Unit 2 My feelings （教学设计）-2026-2027学年人教PEP版英语五年级上册

该小学英语教学设计围绕五年级Unit 2 "My feelings"主题，聚焦情绪词汇（sad, angry等）及询问表达句型（What's the matter?等）。通过emoji猜情绪、情景故事等导入，从已知简单情绪词过渡到新词汇与功能句，搭建连贯学习支架。 资料以核心素养为导向，通过多模态活动（听读、角色扮演、手工项目）培养语言能力，结合情绪故事分析原因提升思维品质，渗透同理心与互助态度强化文化意识。分层作业与自评表助力个性化学习，为教师提供系统教学路径，有效提升学生综合语言运用与情绪管理能力。

单元 信息 学科 英语 年级 五年级 课时 6 教学内容 Unit 2 My feelings 单元分析 课标要求 依据《义务教育英语课程标准（2022年版）》二级目标，围绕“人与自我”中的情绪管理主题，引导学生运用“What’s the matter?”“You look sad.”等句型询问和表达感受，能认读 sad、angry、worried、excited 等情绪词汇，读懂简单的情绪故事或邮件；能借助图表或思维导图梳理问题与建议，完成口头和书面的帮助建议；学会正视并接纳负面情绪，懂得关心他人、主动提供帮助，培养积极健康的心理品质和合作交流能力。 单元教材分析 本单元以“My feelings”为主题，围绕情绪感知与调节展开。A板块通过对话和情景图学习 sad、angry、excited、worried 等情感形容词，并渗透 ee/ea 字母组合发音；B板块拓展询问原因（What’s the matter?）和提出建议（You can.../You need to...）的功能句，阅读板块以邮件形式呈现求助与回复，为学生提供写作范例；C板块设置“Feelings Book”手工项目，学生记录不同情绪及应对方法。单元内容贴近学生日常生活，融合听说读写看等多模态活动，兼顾语言学习与情感教育。 单元教学目标 语言能力目标：掌握情绪类形容词及询问、描述感受的核心句型，能就他人情绪进行简单问答与建议。 学习能力目标：能通过听读、角色扮演等方式理解情绪表达，借助表格或思维导图整理问题与建议，提升信息归纳能力。思维品质目标：能分析不同情绪产生的原因，对比不同解决方式的合理性，在表达中做到有理有据。 文化意识目标：了解中外儿童表达情绪的常见方式，学会接纳自身与他人的情绪，养成同理心和互助友善的态度。 学情分析 五年级学生对自身及同伴的情绪变化有直观体验，喜欢谈论“开心”“生气”等话题，但部分学生难以准确区分相近情绪词（如 sad 与 worried），在表达原因时容易用错介词或句式。书面表达中，建议类句型（You should...）的运用不够熟练。学生对手工制作、角色扮演等活动参与度高，可借助肢体语言和图片降低表达难度，同时注意保护内向学生的情感，鼓励小组合作完成口语任务。 单元作业设计思路 作业设计兼顾基础巩固与实践运用。基础层：听录音跟读情绪词汇和对话，完成单词抄写与看图匹配；拓展层：向家人或朋友描述自己某天的情绪变化，并用两三句话说原因；提高层：小组合作制作“Feelings Book”，每人负责一种情绪，配上图画和简短文字，在班内展示交流。同时设计自评表，评价项目包括听、说、读、写和合作情况，帮助学生反思学习过程，教师根据分层作业反馈调整后续教学。 人教PEP五年级上册英语单元整体教学设计 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 1 Topic （课题） Unit 2 My feelings Part A Let’s talk Type （课型） New Lesson Text analysis （语篇研读） What: Teach feelings vocabulary (sad, worried) and expressions "What's the matter?" to talk about emotions and give suggestions. How: Use listening, dialogue reading, role play and problem-solving activities to present and practice expressing feelings. Why: Social-emotional learning through real-life scenarios helps students express feelings and develop empathy and problem-solving skills. Learning objectives （学习目标） 1. Language Ability Goal Students will ask about and express feelings using "What's the matter?" "You look sad." "I'm worried." and give simple suggestions. 2. Learning Ability Goal Students will listen for key information, role-play dialogues, and discuss solutions to problems in pairs. 3. Thinking Quality Goal Students will analyze problems, compare different viewpoints and propose reasonable solutions through discussion. 4. Cultural Awareness Goal Students will develop empathy, care for others' feelings and learn to help friends who are sad or worried. Key and difficult points （教学重难点） Key point：Master feeling expressions (sad, worried, happy, angry) and the question "What's the matter?" in authentic contexts. Difficult point：Use "What's the matter?" appropriately and give reasonable suggestions using "You can..." or "Why not...?" Teaching aids （教学准备） PPT, audio player, emotion flashcards, puppets, worksheets, stickers, whiteboard, markers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows different emoji faces and asks: "How do I feel? Happy? Sad? Angry?" Students shout the words. Teacher puts on a sad face and asks: "You look sad. What's the matter?" Students guess. Teacher says: "Today we learn to talk about our feelings. Let's help our friends who are sad!" This introduces the topic naturally. Presentation （呈现） 1 Listen and Judge – True or False Teacher plays the dialogue between John and his mum. Students listen and write T or F for two statements. Teacher checks: "Are they talking about John's school project? (F) Does John want to go to the old people's home? (F)" Teacher asks: "What are they talking about?" This builds listening comprehension. 2 Watch and Answer – What's the Matter? Teacher shows the dialogue between Chen Jie and Mike. Students watch and answer: "How does Mike look? (sad) Why is Mike worried?" Students understand the problem: Mike and John disagree, and they have to finish by Monday. Teacher writes key sentences: "You look sad. What's the matter? I'm so worried!" This presents target language. 3 Listen and Repeat – Feelings Dialogue Teacher plays the dialogue sentence by sentence. Students repeat with sad and worried voices. Teacher emphasizes the caring tone in "What's the matter?" and the relieved tone in "That's a good idea!" This ensures correct pronunciation and intonation. 4 Role Play – Act It Out Students work in pairs to act out the Chen Jie and Mike dialogue with different voices and expressions. Two pairs perform in front. The class gives star ratings for good acting and clear speaking. This builds confidence through performance. 