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教学设计
学科 英语 年级 五年级 课型 新授课
课题 Unit2 My feelings A let’s talk 课时 1课时
课标要求 学完本单元学生能在交际中主动关注他人情绪，通过询问状况、倾诉烦恼、提出折中建议推进对话;能识别不同情绪，理解友好沟通、换位思考对和睦相处的重要性，树立共情、包容、合作的人际交往观念。
教材 分析 What:本课属于"人与自我—情绪与感受""人与社会—人际交往"主题范畴，单元大问题为 How do people get along （人们如何相处？）。本课语篇由两部分构成。核心部分是Chen Jie与Mike在校园中的场景对话。对话中，Chen Jie观察到Mike神色忧伤，便主动询问“You look sad. What’s the matter ”，Mike倾诉了自己与John因学校项目活动地点意见不合而产生的烦恼和焦虑。Chen Jie在耐心倾听后，提出“Why not do both I can help. We can work together.”的建议，成功化解了Mike的负面情绪。对话前设有John与妈妈谈论社区项目活动的听力判断正误活动，为对话提供了前情背景。对话后附有Choose and talk活动，提供妈妈生病、找不到帽子、雨天不能踢球、与兄弟意见不合等四种生活情境，供学生迁移运用核心语言。 Why:1.语言层面：学生学会用 What's the matter 询问他人困扰，用 You look sad/worried. 描述他人情绪，用 Why not… / We can work together. 提出建议与帮助，掌握"关心—倾听—建议"的交际功能； 2.育人层面：面对分歧时学会倾听、理解与协商，懂得用合作解决问题（work together），为单元"人们如何相处"埋下答案； 3.思维层面：通过听音判断（T/F）与信息提取，培养捕捉关键信息能力；通过"提出解决方案"活动，发展问题解决思维。 How:语篇语言通俗易懂，情感线清晰，贴合五年级学生的生活与认知水平。核心句型“You look... What’s the matter ” 及 “Why not... You/I can...”结构清晰，功能明确，前者用于表达关切、开启话题，后者用于提出解决方案。对话中复现了“agree with, finish, by Monday, work together”等常用短语，并通过“loo(k) sad”“no(t) do”“wor(k) together”等失去爆破现象，提供了真实的语音示范。对话配有生动的插图，直观呈现人物的情绪变化，帮助学生理解内容；后续Choose and talk活动提供了典型的情绪场景，降低了语言迁移的难度，增强了语言运用的真实性和趣味性。
学情 分析 五年级学生已学习描述人物外貌性格与能力的句型，掌握基础问答能力；对"情绪"话题有生活经验，但对情绪英语表达（sad, worried, angry, excited）尚属首次系统学习。学生喜欢角色扮演、图片情境等直观活动。 不足之处：What's the matter 为本课新句型；look + 形容词、Why not + 动词原形等结构易出错；完整表达困扰与建议时句子易碎片化。教学将通过情境对话、听音任务与角色扮演逐步突破。
核心素养目标 学习理解目标 词汇短语：听懂、认读、会运用 sad, worried, matter, project, children’s centre, agree with, clean up, both, together。 应用实践目标 口语模仿：听音模仿对话语调、情感，双人完整角色扮演课文对话，做到语气贴合人物心情。 半自主对话：依托课堂提示场景（妈妈生病、下雨不能踢球、丢帽子、和兄弟意见不合），套用核心句型进行两两问答。 笔头训练：完成单词拼写、选词填空、对话挖空三类习题，规范书写本课短语与句型。 迁移创新目标 结合校园、家庭真实情绪困扰，自主创编完整情景对话，完整包含 “发现情绪→询问烦恼→提出建议” 流程； 生活运用：日常观察身边同学情绪，用本课英语句型关心、安慰有烦恼的伙伴，学会友好沟通化解分歧。
教学重点 听懂、理解并流利朗读对话，提取 Mike 与 John 的分歧信息；掌握 What's the matter — I'm worried. 问答句型；
教学难点 1.情绪表达：描述他人情绪（You look sad.）与表达自身情绪（I'm worried.）中 be/look 的搭配； 2.功能句型：Why not + 动词原形 提出建议的用法（Why not do both ）；
教学 方法 情境教学法、任务型教学法、交际法、TPR全身反应法。
教学过程
教学环节 教师活动
