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“情绪与情感管理”主题，聚焦情绪词汇（excited, worried等）和建议句型（You look... What's the matter? You can...）。通过歌曲、图片导入激活旧知，逐步引导学生从识别情绪到表达原因、提出建议，构建连贯的学习支架。 资料特色在于任务驱动的项目活动“Make a feelings book”，结合歌曲、故事、邮件等多样语篇，培养语言能力（描述情绪、提建议）、思维品质（分析情绪原因）和学习能力（合作分享）。学生在制作情绪书过程中学会情绪管理，教师教学更具系统性和实践性。

Unit 2 My feelings 1. 主题 本单元聚焦“人与自我”主题下“情绪与情感管理”主题群，围绕“情绪表达与调节”子主题内容，通过任务“Make a feelings book”引导学生识别并表达自己的情绪，学习用恰当的方式应对负面情绪，学会倾听他人、提供帮助，建立健康的人际关系。 2.语篇分析 教材语篇 语篇类型 语篇育人功能 语篇内容结构 语篇语言特点 开篇页（Draw, show and act & Listen and sing） 绘画与歌曲 通过画表情、表演情绪和歌曲《My friend Sam is angry》，激发学生对情绪的关注，初步建立“情绪需要表达”的认知。 绘画部分引导学生画出不同情绪表情并表演；歌曲讲述Sam情绪变化的过程。 运用一般现在时，情绪词汇重复出现，节奏明快，易于跟唱。 A Let's talk & Choose and talk 日常对话与情境选择 通过Mike因项目意见不合感到伤心、担心的对话，引导学生识别情绪、表达原因，并学习主动提供帮助。 对话分两轮：陈述问题—表达感受—询问原因—提出建议。结构清晰，层层递进。 使用“You look …”“What’s the matter?”“Why not …?”“I can help.”等日常交际用语，包含失去爆破现象。 A Let's learn & Look, write and say 词汇与故事 通过Mike与Fido的情绪故事，引导学生认识不同情境下的情绪反应，理解情绪是正常的，学会识别和表达。 词汇部分以“He’s …”呈现情绪形容词；故事部分按时间顺序展示Fido从兴奋到伤心到开心的情绪变化。 运用“He’s excited/worried/angry/sad/happy”，句子简短，配图生动。 A Let's spell 语音韵文 通过韵文中绵羊与蜜蜂喝茶聊天的意象，感知字母组合“ee”“ea”的发音，同时体会朋友友好相处的快乐。 韵文共四行，每行均含“ee”或“ea”单词，结构简单，韵律感强。 运用含“ee”“ea”的单词（sheep, bee, see, tea, speak, season, free），韵脚整齐，便于发现规律。 B Let's talk & Choose and talk 日常对话与建议选择 通过John与Mike意见不同、Miss White建议倾听和沟通的对话，引导学生学习换位思考，通过沟通解决问题。 对话分四层：陈述问题—表达担心—提出建议—和解。结构完整，体现解决问题过程。 运用“What’s the matter?”“It’s important to listen to each other.”“You can talk to him.”等句型，语言真实自然。 B Let's learn & Choose and tell 词汇与情景讨论 通过学习提出建议的短语，引导学生学会在他人遇到困难时主动提供帮助，培养同理心。 词汇部分以图文对照呈现四个建议短语；讨论部分以卡通小怪物为载体，学生根据情绪给出建议。 运用“You can talk to your parents.”“You can ask your teacher for help.”等句型，语言简洁实用。 B Read and write 配图邮件 通过Jim的求助邮件（在学校开心，在家因搬家孤独）和Mike的回信，引导学生理解情绪表达的重要性，学习如何帮助他人。 邮件分两封：Jim的来信（描述在学校和家里的情绪对比）—Mike的回信（提出建议）。结构为“问题—建议”。 运用一般现在时，包含情绪形容词和原因状语从句（because），回信用祈使句“Don’t feel sad.”和建议句“You can …”。 Project 项目活动 通过制作“情绪书”，引导学生记录自己的情绪事件、反应和应对方法，学会接纳和调节情绪。 活动分四步：听录音填写信息—讨论对话—制作情绪书—班级分享。每步任务明确，层层推进。 综合运用“When I feel … I want to … I can …”，以及描述表情和行为的语句。 Reading time 配图故事 通过小狗Benjy第一次玩雪的故事，传递“尝试新事物、接纳情绪”的价值观，引导学生勇敢面对害怕，体验快乐。 故事分六幅图：兴奋出门—Benjy担心—感到寒冷—一起玩耍—开心起来—不舍回家。情节完整，情感变化清晰。 运用一般现在时，包含情感表达“He’s cold.”“He looks sad.”“Don’t be afraid.”，语言简洁生动。 3.单元教学目标 （1）能在语境中理解并正确跟读有关情绪和提供建议的主题词汇（excited, worried, angry, sad, happy；talk to your parents, ask your teacher for help, listen to your friends, share ideas等），并能运用这些词汇描述自己和他人的情绪，给出合理建议。 （2）能在语境中感知、理解核心句型“You look … What’s the matter?”“Why not …?”“You should/shouldn’t …”“It’s important to …”的含义，并能模仿运用其描述情绪、询问原因、提出建议和表达观点。 （3）能听懂韵文“A sheep meets a friendly bee”，归纳字母组合“ee”“ea”的发音规律；能读懂求助邮件、情绪故事和科普故事的大意，获取关键信息，理解情绪表达和调节的重要性。 （4）能感受情绪是正常的反应，学会识别和表达自己的情绪，体会倾听和帮助他人的价值，体验制作“情绪书”的乐趣，树立积极乐观、开放包容的心态。 4.单元学习任务 学生能在“Make a feelings book”的语境中，模仿运用主题词（情绪形容词、建议短语）及核心句型（You look … What’s the matter? You should …）完成项目化系列任务，包括记录自己的情绪事件、情绪反应及应对方法，制作情绪书并在班级分享。做到语音语调正确，内容较完整，表达较流畅。 5. 单元主题内容框架图 教学 内容 Unit 2 My feelings A let’s talk 批注 教学 目标 1. 在看图、听录音、看动画的过程中，获取、梳理Mike因项目意见不合而感到伤心和担心的原因，理解对话大意，知道遇到困难要及时求助；（学习理解） 2. 在教师的帮助下，按照正确的语音、语调分角色表演对话，感知句子中的连读和失去爆破（如loo(k) sad, no(t) do, wor(k) together）；（应用实践） 3. 在“Choose and talk”活动中，运用核心句型“You look … What’s the matter?”询问情绪原因，并用“Why not …? You/I can …”提出建议；（应用实践） 4. 简要评价对话中Chen Jie主动帮助Mike的做法，体会遇到分歧时可以通过协商和合作解决问题。（迁移创新） 教学重难点 教学重点: 1. 掌握核心句型“You look … What’s the matter?”