2026秋新教材人教PEP版五年级上册英语Unit 2 My feelings单元整体教学设计

第第页2026秋新教材人教PEP版五年级上册英语Unit2Myfeelings单元整体教学设计单元信息学科英语年级五年级课时6教学内容Unit2Myfeelings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’sthematter?”“Youlooksad.”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“Myfeelings”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’sthematter?）和提出建议（Youcan.../Youneedto...）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“FeelingsBook”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（Youshould...）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“FeelingsBook”，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五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）1Topic（课题）Unit2MyfeelingsPartALet’stalkType（课型）NewLessonTextanalysis（语篇研读）What:Teachfeelingsvocabulary(sad,worried)andexpressions"What'sthematter?"totalkaboutemotionsandgivesuggestions.How:Uselistening,dialoguereading,roleplayandproblem-solvingactivitiestopresentandpracticeexpressingfeelings.Why:Social-emotionallearningthroughreal-lifescenarioshelpsstudentsexpressfeelingsanddevelopempathyandproblem-solvingskills.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillaskaboutandexpressfeelingsusing"What'sthematter?""Youlooksad.""I'mworried."andgivesimplesuggestions.2.LearningAbilityGoalStudentswilllistenforkeyinformation,role-playdialogues,anddiscusssolutionstoproblemsinpairs.3.ThinkingQualityGoalStudentswillanalyzeproblems,comparedifferentviewpointsandproposereasonablesolutionsthroughdiscussion.4.CulturalAwarenessGoalStudentswilldevelopempathy,careforothers'feelingsandlearntohelpfriendswhoaresadorworried.Keyanddifficultpoints（教学重难点）Keypoint：Masterfeelingexpressions(sad,worried,happy,angry)andthequestion"What'sthematter?"inauthenticcontexts.Difficultpoint：Use"What'sthematter?"appropriatelyandgivereasonablesuggestionsusing"Youcan..."or"Whynot...?"Teachingaids（教学准备）PPT,audioplayer,emotionflashcards,puppets,worksheets,stickers,whiteboard,markersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsdifferentemojifacesandasks:"HowdoIfeel?Happy?Sad?Angry?"Studentsshoutthewords.Teacherputsonasadfaceandasks:"Youlooksad.What'sthematter?"Studentsguess.Teachersays:"Todaywelearntotalkaboutourfeelings.Let'shelpourfriendswhoaresad!"Thisintroducesthetopicnaturally.Presentation（呈现）1ListenandJudge–TrueorFalseTeacherplaysthedialoguebetweenJohnandhismum.StudentslistenandwriteTorFfortwostatements.Teacherchecks:"AretheytalkingaboutJohn'sschoolproject?(F)DoesJohnwanttogototheoldpeople'shome?(F)"Teacherasks:"Whataretheytalkingabout?"Thisbuildslisteningcomprehension.2WatchandAnswer–What'stheMatter?TeachershowsthedialoguebetweenChenJieandMike.Studentswatchandanswer:"HowdoesMikelook?(sad)WhyisMikeworried?"Studentsunderstandtheproblem:MikeandJohndisagree,andtheyhavetofinishbyMonday.Teacherwriteskeysentences:"Youlooksad.What'sthematter?I'msoworried!"Thispresentstargetlanguage.3ListenandRepeat–FeelingsDialogueTeacherplaysthedialoguesentencebysentence.Studentsrepeatwithsadandworriedvoices.Teacheremphasizesthecaringtonein"What'sthematter?"andtherelievedtonein"That'sagoodidea!"Thisensurescorrectpronunciationandintonation.4RolePlay–ActItOutStudentsworkinpairstoactouttheChenJieandMikedialoguewithdifferentvoicesandexpressions.Twopairsperforminfront.Theclassgivesstarratingsforgoodactingandclearspeaking.Thisbuildsconfidencethroughperformance.5ChooseandTalk–ProblemSolversTeachershowsfourproblemcards:"Mymotherissick.""Ican'tfindmyhat.""Itisraining.Ican'tplayfootball.""Mybrotherdoesn'tagreewithme."Studentschooseoneandpractice:"Youlooksad.What'sthematter?Mymotherissick.I'msorry.Youcan..."Teachermodelsfirst.Thisapplieslanguagetoreal-lifesituations.Practice（操练）1PairWork–AskandAnswerStudentAactssad/worried.StudentBasks:"Youlooksad.What'sthematter?"StudentAsharesaproblem.StudentBgivesasuggestion.Theyswitchroles.Teacherwalksaroundandhelpswithnewsuggestions.2GroupWork–ShareandHelpStudentssitingroupsoffour.Onesharesafeeling,othersgivesuggestions.Example:"Ican'tfindmyhat.""Youcanlookunderthedesk."Groupspresentthebestsuggestiontotheclass.Consolidation（巩固）Todaywelearnedtoask"What'sthematter?"andtalkaboutfeelingslikesadandworried.WehelpedMikesolvehisproblemwithChenJie'shelp.Remember:everyonefeelssadorworriedsometimes.Whenyouseeafriendfeelingdown,askthemwhat'swrongandofferyourhelp.Akindwordoragoodsuggestioncanmakeabigdifference.Beacaringfriendtoeveryonearoundyou!Homework（作业）Level1(Basic)Readthedialoguethreetimesandpractice"What'sthematter?"withfamily.Level2(Intermediate)Writethreesentencesaboutatimeyoufeltsadorworried.Level3(Advanced)Makeashortvideoactingoutthedialogueandsendittotheclassgroup.Blackboarddesign（板书设计）Reflection（教后反思）Thelessonengagedstudentswellthroughemojifacesandproblem-solvingactivities.Moststudentsunderstood"What'sthematter?"andcouldgivebasicsuggestions.However,somestruggledwiththe"Whynot...?"structure–morepracticeisneedednextperiod.Theemotionaleducationpartresonatedstrongly,andstudentsshowedgenuinecarewhensharingtheirown"sad"experiences.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）2Topic（课题）Unit2MyfeelingsPartALet’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teachfivefeelingswords(excited,angry,worried,sad,happy)throughMikeandFido'spicturestory.How:Usepictureobservation,storyreading,dialoguepracticeandcontextualwritingtopresentandpracticefeelingsvocabulary.Why:Narrativecontextshelpstudentsunderstandfeelingsnaturallyandconnectvocabularytorealemotionalexperiences.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillread,sayandwritefivefeelingswords(excited,angry,worried,sad,happy)todescribehowpeoplefeel.2.LearningAbilityGoalStudentswillobservepictures,predictfeelings,andcompletesentencesaboutemotionsindifferentsituations.3.ThinkingQualityGoalStudentswillinfercharacters'feelingsfrompicturecluesandanalyzecausesandeffectsofdifferentemotions.4.CulturalAwarenessGoalStudentswillrecognizethateveryoneexperiencesdifferentfeelingsandlearntoexpressemotionsappropriately.Keyanddifficultpoints（教学重难点）Keypoint：Masterfivefeelingswordsanduse"He/Sheis..."and"Howdoes...feel?"todescribeemotionsinvariouscontexts.Difficultpoint：Distinguishsimilarfeelings(worriedvs.sad,angryvs.excited)andchoosethecorrectadjectivebasedoncontext.Teachingaids（教学准备）PPT,emotionflashcards,picturecards,worksheets,stuffedtoy,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsahappyfaceandasks:"HowdoIfeel?"Studentsshout:"Happy!"Teachershowsasadface:"Howaboutnow?"Studentsshout:"Sad!"Teachersays:"TodaywewilllearnmorefeelingswithMikeandFido.Let'sseehowtheyfeel!Areyouready?"Theclassgetsexcitedforthestory.Presentation（呈现）LookandGuess–PictureDetectiveTeachershowsthefirstpicture(Mikebackhome).Studentslookandguess:"HowdoesFidofeel?"Theyshout:"Happy!Excited!"Teachersays:"Yes,he'sexcited!"Teachershowsthesecondpicture(Fidodoeswrongthing).Studentsguess:"Mikeisangry!"Thisbuildsvisualinferenceskillsnaturally.ReadandMatch–StorySequencingTeachershowsallfivepicturesonthescreeninmixedorder.Studentsreadthesentencesbelowandmatchthemtothecorrectpictures:excited→wrongthing→worried→sad→happyagain.Theyworkinpairs.Thisdevelopsreadingcomprehensionandlogicalthinking.ListenandRepeat–FeelingsChantTeacherreadseachsentencewithexpression:"Mikeisbackhome.Fidoisexcited!"Studentsrepeatwithexcitedvoices.Teachersays:"Fidodoesthewrongthing.Mikeisangry!"Studentsrepeatwithangryvoices.Thisensuresaccuratepronunciationandproperintonation.AskandAnswer–DialoguePracticeTeachershowsthedialoguebetweenJohnandChenJie:"HowdoesFidofeel?He'sexcited."Studentspracticeinpairs.Teacherasksmorequestions:"HowdoesMikefeelwhenFidodoesthewrongthing?(angry)HowdoesMikefeelwhenFidoisnotwell?(worried)"Thispracticesquestioningandanswering.Look,WriteandSay–ContextApplicationTeachershowsthethreesituationsaboutJohnandhismathstest.Studentslookatthepicturesandcompletethesentences:"Mathsishard.Johnisworried.Johnfeelsbetter.Johnishappy.Icanhelpyou.Johnisexcited.Binbinishappytoo."Studentssharetheiranswers.Thisappliesvocabularyindifferentcontexts.Practice（操练）1PairWork–FeelingsGuessingGameStudentAactsafeeling(excited,angry,worried,sad,happy)withoutwords.StudentBguesses:"Youareexcited!"Theyswitchroles.Teacherwalksaroundandgivesstickersforcorrectguesses.2GroupWork–StoryTellingEachgroupchoosestwopicturesfromMikeandFido'sstoryandactsthemoutinorder.Groupsperformfortheclass.Theclassguesses:"Fidoisexcited!Mikeisangry!"Thisbuildsspeakingandsequencingskills.Consolidation（巩固）TodaywelearnedmanyfeelingswithMikeandFido–excited,angry,worried,sadandhappy.WesawhowFidofeltwhenMikecamehome,andhowMikefeltwhenthingswentwrong.Feelingscanchangequickly!Remember:itisnormaltofeelangry,worriedorsadsometimes.Theimportantthingistotalkaboutyourfeelingsandhelpotherswhentheyfeeldown.Acaringfriendasks"Howdoyoufeel?"andlistenswithkindness.Bethatfriend!Homework（作业）Level1(Basic)Readthefivefeelingswordsaloudthreetimesandcopyeachone.Level2(Intermediate)WritefoursentencesabouthowMikeandFidofeelinthestory.Level3(Advanced)Writeashortstoryaboutyourpetusingthreedifferentfeelingswords.Blackboarddesign（板书设计）Reflection（教后反思）Thepicturestoryengagedstudentseffectively.Mostcouldidentifyallfivefeelingscorrectly.Theactinggamewasverypopularandhelpedstudentsrememberthewordsphysically.However,somestudentsconfused"worried"with"sad"–morecontextualpracticeisneededtoclarifythedifference.Nexttime,Iwilladdmorereal-lifescenariopicturesbeforethewritingtask.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）3Topic（课题）Unit2MyfeelingsPartALet’sspellType（课型）NewLessonTextanalysis（语篇研读）What:Teachthepronunciationruleof"ee"and"ea"lettercombinationswiththe/iː/soundthroughachant.How:Usechantreading,wordsorting,listeningdiscriminationandcreativesentencewritingtopracticephonicsnaturally.Why:Phonicsinstructionthroughrhythmandcontexthelpsstudentsdecodewordsandbuildreadingfluencyeffectively.