小学英语沪教版（五四制）（2024）一年级上册（2024）Unit 5 Lovely faces精品教案

这是一份小学英语沪教版（五四制）（2024）一年级上册（2024）Unit 5 Lovely faces精品教案，共26页。教案主要包含了教材内容，教学目标，教学重难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
（共 2 课时）
一、教材内容
本单元围绕“可爱的脸”这一主题展开，主要学习与面部器官和
表情相关的词汇以及一些简单的描述和表达情感的句型。教材内容包
括：
1. 词汇：face（脸），eye（眼睛），ear（耳朵），nse（鼻子），
muth（嘴巴），happy（高兴的），sad（难过的），angry（生气的）
等。
2. 句型：“This is my face.”（这是我的脸。）“I have tw eyes.”（我
有两只眼睛。）“I'm happy/sad/angry.”（我很高兴/难过/生气。）
3. 可能还会有一些与面部表情相关的图片、儿歌或简单的对话，
如描述自己或他人的面部特征和表情等。
二、教学目标
（一）知识目标
1. 学生能听懂、会说、认读单词 face，eye，ear，nse，muth，
happy，sad，angry。
2. 学生能理解并运用句型“This is my face.”“I have...”和“I'm...”
进行简单的面部描述和情感表达。
（二）能力目标
1. 学生能够准确指出自己和他人的面部器官，提高身体部位的
认知能力和语言表达能力。
2. 通过观察、模仿和表演等活动，培养学生的观察力、模仿力
和表现力，以及用英语表达情感的能力。
3. 引导学生积极参与课堂互动，培养学生的合作学习能力和人
际交往能力。
（三）情感目标
1. 激发学生学习英语的兴趣，让学生在轻松愉快的氛围中学习
英语，培养学生的自信心和积极参与课堂的态度。
2. 帮助学生认识和理解不同的情感表达，培养学生的情感认知
能力和同理心，引导学生学会正确表达自己的情感和感受他人的情感。
三、教学重难点
（一）教学重点
1. 掌握单词 face，eye，ear，nse，muth，happy，sad，angry
的发音和拼写。
2. 熟练运用句型“This is my face.”“I have...”和“I'm...”进行面
部描述和情感表达。
（二）教学难点
1. 让学生区分并准确发音“eye”和“ear”这两个单词，以及理
解和运用不同的情感词汇来表达自己的感受。
2. 引导学生在实际情境中自然、流畅地运用所学句型和词汇进
行交流，培养学生的语言运用能力和情感表达能力。
四、教学准备
1. 多媒体课件，包含与面部器官和表情相关的图片、动画、音
频和视频等资料，如可爱的卡通人物面部特写、不同表情的图片和视
频、相关的儿歌动画等。
2. 实物教具：一个较大的玩具娃娃（用于面部器官的展示和教
学）、一面小镜子（每个学生一面，方便学生观察自己的面部）。
3. 单词卡片和图片：制作与教材内容相对应的单词卡片，一面
是单词，另一面是该单词所代表的面部器官或表情的图片，用于单词
教学和游戏活动。
4. 奖励小贴纸、小奖品（如卡通笑脸徽章、小糖果等），用于表
扬和鼓励在课堂上表现积极的学生。
五、教学过程
第一课时
1. Warming-up
1. Greetings
T: Hell, bys and girls. Hw are yu tday?
Ss: Hell, teacher. I'm fine, thank yu. And yu?
T: I'm very well t. It's nice t see yu all. Are yu ready fr ur
English class?
Ss: Yes!
设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂
氛围，为课堂教学做好准备。
2. Sing a sng
T: Let's start ur class with a fun sng. D yu knw the “Head,
Shulders, Knees and Tes” sng? Let's sing it tgether and d the
actins.（播放歌曲视频，师生一起跟着唱并做相应的动作）
Head, shulders, knees and tes,
Knees and tes.
Head, shulders, knees and tes,
Eyes, ears, muth, nse.
设计意图：以一首与身体部位相关的歌曲导入新课，激发学生的
学习兴趣，让学生在欢快的旋律和动作中初步感知身体部位的词汇，
同时也为后续学习面部器官的内容做好铺垫，活跃课堂气氛。
2. Presentatin
1. Learn the wrds
(1) Face
T: Nw, lk at me. This is my face.（教师指着自己的脸）（展示脸
的图片并板书“face”）Read after me, “face”.（教师示范发音，学
生跟读）
Ss: Face.
T: Let's tuch ur faces and say “face”.（引导学生触摸自己的脸，
边摸边说单词）
设计意图：通过教师的亲身示范和引导学生触摸自己的脸，让学
生直观地感受“face”这个单词的含义，加深学生对单词的记忆和理
解。
(2) Eye
T: What can yu see n my face? Lk, these are my eyes.（教师指
着自己的眼睛）（展示眼睛的图片并板书“eye”）One eye, tw eyes.
Read it, “eye”.（教师示范发音，注意强调“i”的发音，学生跟读）
Ss: Eye.
T: Nw, let's blink ur eyes and say “eye”.（教师示范眨眼动作，
学生跟着做并说单词）
T: Can yu find yur eyes? Pint t them and say “eye”.（让学生
指着自己的眼睛并说单词）
S1: (pints t his eyes) Eye.
设计意图：利用教师的面部器官进行教学，展示“eye”的实际
位置，通过眨眼动作和让学生自己指认眼睛的方式，增加学生的参与
度和对单词的实际感知，同时帮助学生准确发音。
(3) Ear
T: And what are these? These are my ears.（教师指着自己的耳朵）
（展示耳朵的图片并板书“ear”）Read “ear”.（教师示范发音，注
意区分“ear”和“eye”的发音，学生跟读）
Ss: Ear.