描述对方情绪并询问原因 2. 运用“Why not …? You/I can …”给他人提出建议 教学难点: 1. 正确理解并表达“sad, worried”等情绪词汇 2. 在真实情境中自然运用建议句型 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “feelings” What feelings do you know? In the song? Activity2: Look and say Show the pictures on P14. How do they feel? Step2: Presentation Activity1: Listen and write Show John and his mother. Listen and judge. 1) Listen and judge 2) Read and check How does John feel? He is worried. Teach the word: worried. Why? Activity2: Let’s talk 1) Read and predict Who? WHere? How does Mike feel? 2) Listen and find out? What’s the matter with Mike? It’s about Mike’s school project. John wants to go to the children’s centre, But Mike wants to clean up the park. Activity3:Watch and find out 1) How does Mike feel? Show three faces of Mike. Sad worried happy What happened? Activity4: Read and match 1) Match the feelings with the sentences. 2) Check and learn Sad. Mike and John don’t agree with each other about their school project. worried: Mike can’t finish his school project. Happy: Chen JIe has a good idea: they can do both. Activity5: Listen and imitate Activity6: Fill and read Activity7: Role-play Step3: Consolidation Activity1: Read and match Show some feelings. Read the sentences. How do they feel? Sad, angry, worried Activity2: Choose and talk on P16 Activity3: Make a new dialogue A: You look sad. What’s the matter? B: My mother is sick. A: I’m sorry. You can ________. (see a doctor with her, stay with her, ask your father for help) Step4: Extension Activity1: Enjoy different feelings Homework: 1. Listen and repeat the text for three times. 2. Recite “Let’s talk” 3. Draw feeling faces 板书设计 教 学 反 思 教学 内容 Unit 2 My feelings A let’s learn 批注 教学 目标 1. 在看图、听录音、看动画的过程中，获取、梳理Mike和Fido在不同情境下的情绪变化，理解生活中不同情境会引发不同情绪；（学习理解） 2. 在教师的帮助下，运用句型“He’s/She’s …”描述他人情绪，并正确使用以-ed结尾的形容词（excited, worried, angry, sad）；（应用实践） 3. 完成“Look, write and say”活动，根据图片补全句子，梳理John的情绪变化图表，并借助图表复述故事；（应用实践） 4. 在小组内分享自己的心情图表，描述自己今天的心情及原因，并向同伴提出简单的建议。（迁移创新） 教学重难点 教学重点: 1. 听、说、读、写情绪形容词：excited, worried, angry, sad, happy 2. 运用句型“I’m/You’re/He’s/She’s + 情绪形容词”描述心情 教学难点: 1. 理解以-ed结尾形容词的拼写与发音规律 2. 区分不同情绪的语境差异 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing 1）Sing a song about “My friend Sam is angry” 2）How does Sam feel? Activity2: Recall and say What’s the matter with Mike? What happened? Step2: Presentation Shows Mike is making a feelings book. Activity1: Read and number Show the pictures. Read the sentences and number the pictures. Show the pictures and sentences. Match the pictures with the sentences. Mike is back home. Fido is not feeling well. Fido does the wrong thing. Mike is sad. Activity3:Look and fill How does Mike feel? Teach the words 1) excited i-e 2) worried or /e:/ 3) angry 4) sad Activity4: Read and match How does Mike feel? Match the feeling. And choose the faces. Activity5:Listen and imitate Activity6: Ask and answer John and Chen Jie are talking about Mike and Fido’s feelings book. What do they say? Let’s read Teach the sentence: How does Fido feel? Ask and answer in pairs Step3: Consolidation Activity1: Let’s find out 动词后+ed 变形容词 Activity2: Look, write and say Feelings can change Activity3: Listen, number and write Show the pictures on P22. Step4: Extension Activity1: Enjoy a video about feelings Feelings can change Homework: 1. Listen and repeat the text for three times. 