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillidentify,readandspellwordswith"ee"and"ea"combinationsandpronouncethe/iː/soundcorrectly.2.LearningAbilityGoalStudentswilllistenforphoneticpatterns,categorizewordsbyspellingrules,andapplyphonicsknowledgetonewwords.3.ThinkingQualityGoalStudentswillcompareandanalyze"ee"and"ea"wordpatterns,discoveringthespellingrulesthroughinductivereasoning.4.CulturalAwarenessGoalStudentswillenjoyEnglishrhythmandrhymes,developingpositiveattitudestowardEnglishpronunciationlearning.Keyanddifficultpoints（教学重难点）Keypoint：Masterthe/iː/soundin"ee"and"ea"wordsandaccuratelyreadandspellwordslikesee,bee,tea,sheep,meet,eat,season,free.Difficultpoint：Distinguish"ee"and"ea"spellingpatternsandapplytheruletounfamiliarwordsinreadingandwriting.Teachingaids（教学准备）PPT,audioplayer,wordcards,chantvideo,sortinghoops,worksheets,whiteboard,markers,stickersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsapictureofasheepandabeeandasks:"Whatdoyousee?Whatsounddoyouhearinsee,bee,sheep?"Studentssay:/iː/!Teachersays:"Todaywehaveafunnychantaboutasheepandabee.Let'sdiscoverthemagicsoundtogether!"Theclassiscuriousandreadytolearn.Presentation（呈现）1ListenandChant–RhythmTimeTeacherplaysthechantaudio.Studentslistenandpatthebeat.Teacherasks:"Whatsounddoyouhearagainandagain?"Studentsshout:"/iː/!"Teachershows"ee"and"ea"ontheboard.Studentschanttogetherwithactions:see(look),bee(buzz),sheep(jump),tea(drink),season(circle).Thisbuildsphoneticawarenessthroughrhythm.2FindandCircle–WordDetectiveTeachershowsthechanttextonthescreen.Studentscomeuponebyoneandcirclewordswith"ee"(sheep,see,bee,free)inblueand"ea"(meets,speak,tea,season)inred.Teacherasks:"Whatdoyounotice?"Thisdevelopsvisualrecognitionandinductivethinking.3ReadandSay–BlendingPracticeTeachershowsnewwords:green,sleep,feel,clean,team,read,sea,keep.Studentssoundoutusingthe/iː/rule.Teacherflashescardsfasterandfaster.Studentsshoutthewords.Thisbuildsdecodingfluency.4ListenandTick–SoundDiscriminationTeacherplaystheaudiofor"Readandsay.Thenlistenandtick."Studentslistenandtickthecorrectwordineachpair:see/sheep,eat/meet,tea/team,bee/free.Theycheckanswersinpairs.Thisdevelopslisteningdiscrimination.5Listen,WriteandSay–DictationChallengeTeachersaysthreesentenceswithmissingwords:"Howdobees______flowers?(see)""Whatdosheep______?(eat)""Cananimalsthinkand______?(speak)"Studentswritethemissingwords.Thisappliesphonicsknowledgeincontext.Practice（操练）1PairWork–WordSortRaceEachpairgetsasetofwordcards(see,bee,sheep,tea,eat,meet,green,read,sea,free).Studentssortthemintotwogroups:"ee"and"ea".Firstpairtofinishcorrectlywinsstickers.2GroupWork–CreateaSentenceEachgroupchoosesthree"ee"or"ea"wordsandwritesonesentencetogether.Example:"Thesheepcanseethegreentea."Groupssharetheirsentences.Teacherwritesthebestonesontheboard.Consolidation（巩固）Todaywelearnedthe/iː/soundwith"ee"and"ea"wordslikesee,bee,sheep,tea,eat,meetandseason.Yousangthechant,foundthewordsandwrotesentencessowell!Remember:phonicsisthekeytoreadingnewwordsbyyourself.Whenyousee"ee"or"ea"inaword,trythe/iː/soundandseeifitmakessense.Keeppracticingandyouwillbecomesuperreaders!Homework（作业）Level1(Basic)Readthechantthreetimesandcircleall"ee"and"ea"words.Level2(Intermediate)Writefivesentencesusing"ee"and"ea"wordsfromthislesson.Level3(Advanced)Findfivenew"ee"/"ea"wordsfromyourstorybooksandwritethemdown.Blackboarddesign（板书设计）Reflection（教后反思）Thechantwashighlyengagingandstudentslovedtherhythm.Thewordsortingactivityclearlyshowedthatmoststudentsunderstoodthe"ee"and"ea"/iː/spellingrule.However,somestruggledwithlisteningdiscriminationbetweensimilarwords.Nexttime,Iwilladdmoreminimalpairpracticeandindividualpronunciationchecksbeforethedictationtask.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）4Topic（课题）Unit2MyfeelingsPartBLet’stalk&Let’slearnType（课型）NewLessonTextanalysis（语篇研读）What:Teachwaystounderstandeachother:"listento","talkto","askforhelp",and"shareideas"throughprojectdialogues.How:Uselistening,dialoguereading,advice-givingandproblem-solvingactivitiestopresentandpracticecommunicationstrategies.Why:Social-emotionallearningthroughreal-lifescenarioshelpsstudentsdevelopcommunicationskillsandconflictresolutionstrategies.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswilluse"talkto","listento","ask...forhelp"and"shareideas"togiveadviceaboutfeelingsandproblems.2.LearningAbilityGoalStudentswilllistenforkeyinformation,role-playdialogues,andgiveappropriateadvicetosolveproblems.3.ThinkingQualityGoalStudentswillanalyzeproblems,identifysolutions,andevaluatewhichadviceismosthelpfulindifferentsituations.4.CulturalAwarenessGoalStudentswilldevelopempathyandlearnthatlistening,talkingandsharinghelppeopleunderstandeachotherbetter.Keyanddifficultpoints（教学重难点）Keypoint：Masteradvicephrases"talkto","listento","ask...forhelp"andusethemtogivesuggestionsaboutfeelings.Difficultpoint：Use"Youcan...""Youneedto..."and"Let's..."appropriatelyandfluentlyindifferentproblemcontexts.Teachingaids（教学准备）PPT,audioplayer,problemcards,advicecards,puppets,worksheets,stickers,whiteboard,markersTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teachershowsapictureoftwopeoplearguingandasks:"Doyouseethis?Howdotheyfeel?(angry,sad)Whatshouldtheydo?"Studentsshareideas:"Talk!Listen!"Teachersays:"Todaywelearnhowtounderstandeachotherbetter.Let'shelpJohnandMikesolvetheirproblem!"Theclassiscuriousandready.Presentation（呈现）1ListenandJudge–TrueorFalseTeacherplaysthedialoguebetweenBinbinandMike.StudentslistenandwriteTorFfortwostatements.Teacherchecks:"Mikewantstocleanupthepark?(T)MikeandBinbinhavedifferentideas?(F)"Thisbuildslisteningcomprehension.2WatchandAnswer–TheProblemTeachershowsthedialoguebetweenMissWhite,JohnandMike.Studentswatchandanswer:"What'sthematterwithJohn?(worried)WhyisJohnworried?(MikeandIwanttododifferentthings)WhatdoesMissWhitesay?(listentoeachother)WhatdoesMikesayattheend?