设计 1.Enjoy a song 播放情绪主题 chant，全班跟唱，区分 sad/unhappy 低落情绪、happy/excited 积极情绪。 2.师生互动问答：How do you feel today 复习上课时情绪词汇。 How do you feel I’m______. 3.Look and answer 呈现John和妈妈在客厅里对话的场景，教师提问“John is talking with his mum. How does he feel ”，引导学生观察图片中John的表情，并说出“He is worried.”，教师继续提问“What happened Let’s listen.”，引导学生完成对话前的听力练习。 Listen and fill in Think and say 4.Guess and say 创设情境：呈现Let’s talk情景图，教师引导学生关注图中Mike的表情并提问“How does Mike feel What’s the matter with him Let’s guess.”，引导学生根据插图预测Mike的情绪及可能发生的事情，引入Let’s talk的对话教学。 5.Watch and answer 呈现问题“Why does Mike feel sad ”，引导学生观看第一段对话音频，然后呈现Mike的情绪，引导学生根据视频内容回答Mike不开心的原因（about the school project）。 Think and say 呈现John和Mike就学校项目活动产生争执的图片，教师提问“What’s the matter ”并播放Mike陈述两人争执问题点的音频，引导学生完成填空，Mike wants to clean up the park, but John wants to go to the children's centre. ， 6.Listen and fill 承接视频内容，呈现情绪思维导图，教师提问“And how does Mike feel ”，引导学生回答He’s worried.，教师顺势提问“Why does Mike feel worried ”，引导学生根据音频内容回答“need to finish by Monday”。 Think and say 播放Let’s talk部分第三段视频，教师引导学生观看视频并提问“Mike is sad and worried. What’s Chen Jie’s advice ”，引导学生思考Chen Jie给了Mike什么样的建议。 从而找到问题是don’t agree with each other。 跟读模仿，分句朗读 7.Let’s watch 8.Listen and repeat 9.Write and say 10. 角色扮演：分组表演 11.Think and match 呈现Feelings Bottle图片，教师介绍情绪玻璃瓶，然后呈现三种情绪玻璃瓶（sad, worried和angry）以及课本Choose and talk四个情景问题，引导学生将问题与情绪玻璃瓶匹配，帮助学生建立情绪与原因的因果联系。 12.Choose and talk 呈现匹配后得到的四个不同情绪玻璃瓶，教师引导学生两人一组，一人选情绪瓶表演，另一人用核心句型询问原因、提出建议，教师先利用课本对话做范例，然后学生两人一组进行对话，借助语言支架完成完整对话： A: You look ... What’s the matter B: I’m ... because ... A: I’m sorry. You can .../Why not ... B: That’s a good idea!/... 教师可邀请两到三组学生上台进行展示，鼓励学生加入自己的创意。 Make a new dialogue
分层作业 基础性作业（必做） 听本课 Let’s talk 对话录音，跟读 3 遍，做到语调贴合人物情绪，朗读流利无卡顿。 拓展性作业（选做） 选取生活中一件烦恼小事，和搭档创编不少于 6 句英文对话，包含询问情绪、倾诉烦恼、提出建议。
板书设计
教学反思
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21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
Unit2 My feelings A let’s talk同步练习
一、同学们介绍了遇到的问题。选择合适的选项补全介绍。
1. My parents don't agree (A. with B. for) me.
2. My brother is sick. I'm so (A. angry B. worried).
3. I want (A. play B. to play) football, but it is raining.
4. I have to (A. finish B. finishing) my homework by Monday.
二、请根据图片选择正确的句子或对话。
1.( ) 2. ( ) 3.( ) 4.( )
A.-You look worried. What's the matter
-It's about my dog. I can't find it.
