with so many different connected ideas and concepts. They make it simple to visualize how everything fits together, instead of just memorizing a jumbled mess of disconnected vocabulary words and notes. Thanks to mind mapping, I really feel like I have a solid grasp on the whole storytelling process now. I'm looking forward to creating a new mind map for whatever unit we do next!篇3My Mind Map for English Unit 2For our second unit in English class this year, we had to create a mind map! A mind map is a diagram that shows how different ideas or topics are connected. It has a main idea in the center, with branches coming off for subtopics and details. It's a really cool way to organize your thoughts and represent information visually instead of just writing it out in sentences.Our unit was all about foods from different cultures around the world. The main topic in the middle of my mind map was"World Foods." I used a big orange circle and wrote that in the center with a thick black marker. Then I had to decide on the main categories or subtopics I wanted to include.I decided to make a branch for different types of cuisines, like Mexican food, Italian food, Indian food, and so on. For the Mexican branch, I drew a red chile pepper. For the Italian branch, I drew a slice of pizza. You get the idea! I tried to pick images that represented each type of cuisine in a fun, colorful way.Another main branch I created was for different food groups.I labeled branches for fruits, vegetables, grains, proteins, and dairy. Then I could organize different international foods and dishes under those categories based on their main ingredients. Rice, breads, and pastas went under grains. Meats, eggs, and beans went under proteins.I also made a branch for special foods that are important for celebrations and holidays in various cultures. Like for Day of the Dead in Mexico, they eat pan de muerto which is a sweet bread. For Chinese New Year, they eat dumplings and noodles which are lucky foods. It was really interesting learning about all these traditions!Within each branch, I drew smaller branches and wrote down specific examples of foods. Like under the Indian cuisinebranch, I had naan, curry, samosas, and so on. I tried to use different colors for the branches and writings to make it look nice and organized. It ended up being this huge, bright mind map covering my whole paper!One of the hardest parts was deciding how to show connections between the different branches. Like some foods could go under multiple categories. Tacos have a tortilla which is a grain, but also protein from the meat or beans. Stir-fries have vegetables, proteins, and are part of Asian cuisines. I used some squiggly lines to show those connections between branches.I also researched facts and information about the history, culture, and nutrition facts for some of the key foods. I wrote these down on sticky notes and attached them to the relevant branches. Like for chocolate, I had a note about how it was first cultivated by ancient Mesoamerican cultures. For rice, I wrote down that it provides carbohydrates and some protein.My favorite part of the mind map was getting to illustrate it. I loved drawing pictures of fruits, veggies, drinks, and fun patterns and designs in the open spaces. It really brought the whole thing to life and made it vibrant and eye-catching. Using markers, colored pencils, and even painting a few parts with watercolors made me happy.Creating this mind map was such an engaging way to learn about foods from around the globe. Instead of just reading facts from a book or worksheet, I got to visualize the information in a creative way. It combines writing, art, thinking skills, and cultural learning all in one project. I'm really proud of how my world foods mind map turned out!After we completed our mind maps, we did presentations in front of the class. I walked everyone through the branches explaining what I had included and why. It was a fun way to teach our classmates about all the interesting foods we had learned about. I loved seeing everyone's unique artistic styles and interpretations.Some people's maps were super organized and color coded, while others were these wild, abstract looking pages. But they all turned out awesome in their own ways. I feel like I learned just as much from seeing my friends' mind maps as from creating my own.Mind maps are such a great learning tool, especially for visual learners like me. Instead of just words and facts on a page, you get to make real connections and associations. It engages your brain in a different way than just reading or writing an essay. We had a lot of fun with this project, while still learning all aboutfoods, cultures, and nutrition from across the globe. Two thumbs up for mind mapping! I can't wait for our next unit so I can make another one.。
人教版PEP英语五年级上册知识思维导图
人 教 版
1.—What would you like to eat? 你想吃什么？ —A sandwich, please. 请给我一个三明治。 —What would you like to drink? 你想喝什么？ —I’d like some water. 我想喝点水。 2. —What’s your favourite food? 你最喜欢吃什么食物？ —Noodles. They are delicious. 面条。面条很好吃。 3. My/His /Her favourite food is fish. 我/他/她最喜欢的食物是鱼。 4. I’m hungry/thirsty. 我饿/渴了。 5. I don’t like beef but chicken is OK. 我不喜欢牛肉但是鸡肉也可以。 6. Onions are my favourite vegetable. 洋葱是我最喜欢的蔬菜。 7. I like vegetables but not carrots. 我喜欢吃蔬菜但不喜欢胡萝卜。 。
pronunciation
Language structure
Unit1 What’s he like?