2. Recite “Let’s learn” 3. Write down your feelings. Make a part of your feelings book. When do you feel excited/worried/angry/sad. _________. I am excited. _________. I am worried. _________. I am angry. _________. I am sad. 板书设计 教 学 反 思 教学 内容 Unit 2 My feelings A let’s spell 批注 教学 目标 1. 在听录音、学唱歌谣的过程中，感知、辨别字母组合“ee”和“ea”在单词中的发音（/iː/）；（学习理解） 2. 在教师的帮助下，观察、归纳“ee”和“ea”的发音规律，尝试拼读含有这两个字母组合的单词；（应用实践） 3. 借助拼读规则，在单线上正确拼写单词，并完成句子的听写与仿写，做到书写规范；（应用实践） 4. 简要评价歌谣中绵羊和蜜蜂友好相处的画面，再次思考“How do people get along?”，体会友好相处的快乐。（迁移创新） 教学重难点 教学重点: 1. 掌握“ee”“ea”在单词中的发音规律（/iː/） 2. 能根据规律拼读、拼写例词（see, sheep, eat, tea, bee等） 教学难点: 1. 区分“ee”和“ea”相同发音在不同单词中的位置 2. 在单线上正确书写包含“ee/ea”的完整句子 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “ee/ea” Activity2: Review “ai,ay” 1) Listen and say the chant 2) Say some words with ai/ay Step2: Presentation Activity1: Look and say Show the picture on P18. Who? Where? What do you see? What season is it? How do they feel?A sheep, a bee, some flowers, cup of tea, Maybe spring, may be summer. They are happy. Activity2: Listen and choose What season is it? A. spring B. summer Activity3: Watch and find out What do they do? meet each other speak drink tea Activity4: Listen and fill 1) A sheep ________ a friendly bee. It is so happy to ____________. The sheep and the bee _____________.Oh! The summer season is so ________. 2) Learn the new words. Activity5: Watch and feel How do the sheep and the bee get along? They speak, they are friendly. They drink tea together. They get along well. Activity6: Listen and imitate Activity7: Read and find out ee, ea sounds /i:/ Step3: Consolidation Activity1: Enjoy a video about ‘ee, ea’ Activity2: Listen and tick Activity3: Listen, write and say Activity4: Write a sentence with ee, ea 1) Look and say 2) Write a sentence Step4: Extension Activity1: Enjoy and Read a book Homework: 1. Listen and repeat the text for three times. 2. Read the book 3. Find more words with ee and ea 板书设计 教 学 反 思 教学 内容 Unit 2 My feelings B let’s talk 批注 教学 目标 1. 在看图、听录音、看动画的过程中，获取、梳理John和Mike因项目意见不同而产生矛盾，后在Miss White建议下通过沟通解决问题的过程，理解对话大意；（学习理解） 2. 在教师的帮助下，按照正确的语音、语调分角色表演对话，感知重读与连读；（应用实践） 3. 运用核心句型“You can/need to …” “It’s important to …”针对不同问题提出建议，完成“Choose and talk”活动；（应用实践） 4. 简要评价对话中Miss White的建议以及John和Mike最终的和解，体会换位思考和倾听他人的重要性。（迁移创新） 教学重难点 教学重点: 1. 掌握提出建议的句型：“You can/need to …” “It’s important to …” 2. 理解并运用“listen to each other, talk to him”等表达 教学难点: 1. 根据具体问题给出合理、具体的建议 2. 体会“It’s important to …”的语气和用法 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “feelings” Activity2: Review the feelings 1) Show some flash cards to read 2) Show some pictures. Look and say Her mother is sick. She is ________. Step2: Presentation Activity1:Listen and judge 1) Show Binbin and Mike. Listen and write. 2) Read and check Activity2: Listen and choose 1) Listen and choose: Who are talking? Miss White, John, Mike, 2) Look at the picture. How does John feel? He is worried/sad. Activity3: Listen and find out What’s the matter with John? Why is he worried? It’s about the project. Mike and John want to do different things. I need to talk to Mike, but I’m afraid he’s angry with me. Activity4: Mini show Act like John with a worried tone. Activity5: Listen and find out What’s Miss White’s advice? It’s important to listen to each other. You can talk to him now. Try to be Miss White to say the sentences. Activity6: Mini show Activity7: Listen and read What does John say to Mike?Let’s listen and repeat. Activity8: Choose and fill Activity9: Listen and imitate Activity8: Role-play Step3: Consolidation Activity1: Look and say Show some problems. Do you have any advice? How do they feel? What’s your advice? Activity2: Think and talk Show Oliver and Chen JIe Talk in pairs. Step4: Extension Activity1: Make a new dialogue Homework: 1. Listen and repeat the text for three times. 