-I can't draw the tree well.
-It's OK. I can help you.
-John and I don't agree with each other.
-Why not listen with care
-We can play Chinese chess together.
-That's a good idea.
三、选择合适的选项，补全他们的对话。
Lily:Hi,Peter. You look worried. 1. .
Peter: It's about my PE class. It's raining. I can't play basketball.
Lily:I see. 2. .
Peter: Great! We can ask our classmates to join us.
(In PE class...)
Lily:3. What's the matter
Peter: I want to play chess, but John wants to
play ping-pong.
Lily:4. .
Peter: Yes. I don't know what to do.
Lily: That's OK. 5. .
Peter: Great! Let's make PE fun.
参考答案
一、
1.A 2.B 3.B 4.A
二、
1. A 2.D 3.C 4.B
三、
1.B 2.E 3. A 4.D 5.C
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21世纪教育网(www.21cnjy.com)(共37张PPT)
Unit 2
My feelings
A Let’s talk &choose and talk
How do we express our feelings
Enjoy the song
Free talk
-- How do you feel today
-- I’m...
happy
worried
angry
sad
tired
excited
How does John feel
Yes, mum.
John，You look worried.
What’s the matter
lead in
Listen and write
John is talking with his mum. Listen and write T (true) or F (False).
1. They are talking about John’s school project. ( )
2. John wants to go to the old people’s home. ( )
the children’s centre
Listen and fill in
Mum: What‘s the matter, John You look _______.
John: It’s about my school project. I want to go to the ______________. But _____________ there
Mum: You can ______________________.
John: Good idea. I can ________and ______for them too .
Mum: I am sure they will like that.
what can I do
sing
read
worried
children’s centre
play with the small children
Feeling
Event(事情）
Solution(解决方法）
worried
school project
tall with mum
Think and say
Why What happened Let’s go and see .
He looks _____.
sad
He looks ______.
worried
He looks _____.
happy
lead in
Think and say
That’s a good idea!
Chen Jie:
Mike:
Chen Jie:
Mike:
Chen Jie:
Mike:
Hi, Mike. You look sad. What’s the matter
It’s about our school project. John wants
to go to the children’s centre, but I want
to clean up the park.
I see. So you don’t agree with each other
That’s right. And we have to finish our
project by Monday. I’m so worried.
Why not do both I can help. We can
work together.
Why is Mike sad
Feeling: sad
Event：
Solution:
school project
Look and say
About the school project, I want to go to the children’s centre.
About the school project, I want to clean up the park.
They don't agree with each other.
Think and say
That’s a good idea!
Chen Jie:
Mike:
Chen Jie:
Mike:
Chen Jie:
Mike:
Hi, Mike. You look sad. What’s the matter
It’s about our school project. John wants
to go to the children’s centre, but I want
to clean up the park.
I see. So you don’t agree with each other
That’s right. And we have to finish our
project by Monday. I’m so worried.
Why not do both I can help. We can
work together.
Why is Mike worried
Feeling: sad
worried
Event：
Solution:
school project
have to finish the
project by Monday

Think and say
That’s a good idea!
Chen Jie:
Mike:
Chen Jie:
Mike:
Chen Jie:
Mike:
Hi, Mike. You look sad. What’s the matter
It’s about our school project. John wants
to go to the children’s centre, but I want
to clean up the park.
I see. So you don’t agree with each other
That’s right. And we have to finish our
project by Monday. I’m so worried.
Why not do both I can help. We can
work together.
What’s Chen Jie’s advice
Feeling: sad
worried
Event：
Solution:
school project
have to finish the
project by Monday
do both
Chen Jie can help
Why not do both
I can help.We can work together.
