This paper briefly describes how the English textbooks for the fifth and sixth grades of primary schools reflect the culture in the curriculum objectives of compulsory education English curriculum standards. English textbooks for the fifth and sixth grades of primary schools mainly reflect the culture in the curriculum objectives of compulsory education English curriculum standards through the following four aspects.

1, textbook selection

The textbook selects a variety of topics and situations, involving students' daily life, study, interests and hobbies. It also includes some contents related to English-speaking countries or other countries and regions, such as festivals, customs, places of interest, history, literature, etc. , showing a variety of cultural phenomena and values.

For example, in the first unit, students learned about Halloween in the United States and Mid-Autumn Festival in China through listening, speaking, reading and writing activities, compared the similarities and differences between the two festivals in origin, customs and food, and expressed their love and feelings for the festivals.

2. In the form of teaching materials.

Through dialogues, sketches, songs, games and other forms, the teaching materials present people, behaviors and communication etiquette under different cultural backgrounds, so that students can feel the similarities and differences between different cultures and cultivate their awareness and strategies of cross-cultural communication. For example, in Unit 3, students learned about the ways and intentions of American children to give gifts to relatives and friends during Christmas.

3. Teaching material design.

When designing tasks and activities, teaching materials encourage students to actively participate in and explore, use various resources and channels to obtain cultural information, compare and analyze the similarities and differences between their own culture and other cultures, express their views and feelings about different cultures, and develop students' intercultural communication ability and literacy.

For example, in Unit 4, students collect some basic information about London in England through online search and library reference, and introduce London's geographical location, climate characteristics, places of interest and so on. Send them to their peers by making posters or PPT and compare them with their own cities.

4. Teaching material evaluation

In terms of evaluation methods, teaching materials pay attention to students' process evaluation and self-evaluation, pay attention to the development of students' attitudes, emotions and values in cross-cultural communication, guide students to reflect on their own cultural cognition and behavior, and promote students' understanding, respect and appreciation of this culture and other cultures.

For example, at the end of each unit, the textbook provides a "self-examination" section. Ask students to evaluate their knowledge and skills in this unit according to some questions or indicators, and give their own areas that need to be improved or strengthened.