5 Choose and Talk – Problem Solvers Teacher shows four problem cards: "My mother is sick." "I can't find my hat." "It is raining. I can't play football." "My brother doesn't agree with me." Students choose one and practice: "You look sad. What's the matter? My mother is sick. I'm sorry. You can..." Teacher models first. This applies language to real-life situations. Practice （操练） 1 Pair Work – Ask and Answer Student A acts sad/worried. Student B asks: "You look sad. What's the matter?" Student A shares a problem. Student B gives a suggestion. They switch roles. Teacher walks around and helps with new suggestions. 2 Group Work – Share and Help Students sit in groups of four. One shares a feeling, others give suggestions. Example: "I can't find my hat." "You can look under the desk." Groups present the best suggestion to the class. Consolidation （巩固） Today we learned to ask "What's the matter?" and talk about feelings like sad and worried. We helped Mike solve his problem with Chen Jie's help. Remember: everyone feels sad or worried sometimes. When you see a friend feeling down, ask them what's wrong and offer your help. A kind word or a good suggestion can make a big difference. Be a caring friend to everyone around you! Homework（作业） Level 1 (Basic) Read the dialogue three times and practice "What's the matter?" with family. Level 2 (Intermediate) Write three sentences about a time you felt sad or worried. Level 3 (Advanced) Make a short video acting out the dialogue and send it to the class group. Blackboard design （板书设计） Reflection （教后反思） The lesson engaged students well through emoji faces and problem-solving activities. Most students understood "What's the matter?" and could give basic suggestions. However, some struggled with the "Why not...?" structure – more practice is needed next period. The emotional education part resonated strongly, and students showed genuine care when sharing their own "sad" experiences. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 2 Topic （课题） Unit 2 My feelings Part A Let’s learn Type （课型） New Lesson Text analysis （语篇研读） What: Teach five feelings words (excited, angry, worried, sad, happy) through Mike and Fido's picture story. How: Use picture observation, story reading, dialogue practice and contextual writing to present and practice feelings vocabulary. Why: Narrative contexts help students understand feelings naturally and connect vocabulary to real emotional experiences. Learning objectives （学习目标） 1. Language Ability Goal Students will read, say and write five feelings words (excited, angry, worried, sad, happy) to describe how people feel. 2. Learning Ability Goal Students will observe pictures, predict feelings, and complete sentences about emotions in different situations. 3. Thinking Quality Goal Students will infer characters' feelings from picture clues and analyze causes and effects of different emotions. 4. Cultural Awareness Goal Students will recognize that everyone experiences different feelings and learn to express emotions appropriately. Key and difficult points （教学重难点） Key point：Master five feelings words and use "He/She is..." and "How does...feel?" to describe emotions in various contexts. Difficult point：Distinguish similar feelings (worried vs. sad, angry vs. excited) and choose the correct adjective based on context. Teaching aids （教学准备） PPT, emotion flashcards, picture cards, worksheets, stuffed toy, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows a happy face and asks: "How do I feel?" Students shout: "Happy!" Teacher shows a sad face: "How about now?" Students shout: "Sad!" Teacher says: "Today we will learn more feelings with Mike and Fido. Let's see how they feel! Are you ready?" The class gets excited for the story. Presentation （呈现） 1. Look and Guess – Picture Detective Teacher shows the first picture (Mike back home). Students look and guess: "How does Fido feel?" They shout: "Happy! Excited!" Teacher says: "Yes, he's excited!" Teacher shows the second picture (Fido does wrong thing). Students guess: "Mike is angry!" This builds visual inference skills naturally. 2. Read and Match – Story Sequencing Teacher shows all five pictures on the screen in mixed order. Students read the sentences below and match them to the correct pictures: excited → wrong thing → worried → sad → happy again. They work in pairs. This develops reading comprehension and logical thinking. 