Mike is sad and worried.
What's Chen Jie's advice
Listen and repeat
That’s a good idea!
Chen Jie:
Mike:
Chen Jie:
Mike:
Chen Jie:
Mike:
Hi, Mike. You look sad. What’s the matter
It’s about our school project. John wants to go to the children’s centre, but I want to clean up the park.
I see. So you don’t agree with each other
That’s right. And we have to finish our project by Monday. I’m so worried.
Why not do both I can help. We can work together.
Let’s watch
Listen and repeat
It’s about our school project. John wants to go to the children’s centre, but I want to clean up the park.
Hi, Mike. You look sad. What’s the matter
That’s right. And we have to finish our project by Monday. I’m worried.
I see. so you don’t agree with each other
That’s a good idea!
Why not do both I can help. We can work together.
Tip：点击句子可重复播放。
It’s about our ____________. John wants to go to ________________, but I want to __________ __________.
Hi, Mike. You look ______. ________________
That’s right. And we have to ________________ _________________ . I’m ________.
I see. so you don’t ____________ each other
That’s a good idea!
_________________ I can help. We can ______________.
sad
What’s the matter
school project
the children’s centre
clean up
the park
agree with
have to finish our
project by Monday
worried
Why not do both
work together
Write and say
Self-assessment(自评) 1. Good pronunciation (语音好)
2. Read aloud (大声读)
3.Read with emotion (有感情读）
Tip：星星可自由点击变亮或变黑。
Role play
两人一组，按角色扮演，读出Mike的心理变化。
Pair work
That’s a good idea!
Chen Jie:
Mike:
Chen Jie:
Mike:
Chen Jie:
Mike:
Hi, Mike. You look sad. What’s the matter
It’s about our school project. John wants to go to the children’s centre, but I want to clean up the park.
I see. So you don’t agree with each other
That’s right. And we have to finish our project by Monday. I’m so worried.
Why not do both I can help. We can work together.
Read in roles.
分角色朗读
Act in roles.
分角色表演
比一比哪一组的演绎最生动!
I can read correcly.
I can read fluently.
I can read with emotion.
I can play with action and creation.
Pair work
Show time
Read and match
There are some feeling bottles. Let's open it.
Read and match
Feeling:
Problem: My mother is sick.
Feeling:
Problem: I can't find my hat.
Feeling:
Problem: It is raining.I can't play football.
Feeling:
Problem: My brother doesn't agree with me.
Worried Sad Angry Sad
Make a feeling bottle
Step 1: Choose a bottle
Step 2: Be a little helper
Read the problem and talk about the feeling.
A:You look _____. What's the matter
B:l'm ____. Because_____.
A:l'm sorry. You can_____.
I can read correcly.
I can read fluently.
I can read with emotion.
I can play with action and creation.
Show time
Show time
Step 3: Share and give love
Think and say
Step 4: : Make your own Feelings Bottle
Feeling:
Problem:
We all have different feelings. When do you have these feelings
When ，
I am .
Discuss and share
How do you deal with the bad feeling
Feeling:
Event:
Solution：
When ，
I am .
I can .
Make a new dialogue
You can make a dialogue:
You look _____.
What's the matter
_______.
I'm sorry.
You can _____.
You can _____.
You can use:
1. Why not ...
2. talk with ...
3. listen to ...
Scene 1:
You are playing computer games, but your
mother stops you.
(你的妈妈阻止你玩电脑游戏。)
Scene 2:
Your friends keep secrets (秘密) from you,
you can't play with them.
(你的朋友不和你玩。)
Scene 3:
You want to play football, your friends want
to jump rope.
(你和朋友的意见不一致。)
评价标准
自评
他评
I can listen and acquire （掌握）the core language for talking about feelings.
师评
I can use the core language to describe（描述） my feelings.
I can read and understand the short passage with the help of pictures.
I can make an about-me card and introduce my feelings.
Summary
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