n.
grammar
words
Adj
old 老的，年纪大的 young 年轻的，岁数不大的 funny 滑稽的，可笑的 kind 体贴的，慈祥的 strict 要求严格的，严厉的 polite 有礼貌的，客气的 shy 羞怯的，腼腆的，怕生的 helpful 有用的，愿意帮忙的 clever 聪明的，聪颖的 active 积极的、活跃的 quiet安静的；文静的 tall高的 short矮的
字母y在单词中的发音： 1、双音节或多音节词末发[ i ]： 例：baby happy windy sunny sorry andy many family party
外研版(一起)五年级英语上册Module 2 Unit 2.课件
Fact 2
Sometimes there are restaurants at the supermarkets.
Fact 3
Many families go to the supermarkets together.
Online Shopping
Talk in pairs. What do you think of online shopping ?
clothes, toys and CDs.They sell many things
from China, too. Sometimes there are restaurants at the
supermarkets. Many families go to the supermarkets together.
Word bank: convenient, easy, hot, popular(流行的), cheap, nice, fashionable（时髦的）… express(快递) ，deliver(投递)，save time… different size, different color… I think , First, next, then, at last …
Sometimes the goods(商 品) are __________ .
Details/Examples
_________________ _________________ .
People can shop at anytime.
Details/Examples
_________________ ________________ .
They sell many different things.
PEP版小学英语五年级上册思维导图(共6个单元)
PEP版小学英语五年级上册思维导图一、Unit 1 My classroom1. 学习目标：能够用英语描述教室的物品和位置。
能够听懂简单的英语指令并做出相应的动作。
2. 关键单词：desk, chair, window, door, blackboard, book, pen, pencil, ruler, eraser3. 重点句型：This is my classroom.There is/are in/on/under/behind二、Unit 2 My family1. 学习目标：能够用英语介绍家庭成员及其职业。
能够听懂简单的英语对话并回答问题。
2. 关键单词：father, mother, brother, sister, grandfather, grandmother, uncle, aunt, cousin3. 重点句型：This is my family.He/She is三、Unit 3 What would you like?1. 学习目标：能够用英语询问和回答食物和饮料的喜好。
能够听懂简单的英语对话并做出相应的回答。
2. 关键单词：food, drink, apple, banana, orange, pear, water, milk, juice3. 重点句型：What would you like?I would like四、Unit 4 I can play basketball1. 学习目标：能够用英语描述自己的兴趣爱好。
能够听懂简单的英语对话并回答问题。
2. 关键单词：play, basketball, football, volleyball, swim, dance, sing, draw3. 重点句型：I canHe/She can五、Unit 5 There is a big bed in the bedroom1. 学习目标：能够用英语描述房间和家具的布局。
PEP版小学英语五年级上册思维导图(共6个单元)
PEP版小学英语五年级上册思维导图（共6个单元）一、Unit 1 What's he like?本单元围绕人物性格特点展开，思维导图如下：1. 人物性格关键词：strict, funny, kind, polite, helpful2. 描述人物性格的句型：He's/She's…3. 日常交流用语：What's he/she like? He/She is…二、Unit 2 My week本单元主要学习一周七天的表达及日常活动安排，思维导图如下：1. 星期关键词：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday2. 日常活动：have…class, read books, play football,watch TV3. 描述活动句型：I…on…三、Unit 3 My school calendar本单元介绍学校活动安排，思维导图如下：1. 