2. Recite “Let’s talk” 3.复习开篇页 Listen and sing 的歌曲，理解大意，并尝试 跟录音学唱歌曲。 板书设计 教 学 反 思 教学 内容 Unit 2 My feelings B let’s learn 批注 教学 目标 1. 在看图、听录音、看动画的过程中，获取、梳理Oliver遇到困难时Amy提出的建议，理解有关建议的词组（talk to your parents, ask your teacher for help, listen to your friends, share ideas）；（学习理解） 2. 在教师的帮助下，运用句型“You/We can …”给他人提出合理建议，并完成“Choose and tell”活动，对不同情绪的小怪物给出建议；（应用实践） 3. 结合Project步骤1和步骤2，听录音填写儿童的情绪及原因，并小组讨论给Mike, Amy或John提出建议；（应用实践） 4. 在小组内分享自己生活中遇到的困难，并运用所学短语为同伴提出建议，体会帮助他人的快乐。（迁移创新） 教学重难点 教学重点: 1. 听、说、读、写建议短语：talk to your parents, ask your teacher for help, listen to your friends, share ideas 2. 运用“You/We can …”提出建议 教学难点: 1. 根据不同的情境选择恰当的建议短语 2. 在角色扮演中自然运用所学短语进行对话 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “My friend Sam is angry” Activity2: Recall and say What’s John’s problem? What’s Miss White’s advice? Step2: Presentation Activity1: Listen and find out Show Oliver and Amy What are they talking about? They are talking about their project. What’s the problem? What’s the advice? Activity2: Listen and number 1） Miss White has some advice for the hard project. Listen and number. 2） Teach the new phrases. Activity3:Spel the new phrases Listen and fill in the blanks. 1) You can _________ your parents. (talk to) 2) You can _________ your teacher _______. (ask for help) 3) You need to __________ your friends. (listen to) 4) you can __________ and _________. (share ideas, help each other) Activity4: Listen and imitate Activity5: Let’s act A: Our project is so hard. B: You can... You need to ... Step3: Consolidation Activity1:Look and say Show some monsters. How do they feel? Angry, sad, happy, worried Activity2: Choose and tell Choose one to tell. Activity3:Think and say Show the pictures on P22. Talk to Mike, Amy or John. Step4: Project Activity1: Read the feelings book Show the book on P23 Activity2:Make a feelings book Step1: Choose one kind of feels to make. Step2: Write down the answer Step3: Share the book. Homework: 1. Listen and repeat the text for three times. 2. Finish the feelings book 板书设计 教 学 反 思 教学 内容 Unit 2 My feelings B Read and write 批注 教学 目标 1. 在阅读电子邮件的过程中，获取、梳理Jim在学校和家里不同的情绪及原因，理解语篇大意；（学习理解） 2. 在教师的帮助下，分析电子邮件的结构（称呼语、主体、结束语），完成填写Jim情绪及原因的表格；（应用实践） 3. 用正确的语音、语调跟读、朗读语篇，感知句子的连读、停顿和升降调；（应用实践） 4. 借助教材提供的语言支架，完成Mike的回信，给Jim提出合理建议，注意使用建议句型，并体会分享情绪的重要性。（迁移创新） 教学重难点 教学重点: 1. 读懂电子邮件，提取Jim在不同地点的情绪及原因 2. 了解电子邮件的基本格式 3. 仿写回信给出建议 教学难点: 1. 理解“I don’t want to tell my parents. I don’t want them to feel bad.”背后的情感 2. 写出具体、有说服力的建议 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “feelings” Activity2: Look and say Show some pictures of feelings. Give some advice. You can ask... for help. You can... It’s important to ... You need to ... Step2: Presentation Activity1: Read and find out 1) What’s this? It’s an e-mail 2) Who wrote this e-mail? Jim. Who is this e-mail for? Mike. Activity2: Read and find out 1) Read, circle and underline. How does Jim feel? WHy Jim is happy at school. Because he... Jim is sad at home. Because... 