(Let'sdobothprojects!)"Thispresentstargetlanguagenaturally.3ListenandRepeat–AdviceDialogueTeacherplaysthedialoguesentencebysentence.Studentsrepeatwithworried,caringandrelievedvoices.Teacheremphasizes"Youneedtolistentoeachother"and"Let'sdobothprojects!"Thisensurescorrectpronunciationandintonation.4RolePlay–ActItOutStudentsworkingroupsofthreetoactoutMissWhite,JohnandMike.Twogroupsperforminfrontwithexpressions.Theclassgivesstarratingsforgoodactingandclearspeaking.Thisbuildsconfidencethroughperformance.5Let'sLearn–AdvicePhrasesTeachershowsthefouradvicepictures:talktoparents,askteacherforhelp,listentofriends,shareideas.Teacherpresents:"Youcantalktoyourparents.Youcanaskyourteacherforhelp.Youneedtolistentoyourfriends.Youcanshareideasandhelpeachother."Studentsrepeatanddoactions.TeachershowsOliverandAmy'sdialogue:"Ourprojectissohard.WecanaskMissWhiteforhelp."Thispresentsnewphrasesclearly.Practice（操练）1PairWork–GiveAdviceStudentAshowsaproblemcard:"Iamangry."StudentBgivesadvice:"Youcantalktoyourfriend.Youneedtolisten."Theyswitchroles.Teachergivesstickersforgoodadvice.2GroupWork–ProblemSolversEachgroupchoosesonefeelingcard(angry,sad,happy,worried).Theydiscussandwritetwopiecesofadvice.Groupssharewiththeclass.Classvotesforthebestadvice.Consolidation（巩固）Todaywelearnedhowtounderstandeachotherbetter–talktopeople,listentofriends,askforhelpandshareideas.WesawhowJohnandMikesolvedtheirproblembylisteningandworkingtogether.Remember:whenyoufeelangry,sadorworried,talkinghelps.Whenafriendisupset,listeninghelps.Goodcommunicationmakesourfriendshipsstronger.Let'salwaystrytounderstandeachotherwithkindhearts!Homework（作业）Level1(Basic)Readthedialoguethreetimesandpractice"Youcan..."sentences.Level2(Intermediate)Writefoursentencesgivingadvicetoafriendwhoisworried.Level3(Advanced)Role-playaproblem-solvingconversationwithyourfamilyandvideoit.Blackboarddesign（板书设计）Reflection（教后反思）Thelessoneffectivelycombineddialogueandvocabulary.Studentsenjoyedgivingadviceandwereverycreativewithsolutions.Theroleplayactivityhelpedtheminternalizethekeyphrases.However,somestudentsstillused"should"insteadof"can/needto"–morecontrolledpracticeisneeded.Theemotionaleducationpartwaspowerfulandstudentssharedpersonalexperiencesopenly.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）5Topic（课题）Unit2MyfeelingsPartBReadandwriteType（课型）NewLessonTextanalysis（语篇研读）What:TeachreadingcomprehensionaboutJim'sfeelingsatschoolandhome,andwritingareplytogiveadvice.How:Usereading,tablecompletion,replywritingandsharingactivitiestounderstandfeelingsandgivehelpfuladvice.Why:Reading-to-writingapproachdevelopscomprehensionstrategiesandencouragesempathythroughrespondingtoothers'feelings.Learningobjectives（学习目标）1.LanguageAbilityGoalStudentswillreadJim'sletter,extractkeyinformationaboutfeelingsandreasons,andwriteareplygivingadvice.2.LearningAbilityGoalStudentswillusetablecompletionandtextanalysistoorganizeinformationandapply"Youcan..."structuresinwriting.3.ThinkingQualityGoalStudentswillinferreasonsforfeelings,analyzeproblems,andproposelogicaladvicebasedonunderstanding.4.CulturalAwarenessGoalStudentswilldevelopempathybyunderstandingJim'ssituationandlearntoofferhelpandcomforttoothers.Keyanddifficultpoints（教学重难点）Keypoint：Readtheletter,completethetablewithfeelingsandreasons,andwriteareplyusing"Youcan..."and"Youcanalso..."Difficultpoint：Understandthecontrastbetweenhappyatschoolandsadathome,andwriteacaringreplywithappropriatesuggestions.Teachingaids（教学准备）PPT,lettertemplate,worksheets,wordcards,whiteboard,markers,stickers,envelopesTeachingsteps（教学环节）Teachingprocedures（教学过程）Revisedlessonplanning（二次备课）Leadin（导入）Teacherasks