节日关键词：National Day, Christmas, New Year's Day, MidAutumn Festival2. 学校活动：sports day, music festival, book sale,school trip3. 描述活动时间：in September, in October, in December四、Unit 4 What can you do?本单元讨论个人能力，思维导图如下：1. 能力关键词：sing, dance, draw pictures, cook, play chess2. 描述能力句型：I can…3. 询问能力：What can you do?五、Unit 5 My new room本单元学习描述房间及物品位置，思维导图如下：1. 房间物品：bed, desk, chair, bookcase, floor2. 位置关键词：in, on, under, near3. 描述物品位置：The…is…六、Unit 6 In a nature park本单元介绍自然公园的景色及方位，思维导图如下：1. 自然景观：hill, mountain, river, lake, forest2. 方位关键词：north, south, east, west3. 描述方位：It's in the…PEP版小学英语五年级上册思维导图（共6个单元）七、单元间的联系与拓展在掌握了每个单元的核心内容后，我们来探讨一下这些单元之间的联系以及如何在实际生活中拓展运用。
人教版(PEP)英语五年级上册《Unit2Myweek》说课稿
人教版（PEP）英语五年级上册《unit 2 my week》说课稿一. 教材分析《PEP英语》五年级上册第二单元《My Week》以学生的生活为话题，通过描述学生一周的日常生活，让学生学会表达自己和他人的日常活动。
教材通过听力、口语、阅读和写作等多个方面，帮助学生掌握一般过去时态，提高学生的语言运用能力。
二. 学情分析五年级的学生已经掌握了基本的英语语法和词汇，对于描述日常生活的话题有较强的兴趣和共鸣，但部分学生可能在听说方面还存在一定的困难，需要教师在教学过程中给予关注和引导。
三. 说教学目标1.知识目标：学生能够听懂、会说、会读本单元的生词和句子，掌握一般过去时态的运用。
2.能力目标：学生能够用英语描述自己和他人的日常活动，提高学生的语言运用能力。
3.情感目标：培养学生热爱生活，养成良好的生活习惯。
四. 说教学重难点1.重点：学生能够听懂、会说、会读本单元的生词和句子，掌握一般过去时态的运用。
2.难点：学生能够用英语描述自己和他人的日常活动，并在实际情景中运用。
五. 说教学方法与手段1.情景教学法：通过设置真实的生活情境，让学生在实际语境中学习、运用英语。
2.任务型教学法：通过完成小组任务，激发学生的学习兴趣，提高学生的合作能力。
3.信息技术手段：利用多媒体课件、网络资源等，丰富教学手段，提高教学效果。
六. 说教学过程1.导入：以一首关于一周的英文歌曲导入，激发学生的学习兴趣。
2.展示：教师展示本节课的主要内容，让学生整体感知。
3.学习：学生通过听、说、读、写等多种方式，学习本节课的生词和句子。
4.实践：学生分组进行角色扮演，运用所学知识描述自己和他人的日常活动。
5.拓展：教师引导学生进行拓展训练，如编写小故事、制作手抄报等。
6.总结：教师对本节课的内容进行总结，强调重点。
7.作业：学生回家后，用英语和家长分享自己的日常生活。
七. 说板书设计板书设计采用思维导图的形式，将本节课的主要内容进行整合，帮助学生梳理思路，加深记忆。
【思维导图】译林版(三起)五年级上册英语知识点整理
there be Unit 1 Goldilocks and the three bears there be Unit 2 A new student have/has Unit 3 Our animal friends Unit 4 Hobbies Unit5 What do they do
词汇 短语
名词
序数词 动词 形容词
student学生，classroom教室，floor楼层， computer电脑，playground操场，swing秋千
one ----- first ;two --- second ;three---- third ; four---fourth; five---fifth;six---sixth
1-Thissoupistoocold.这汤太冷了。
2-Whatabeautifulhouse!多么漂亮的房子！
感叹句的结构：感叹句常用how或what来引 （1）what引导的感叹句 a.What+a/an+形容词+可数名词单数！Whatabeautifulhouse! b.What+形容词+可数名词复数！Whatnicedresses! c.What+形容词+不可数名词！Whatdeliciousmilk!
句型
新句型 已学句型
there is 用于单数名词或不可数名词
1.Thereisahouseintheforest. 在森林里有一个房子。 2.Thereissomesouponthetable. 在桌子上有一些汤。
There are用于可数名词的复数
Therebe 某处有某物
在楼层前用介词on , on the first /second/ third floor 在一/二/三楼...