3. Listen and Repeat – Feelings Chant Teacher reads each sentence with expression: "Mike is back home. Fido is excited!" Students repeat with excited voices. Teacher says: "Fido does the wrong thing. Mike is angry!" Students repeat with angry voices. This ensures accurate pronunciation and proper intonation. 4. Ask and Answer – Dialogue Practice Teacher shows the dialogue between John and Chen Jie: "How does Fido feel? He's excited." Students practice in pairs. Teacher asks more questions: "How does Mike feel when Fido does the wrong thing? (angry) How does Mike feel when Fido is not well? (worried)" This practices questioning and answering. 5. Look, Write and Say – Context Application Teacher shows the three situations about John and his maths test. Students look at the pictures and complete the sentences: "Maths is hard. John is worried. John feels better. John is happy. I can help you. John is excited. Binbin is happy too." Students share their answers. This applies vocabulary in different contexts. Practice （操练） 1 Pair Work – Feelings Guessing Game Student A acts a feeling (excited, angry, worried, sad, happy) without words. Student B guesses: "You are excited!" They switch roles. Teacher walks around and gives stickers for correct guesses. 2 Group Work – Story Telling Each group chooses two pictures from Mike and Fido's story and acts them out in order. Groups perform for the class. The class guesses: "Fido is excited! Mike is angry!" This builds speaking and sequencing skills. Consolidation （巩固） Today we learned many feelings with Mike and Fido – excited, angry, worried, sad and happy. We saw how Fido felt when Mike came home, and how Mike felt when things went wrong. Feelings can change quickly! Remember: it is normal to feel angry, worried or sad sometimes. The important thing is to talk about your feelings and help others when they feel down. A caring friend asks "How do you feel?" and listens with kindness. Be that friend! Homework（作业） Level 1 (Basic) Read the five feelings words aloud three times and copy each one. Level 2 (Intermediate) Write four sentences about how Mike and Fido feel in the story. Level 3 (Advanced) Write a short story about your pet using three different feelings words. Blackboard design （板书设计） Reflection （教后反思） The picture story engaged students effectively. Most could identify all five feelings correctly. The acting game was very popular and helped students remember the words physically. However, some students confused "worried" with "sad" – more contextual practice is needed to clarify the difference. Next time, I will add more real-life scenario pictures before the writing task. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 3 Topic （课题） Unit 2 My feelings Part A Let’s spell Type （课型） New Lesson Text analysis （语篇研读） What: Teach the pronunciation rule of "ee" and "ea" letter combinations with the /iː/ sound through a chant. How: Use chant reading, word sorting, listening discrimination and creative sentence writing to practice phonics naturally. Why: Phonics instruction through rhythm and context helps students decode words and build reading fluency effectively. Learning objectives （学习目标） 1. Language Ability Goal Students will identify, read and spell words with "ee" and "ea" combinations and pronounce the /iː/ sound correctly. 2. Learning Ability Goal Students will listen for phonetic patterns, categorize words by spelling rules, and apply phonics knowledge to new words. 3. Thinking Quality Goal Students will compare and analyze "ee" and "ea" word patterns, discovering the spelling rules through inductive reasoning. 4. Cultural Awareness Goal Students will enjoy English rhythm and rhymes, developing positive attitudes toward English pronunciation learning. Key and difficult points （教学重难点） Key point：Master the /iː/ sound in "ee" and "ea" words and accurately read and spell words like see, bee, tea, sheep, meet, eat, season, free. Difficult point：Distinguish "ee" and "ea" spelling patterns and apply the rule to unfamiliar words in reading and writing. Teaching aids （教学准备） PPT, audio player, word cards, chant video, sorting hoops, worksheets, whiteboard, markers, stickers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows a picture of a sheep and a bee and asks: "What do you see? What sound do you hear in see, bee, sheep?" Students say: /iː/! Teacher says: "Today we have a funny chant about a sheep and a bee. Let's discover the magic sound together!" The class is curious and ready to learn. Presentation （呈现） 1 Listen and Chant – Rhythm Time Teacher plays the chant audio. Students listen and pat the beat. Teacher asks: "What sound do you hear again and again?" Students shout: "/iː/!" Teacher shows "ee" and "ea" on the board. Students chant together with actions: see (look), bee (buzz), sheep (jump), tea (drink), season (circle). This builds phonetic awareness through rhythm. 