:"Howdoyoufeelatschool?Howdoyoufeelathome?"Studentsshare:"Happyatschool!Sometimessadathome."TeachershowsJim'sphotoandsays:"Jimishappyatschoolbutsadathome.Why?Let'sreadhisletterandhelphim!"Theclassiscuriousandreadytohelp.Presentation（呈现）1ReadandPredict–Jim'sStoryTeachershowsJim'sletteronthescreen.Studentslookatthepictureandpredict:"WhereisJimhappy?WhereisJimsad?"Studentsreadthefirstparagraphandfind:"Jimishappyatschool."Theyreadthesecondparagraphandfind:"Jimissadathome."Teacherasks:"WhyisJimsad?(newhome,nofriends)"Thisbuildspredictionandscanningskills.2ReadandComplete–TableFillStudentsreadagainandcompletethetable:"Atschool-Jimishappy-becausehehasmanyfriends.Athome-Jimissad-becausehisfamilymoved,hehasnofriends."Teacherchecksanswersontheboard.Thisorganizesinformationvisually.3ReadandThink–Jim'sProblemTeacherasks:"DoesJimtellhisparents?Whynot?"Studentsfind:"Hedoesn'twanttotellthembecausehedoesn'twantthemtofeelbad."Teacherasks:"Isthisgoodornot?Whatshouldhedo?"Thisdevelopsdeepthinkingandempathy.4ReadandComplete–Mike'sReplyTeachershowsMike'sreplywithblanks.StudentsthinkofadviceforJim:"Youcantalktoyourparents.Youcanalsomakenewfriends.Youcanshareyourfeelings."Teachercollectsideasandwritesthebestonesontheboard.Thispreparesforwriting.5WriteandShare–YourAdviceStudentswritetheirownreplytoJiminpairs.Teacherprovidessentencestarters:"DearJim,Don'tfeelsad.Youcan...Youcanalso...It'sOKtofeelbad...Yours..."Volunteerssharetheirletters.Thisapplieswritingskillscreatively.Practice（操练）1PairWork–ReadYourLetterStudentsreadtheircompletedrepliestotheirpartner.Partnerlistensandsays:"That'sgoodadvice!"Theycheckforcorrectuseof"Youcan..."and"Youcanalso..."Thisbuildspeercollaboration.2ClassSharing–BestAdviceTeacherselectsthreestudentstoreadtheirrepliesaloud.Classvotesforthemosthelpfulandcaringletter.Teachergivesstickersandpraise.Thisbuildsconfidenceandappreciationofgoodadvice.Consolidation（巩固）Teacher:TodaywereadJim'sletter.Heishappyatschoolbutsadathomebecausehisfamilymoved.Weallgavehimwonderfuladvice–talktoparents,makenewfriendsandsharefeelings.Remember:itisalwaysgoodtotalkaboutyourfeelings.Whenyoufeelsad,don'tkeepitinside.Tellsomeoneyoutrust.Andwhenafriendissad,belikeMike–listenandgivehelpfuladvice.That'swhatgoodfriendsdo!Homework（作业）Level1(Basic)ReadJim'sletterandMike'sreplyaloudthreetimes.Level2(Intermediate)Writefivesentencesgivingadvicetosomeonewhoissad.Level3(Advanced)Writealettertoafriendwhomovedawayandshareyourfeelings.Blackboarddesign（板书设计）Reflection（教后反思）StudentsconnectedstronglywithJim'ssituationandwrotethoughtfulreplies.Thetablecompletionactivityhelpedorganizeinformationeffectively.Moststudentsused"Youcan..."and"Youcanalso..."correctly.However,somerepliesweretooshort–nexttimeIwillprovidemoresentenceframesbeforewriting.Theemotionalconnectionwaspowerfulandstudentsshowedgenuinecare.人教pep五年级上册英语课时教案（英文版）Subject（科目）EnglishGrade（年级）FiveTeacher（教师）Miss.LiPeriod（课时）6Topic（课题）Unit2MyfeelingsPartCProject&ReadingtimeType（课型）NewLessonTextanalysis（语篇研读）What:Teachproject-basedfeelingsbookcreationandastoryaboutBenjy,integratingfeelingsvocabularyandadvicephrases.How:Uselistening,discussion,book-making,storyreadingandclasssharingtoconsolidatethewholeunit.Why:Project-based