PEP版小学英语五年级上册思维导图(共6个单元)
PEP版小学英语五年级上册思维导图(共6个单元)Unit 1: My classroomThis unit focuses on learning about the classroom andits objects.Students will learn vocabulary such as "desk," "chair," "book," and "pen."They will also learn how to ask and answer questions about the classroom.Additionally, students will practice using the present continuous tense to describe what they are doing in the classroom.Unit 2: My familyIn this unit, students will learn about their families and family members.They will learn vocabulary such as "father," "mother," "brother," and "sister."Students will also learn how to ask and answer questions about their families.Additionally, they will practice using possessive adjectives to talk about their family members.Unit 3: What would you like?This unit focuses on learning about food and drink.Students will learn vocabulary such as "apple," "banana," "juice," and "water."They will also learn how to ask and answer questions about food preferences.Additionally, students will practice using the simple past tense to talk about past experiences with food.Unit 4: I can play basketballIn this unit, students will learn about sports and physical activities.They will learn vocabulary such as "basketball," "football," "swimming," and "running."Students will also learn how to ask and answer questions about sports and activities.Additionally, they will practice using the present tense to talk about their abilities and experiences in sports.Unit 5: There is a big bed in the roomThis unit focuses on learning about rooms and furniture in a house.Students will learn vocabulary such as "bed," "table," "chair," and "sofa."They will also learn how to ask and answer questions about rooms and furniture.Additionally, students will practice using the present continuous tense to describe what they are doing in different rooms.Unit 6: In a nature parkIn this unit, students will learn about nature and outdoor activities.They will learn vocabulary such as "tree," "flower," "river," and "mountain."They will also learn how to ask and answer questions about nature and outdoor activities.Additionally, students will practice using the present tense to talk about their experiences in nature.Unit 1: My classroomDevelop the ability to describe actions and activities happening in the classroom using the present continuous tense.Engage in interactive dialogues to ask and answer questions about the classroom setup and ongoing activities.Unit 2: My familyLearn to express and recognize family relationshipsusing possessive adjectives and nouns.Develop the skill to ask and respond to questions about family members and their characteristics.Explore the concept of family through engagingactivities and discussions.Unit 3: What would you like?Expand vocabulary related to food and drink items.Practice asking and answering questions about personal food preferences.Develop an understanding of the simple past tense discussing past experiences with food.Unit 4: I can play basketballIntroduce sports vocabulary and encourage physical activity.Learn to describe abilities and experiences in sports using the present tense.Engage in roleplaying activities to practice asking and answering questions about sports.Unit 5: There is a big bed in the roomExplore different rooms and their associated furniture.Develop the ability to describe the appearance and purpose of various furniture items.Practice using the present continuous tense to talk about ongoing actions in different rooms.Unit 6: In a nature parkLearn vocabulary related to nature and outdoor activities.Develop the skill to ask and answer questions about experiences in nature.Explore the concept of nature through engagingactivities and discussions.Unit 1: My classroomEngage in interactive activities to learn and identify classroom objects.Develop the ability to describe actions and activities happening in the classroom using the present continuous tense.Practice asking and answering questions about the classroom setup and ongoing activities.Unit 2: My familyLearn to express and recognize family relationshipsusing possessive adjectives and nouns.Develop the skill to ask and respond to questions about family members and their characteristics.Explore the concept of family through engagingactivities and discussions.Unit 3: What would you like?Expand vocabulary related to food and drink items.Practice asking and answering questions about personal food preferences.Develop an understanding of the simple past tense discussing past experiences with food.Unit 4: I can play basketballIntroduce sports vocabulary and encourage physical activity.Learn to describe abilities and experiences in sports using the present tense.Engage in roleplaying activities to practice asking and answering questions about sports.Unit 5: There is a big bed in the roomExplore different rooms and their associated furniture.Develop the ability to describe the appearance and purpose of various furniture items.Practice using the present continuous tense to talk about ongoing actions in different rooms.Unit 6: In a nature parkLearn vocabulary related to nature and outdoor activities.Develop the skill to ask and answer questions about experiences in nature.Explore the concept of nature through engagingactivities and discussions.。