2 Find and Circle – Word Detective Teacher shows the chant text on the screen. Students come up one by one and circle words with "ee" (sheep, see, bee, free) in blue and "ea" (meets, speak, tea, season) in red. Teacher asks: "What do you notice?" This develops visual recognition and inductive thinking. 3 Read and Say – Blending Practice Teacher shows new words: green, sleep, feel, clean, team, read, sea, keep. Students sound out using the /iː/ rule. Teacher flashes cards faster and faster. Students shout the words. This builds decoding fluency. 4 Listen and Tick – Sound Discrimination Teacher plays the audio for "Read and say. Then listen and tick." Students listen and tick the correct word in each pair: see/sheep, eat/meet, tea/team, bee/free. They check answers in pairs. This develops listening discrimination. 5 Listen, Write and Say – Dictation Challenge Teacher says three sentences with missing words: "How do bees ______ flowers? (see)" "What do sheep ______? (eat)" "Can animals think and ______? (speak)" Students write the missing words. This applies phonics knowledge in context. Practice （操练） 1 Pair Work – Word Sort Race Each pair gets a set of word cards (see, bee, sheep, tea, eat, meet, green, read, sea, free). Students sort them into two groups: "ee" and "ea". First pair to finish correctly wins stickers. 2 Group Work – Create a Sentence Each group chooses three "ee" or "ea" words and writes one sentence together. Example: "The sheep can see the green tea." Groups share their sentences. Teacher writes the best ones on the board. Consolidation （巩固） Today we learned the /iː/ sound with "ee" and "ea" words like see, bee, sheep, tea, eat, meet and season. You sang the chant, found the words and wrote sentences so well! Remember: phonics is the key to reading new words by yourself. When you see "ee" or "ea" in a word, try the /iː/ sound and see if it makes sense. Keep practicing and you will become super readers! Homework（作业） Level 1 (Basic) Read the chant three times and circle all "ee" and "ea" words. Level 2 (Intermediate) Write five sentences using "ee" and "ea" words from this lesson. Level 3 (Advanced) Find five new "ee"/"ea" words from your storybooks and write them down. Blackboard design （板书设计） Reflection （教后反思） The chant was highly engaging and students loved the rhythm. The word sorting activity clearly showed that most students understood the "ee" and "ea" /iː/ spelling rule. However, some struggled with listening discrimination between similar words. Next time, I will add more minimal pair practice and individual pronunciation checks before the dictation task. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 4 Topic （课题） Unit 2 My feelings Part B Let’s talk &Let’s learn Type （课型） New Lesson Text analysis （语篇研读） What: Teach ways to understand each other: "listen to", "talk to", "ask for help", and "share ideas" through project dialogues. How: Use listening, dialogue reading, advice-giving and problem-solving activities to present and practice communication strategies. Why: Social-emotional learning through real-life scenarios helps students develop communication skills and conflict resolution strategies. Learning objectives （学习目标） 1. Language Ability Goal Students will use "talk to", "listen to", "ask...for help" and "share ideas" to give advice about feelings and problems. 2. Learning Ability Goal Students will listen for key information, role-play dialogues, and give appropriate advice to solve problems. 3. Thinking Quality Goal Students will analyze problems, identify solutions, and evaluate which advice is most helpful in different situations. 4. Cultural Awareness Goal Students will develop empathy and learn that listening, talking and sharing help people understand each other better. Key and difficult points （教学重难点） Key point：Master advice phrases "talk to", "listen to", "ask...for help" and use them to give suggestions about feelings. Difficult point：Use "You can..." "You need to..." and "Let's..." appropriately and fluently in different problem contexts. Teaching aids （教学准备） PPT, audio player, problem cards, advice cards, puppets, worksheets, stickers, whiteboard, markers Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows a picture of two people arguing and asks: "Do you see this? How do they feel? (angry, sad) What should they do?" Students share ideas: "Talk! Listen!" Teacher says: "Today we learn how to understand each other better. Let's help John and Mike solve their problem!" The class is curious and ready. Presentation （呈现） 1 Listen and Judge – True or False Teacher plays the dialogue between Binbin and Mike. Students listen and write T or F for two statements. Teacher checks: "Mike wants to clean up the park? (T) Mike and Binbin have different ideas? (F)" This builds listening comprehension. 