2) Fill in the blanks. Activity3: Read and match Read and match the pictures play with them in the playground, share ideas in class, laugh together all day, study together all day Guess the meaning: enjoy Activity4: Read and judge ( )1. Jim lives in a new home. ( ) 2. Jim has many friends at school and at home. Activity5: Act and say Try to be Jim. What’s his problem?What’s your advice? I have no friends. I feel sad. I don’t want to tell my parents. I don’t want to them to feel bad. Activity6: Listen and imitate Activity7: Read and complete Mike’s Reply. It is good to share your feelings. Activity8: Let’s retell Step3: Extension Activity1: Enjoy a video Homework: 1. Listen and repeat the text for three times. 2. Recite 3. Share your feelings book in your family 板书设计 教 学 反 思 教学 内容 Unit 2 My feelings Reading time 批注 教学 目标 1. 在阅读故事“Benjy’s first snow”的过程中，获取、梳理Benjy从担心、害怕到开心、不舍的情绪变化及原因，理解故事情节；（学习理解） 2. 在教师的帮助下，分角色表演故事片段，或根据故事内容进行简单复述；（应用实践） 3. 完成Self-check中的自我评价，回顾本单元核心词汇与句型，反思自己的学习收获；（应用实践） 4. 简要评价故事中主人鼓励Benjy尝试新事物的做法，并结合Project“情绪书”分享自己应对负面情绪的方法，体会接纳情绪、积极调整的重要性。（迁移创新） 教学重难点 教学重点: 1. 理解故事大意，体会“尝试新事物”和“接纳情绪”的主题 2. 综合运用本单元描述情绪和提出建议的语言 教学难点: 根据故事中Benjy的情绪变化进行复述或表演 教学 准备 PPT,blackboard & flash cards， 教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Sing a song about “Feelings” Activity2: Review 1) Read the flash cards to review the feelings 2) Show some pictures to say: How do they feel? What’s your advice? Step2: Presentation Activity1: Show a picture of snowy day Look and answer 1) What’s the weather like? It’s snowy 2) When you see the snow, what do you feel? Why? S: I feel... Because... Activity2: Read the pictures Read the pictures on P24 and 25 1) How do they feel? 2) Who are in the story? A boy, a girl and a dog 3)Read the first picture How do the children feel? They are so excited. Why? It’s snowing. They want to go out and play. Activity3: Read and find out 1) Read quickly and find out the name of the dog. Benjy 2) Read and circle: How does Benjy feel? Worried, not happy happy, sad Activity4: Read and fill Feelings worried Not happy happy sad Reasons This is his first snow. He’s cold. He can play with snow. He still wants to play outside. Benjy is ________. Because ___________. Activity5: Watch and find out Benjy feels worried, cold, sad. What do the children say to him? Benjy is worried. The girl says: Come on, Benjy! Don’t be afraid. It’s important to try new things. Benjy doesn’t feel happy. He is cold. The boys says: Benjy.Let’s play with the snow. /Let’s make a snow man.... Benjy looks sad. He still wants to play outside. The girl says: Don’t worry, Benjy. We can play in the snow again tomorrow. Activity6: Watch and imitate Step3: Consolidation Activity1: Fill and retell It’s _______ outside. They children are _______. They want to _________. Benjy looks ________. Because ___________. The children say_________________________. Benjy doesn’t look happy. Because ___________. The children _______________________. Benjy is happy. It’s time to go inside. Benjy is ________. Because ________. The children say ____________________________. Step4: Extension Activity1: Enjoy a video Enjoy more feelings. Homework: 1. Listen and repeat the text for three times. 2. Find out more feelings 板书设计 教 学 反 思 学科网（北京）股份有限公司 $