2 Watch and Answer – The Problem Teacher shows the dialogue between Miss White, John and Mike. Students watch and answer: "What's the matter with John? (worried) Why is John worried? (Mike and I want to do different things) What does Miss White say? (listen to each other) What does Mike say at the end? (Let's do both projects!)" This presents target language naturally. 3 Listen and Repeat – Advice Dialogue Teacher plays the dialogue sentence by sentence. Students repeat with worried, caring and relieved voices. Teacher emphasizes "You need to listen to each other" and "Let's do both projects!" This ensures correct pronunciation and intonation. 4 Role Play – Act It Out Students work in groups of three to act out Miss White, John and Mike. Two groups perform in front with expressions. The class gives star ratings for good acting and clear speaking. This builds confidence through performance. 5 Let's Learn – Advice Phrases Teacher shows the four advice pictures: talk to parents, ask teacher for help, listen to friends, share ideas. Teacher presents: "You can talk to your parents. You can ask your teacher for help. You need to listen to your friends. You can share ideas and help each other." Students repeat and do actions. Teacher shows Oliver and Amy's dialogue: "Our project is so hard. We can ask Miss White for help." This presents new phrases clearly. Practice （操练） 1 Pair Work – Give Advice Student A shows a problem card: "I am angry." Student B gives advice: "You can talk to your friend. You need to listen." They switch roles. Teacher gives stickers for good advice. 2 Group Work – Problem Solvers Each group chooses one feeling card (angry, sad, happy, worried). They discuss and write two pieces of advice. Groups share with the class. Class votes for the best advice. Consolidation （巩固） Today we learned how to understand each other better – talk to people, listen to friends, ask for help and share ideas. We saw how John and Mike solved their problem by listening and working together. Remember: when you feel angry, sad or worried, talking helps. When a friend is upset, listening helps. Good communication makes our friendships stronger. Let's always try to understand each other with kind hearts! Homework（作业） Level 1 (Basic) Read the dialogue three times and practice "You can..." sentences. Level 2 (Intermediate) Write four sentences giving advice to a friend who is worried. Level 3 (Advanced) Role-play a problem-solving conversation with your family and video it. Blackboard design （板书设计） Reflection （教后反思） The lesson effectively combined dialogue and vocabulary. Students enjoyed giving advice and were very creative with solutions. The role play activity helped them internalize the key phrases. However, some students still used "should" instead of "can/need to" – more controlled practice is needed. The emotional education part was powerful and students shared personal experiences openly. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 5 Topic （课题） Unit 2 My feelings Part B Read and write Type （课型） New Lesson Text analysis （语篇研读） What: Teach reading comprehension about Jim's feelings at school and home, and writing a reply to give advice. How:Use reading, table completion, reply writing and sharing activities to understand feelings and give helpful advice. Why:Reading-to-writing approach develops comprehension strategies and encourages empathy through responding to others' feelings. Learning objectives （学习目标） 1. Language Ability Goal Students will read Jim's letter, extract key information about feelings and reasons, and write a reply giving advice. 2. Learning Ability Goal Students will use table completion and text analysis to organize information and apply "You can..." structures in writing. 3. Thinking Quality Goal Students will infer reasons for feelings, analyze problems, and propose logical advice based on understanding. 4. Cultural Awareness Goal Students will develop empathy by understanding Jim's situation and learn to offer help and comfort to others. Key and difficult points （教学重难点） Key point：Read the letter, complete the table with feelings and reasons, and write a reply using "You can..." and "You can also..." Difficult point：Understand the contrast between happy at school and sad at home, and write a caring reply with appropriate suggestions. Teaching aids （教学准备） PPT, letter template, worksheets, word cards, whiteboard, markers, stickers, envelopes Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher asks: "How do you feel at school? How do you feel at home?" Students share: "Happy at school! Sometimes sad at home." Teacher shows Jim's photo and says: "Jim is happy at school but sad at home. Why? Let's read his letter and help him!" The class is curious and ready to help. Presentation （呈现） 1 Read and Predict – Jim's Story Teacher shows Jim's letter on the screen. Students look at the picture and predict: "Where is Jim happy? Where is Jim sad?" Students read the first paragraph and find: "Jim is happy at school." They read the second paragraph and find: "Jim is sad at home." Teacher asks: "Why is Jim sad? (new home, no friends)" This builds prediction and scanning skills. 2 Read and Complete – Table Fill Students read again and complete the table: "At school - Jim is happy - because he has many friends. At home - Jim is sad - because his family moved, he has no friends." Teacher checks answers on the board. This organizes information visually. 3 Read and Think – Jim's Problem Teacher asks: "Does Jim tell his parents? Why not?" Students find: "He doesn't want to tell them because he doesn't want them to feel bad." Teacher asks: "Is this good or not? What should he do?" This develops deep thinking and empathy. 4 Read and Complete – Mike's Reply Teacher shows Mike's reply with blanks. Students think of advice for Jim: "You can talk to your parents. You can also make new friends. You can share your feelings." Teacher collects ideas and writes the best ones on the board. This prepares for writing. 5 Write and Share – Your Advice Students write their own reply to Jim in pairs. Teacher provides sentence starters: "Dear Jim, Don't feel sad. You can... You can also... It's OK to feel bad... Yours..." Volunteers share their letters. This applies writing skills creatively. Practice （操练） 1 Pair Work – Read Your Letter Students read their completed replies to their partner. Partner listens and says: "That's good advice!" They check for correct use of "You can..." and "You can also..." This builds peer collaboration. 2 Class Sharing – Best Advice Teacher selects three students to read their replies aloud. Class votes for the most helpful and caring letter. Teacher gives stickers and praise. This builds confidence and appreciation of good advice. Consolidation （巩固） Teacher:Today we read Jim's letter. He is happy at school but sad at home because his family moved. We all gave him wonderful advice – talk to parents, make new friends and share feelings. Remember: it is always good to talk about your feelings. When you feel sad, don't keep it inside. Tell someone you trust. And when a friend is sad, be like Mike – listen and give helpful advice. That's what good friends do! Homework（作业） Level 1 (Basic) Read Jim's letter and Mike's reply aloud three times. Level 2 (Intermediate) Write five sentences giving advice to someone who is sad. Level 3 (Advanced) Write a letter to a friend who moved away and share your feelings. Blackboard design （板书设计） Reflection （教后反思） Students connected strongly with Jim's situation and wrote thoughtful replies. The table completion activity helped organize information effectively. Most students used "You can..." and "You can also..." correctly. However, some replies were too short – next time I will provide more sentence frames before writing. The emotional connection was powerful and students showed genuine care. 人教pep五年级上册英语课时教案（英文版） 2026年9月 Subject （科目） English Grade （年级） Five Teacher （教师） Miss.Li Period （课时） 6 Topic （课题） Unit 2 My feelings Part C Project & Reading time Type （课型） New Lesson Text analysis （语篇研读） What:Teach project-based feelings book creation and a story about Benjy, integrating feelings vocabulary and advice phrases. How:Use listening, discussion, book-making, story reading and class sharing to consolidate the whole unit. Why:Project-based and story-based learning consolidates unit knowledge meaningfully through creation, presentation, and real-life application. Learning objectives （学习目标） 1. Language Ability Goal Students will describe feelings, give advice, and talk about what they do when they feel angry, sad or worried. 2. Learning Ability Goal Students will listen for details, complete a feelings book, and present their work to the class confidently. 3. Thinking Quality Goal Students will analyze causes of feelings, identify coping strategies, and organize information in a book format. 4. Cultural Awareness Goal Students will understand that feelings are normal and learn healthy ways to express and manage their emotions. Key and difficult points （教学重难点） Key point：Consolidate feelings vocabulary and advice phrases through the feelings book project and story reading. Difficult point：Integrate "When I feel... I want to... I can..." structures fluently in both written and oral presentations. Teaching aids （教学准备） PPT, audio player, worksheets, paper for books, markers, crayons, scissors, stickers, whiteboard Teaching steps （教学环节） Teaching procedures （教学过程） Revised lesson planning （二次备课） Lead in （导入） Teacher shows different feeling faces and asks: "How do they feel?" Students shout: "Happy! Sad! Angry! Worried!" Teacher says: "Today we are going to make our own feelings books and read a story about Benjy. Let's learn more about feelings together!" The class is excited for the project. Presentation （呈现） 1 Listen and Number – How Do They Feel? Teacher plays the audio about three children. Students listen, number the pictures and write: "______ can't find his dog. He is . (Sam/worried)" " works hard and gets an A. She is . (Amy/happy)" "'s parents don't agree with him. He is ______. (John/angry)" Teacher checks answers. This develops listening comprehension. 2 Talk and Match – Advice Practice Teacher shows the advice balloons: "It's important to share ideas." "You need to listen to your parents." "Don't worry. Let's look for it." "Share our good news with friends." Students match advice to situations: "I can't find my dog. - Don't worry. Let's look for it." Teacher shows the dialogue between Oliver and Amy. Students practice in pairs. This reinforces advice phrases. 3 Make Your Feelings Book – Step by Step Teacher shows the feelings book template. Page 1: "What makes me angry?" Students write: "Someone says bad things about me." Page 2: "How do I feel? How do I look?" Students draw their angry face. Page 3: "What do I want to do?" Students choose: shout, cry, run away. Page 4: "What can I do?" Students choose: listen to music, count to ten, talk to someone. Teacher models each page. This guides the book-making process. 4 Read and Meet – Benjy's Story Teacher shows the first picture of Benjy in the snow and asks: "How does Benjy feel? (excited, worried, cold, happy)" Students read pages 1-2. Teacher asks: "Why is Benjy worried? (first snow) What should he do? (try new things)" This builds prediction and reading interest. 5 Read and Discover – Benjy's Feelings Change Students read pages 3-7. Teacher asks: "How does Benjy feel now? (cold) What does he need? (exercise) What do his friends do? (play with him) How does Benjy feel at the end? (happy, not afraid, sad to go inside)" Students trace the feeling changes: excited → worried → cold → happy → sad → happy again. This develops comprehension and emotional awareness. Practice （操练） 1 Group Work – Share Your Book Students sit in groups of four. Each student shows their feelings book and shares: "When I feel angry, I want to shout. I can listen to music." Group members ask questions. This builds oral presentation skills. 2 Class Presentation – Best Book Each group chooses one student to share their book with the whole class. Teacher gives stickers for good sentences and clear speaking. The class votes for the most creative book. Consolidation （巩固） Teacher: Today we made our feelings books and read about Benjy's snowy day. We learned that feelings can change – Benjy was excited, then worried, then cold, then happy! When we feel angry, we can listen to music or talk to someone. When a friend is worried, we can play with them. Feelings are normal and there is always something we can do. Remember: share your feelings and help others with theirs. You are all feelings experts now! Homework（作业） Level 1 (Basic) Read the Benjy story aloud three times and complete Self-check 1-5. Level 2 (Intermediate) Write five sentences about how Benjy's feelings change in the story. Level 3 (Advanced) Make a digital feelings book on your phone and share it with the class group. Blackboard design （板书设计） Reflection （教后反思） This final period successfully integrated all unit language through the feelings book project and Benjy's story. Students loved creating their own books and the story was easy to understand with clear emotion changes. The self-check helped students reflect on their learning. However, some students needed more support with writing full sentences – more sentence frames will be provided next time for lower-level students. 学科网（北京）股份有限公司 $