T: Let's tuch ur ears and say“ear”.（引导学生触摸耳朵，边摸
边说单词）
T: Can yu hear me with yur ears?（教师轻声说话，让学生用耳
朵听）
Ss: Yes.
设计意图：同样通过教师示范和学生的实际动作来教授“ear”
这个单词，让学生在触摸和听觉体验中更好地理解和记忆单词，同时
强调耳朵的功能，加深学生对单词的印象。
(4) Nse
T: What's this in the middle f my face? It's my nse.（教师指着自
己的鼻子）（展示鼻子的图片并板书“nse”）Say “nse”.（教师示
范发音，学生跟读）
Ss: Nse.
T: Let's smell with ur nses and say“nse”.（教师做出闻的动作，
让学生模仿并说单词）
T: Can yu find smething that smells gd in the classrm?（引导
学生用鼻子寻找教室里有香味的东西，如花香等）
S2: I can smell the flwers.（学生指向教室里的花并说）
设计意图：结合鼻子的功能——闻气味，进行“nse”单词的教
学，通过实际的闻的动作和寻找有香味的东西，让学生在情境中学习
单词，增加学习的趣味性和实用性。
(5) Muth
T: And this is my muth.（教师指着自己的嘴巴）（展示嘴巴的图
片并板书“muth”）Read “muth”.（教师示范发音，学生跟读）
Ss: Muth.
T: Let's pen and clse ur muths and say “muth”.（教师示范
张嘴和闭嘴的动作，学生跟着做并说单词）
T: What can we d with ur muths?
S3: We can eat with ur muths.
S4: We can talk with ur muths.
...
设计意图：通过让学生模仿张嘴闭嘴的动作和思考嘴巴的功能来
教授“muth”这个单词，激发学生的思维和表达能力，同时让学生
更加深入地理解单词的含义和用法。
2. Practice the wrds
(1) Game: Tuch and Say
The teacher says a wrd, such as“face”,“eye”,“ear”,“nse”
r “muth”, and the students need t tuch the crrespnding part f
their faces quickly and say the wrd alud. Fr example, when the
teacher says “nse”, the students tuch their nses and say “nse”.
T: Nw, let's play a game. Listen carefully. Tuch yur ears.
Ss: (tuch their ears and say) Ear!
...
This game can be repeated several times t reinfrce the students'
memry and recgnitin f the wrds.
设计意图：通过触摸和说的游戏，让学生在快速反应和身体动作
中巩固所学的面部器官单词，提高学生的学习积极性和参与度，同时
加强学生对单词的认读能力和记忆效果。
(2) Wrd Chant
The teacher leads the students t chant a simple rhyme t practice
the wrds:
Face, face, this is my face.
Eye, eye, I have tw eyes.
Ear, ear, tw ears I hear.
Nse, nse, my nse I smell.
Muth, muth, my muth I talk.
The teacher chants first, and the students fllw, clapping their
hands r stmping their feet t the rhythm.
设计意图：利用单词 chant 的形式，让学生在有节奏的朗读中
加深对单词的记忆，同时培养学生的语感和节奏感。这种朗朗上口的
chant 也有助于学生更好地掌握单词的发音和用法。
3. Text learning
1. Listen and watch
Open the multimedia curseware and play the vide f a shrt
dialgue between a teacher and a student abut the face.
T: Hell, little friend. This is my face.
S: Ww, teacher. Yur face is s nice.
T: Lk, I have tw eyes, a nse, a muth and tw ears n my face.
S: I have them t.
The students listen and watch carefully, and try t understand the
cntext.
设计意图：通过播放视频，让学生初步感知教材中的对话内容，
了解如何用英语介绍自己的脸和面部器官，培养学生的听力和理解能
力。
2. Listen and repeat
Play the dialgue again sentence by sentence. The students listen
and repeat, paying attentin t the prnunciatin and intnatin.
T: Nw, listen and repeat after the vide. Pay attentin t hw they
say it.
T: Hell, little friend. This is my face.
Ss: Hell, little friend. This is my face.
...
After repeating several times, ask individual students t repeat a
sentence t check their prnunciatin.
设计意图：逐句跟读对话，让学生模仿正确的发音和语调，提高
学生的口语表达能力。同时，检查个别学生的发音，及时纠正错误，
确保学生的发音准确。
3. Explain the text
T: Lk at the dialgue. The teacher says “This is my face.” t
intrduce her face. And then she says“I have tw eyes, a nse, a muth
and tw ears n my face.” t describe the parts f her face. D yu
understand?
Ss: Yes.
T: Nw, let's practice this dialgue with ur partners. Yu can pint
t yur wn face and say the sentences.
设计意图：对对话进行详细讲解，帮助学生理解对话的含义和重
点句型的用法。让学生与同伴进行对话练习，通过实际指着自己的脸
说句子，使学生能够将所学知识与实际情境相结合，提高语言运用能
力。
4. Practice
1. Rle-play
Divide the students int pairs. One student acts as a teacher and
shws his/her face t the ther student, saying“This is my face. I have...”
and describing the parts f the face. The ther student listens and then
repeats the same thing. Then they switch rles.
Fr example:
A: (pints t his face) This is my face. I have tw eyes, a nse, a
muth and tw ears.
B: This is my face. I have tw eyes, a nse, a muth and tw ears.
Then they change rles and cntinue the cnversatin.
设计意图：通过角色扮演活动，让学生在实际情境中运用所学的
句型进行交流，增强学生的口语表达能力和表演能力，同时培养学生
的合作学习意识和人际交往能力。
2. Grup Activity: Make a Face Mask
Divide the students int grups f fur. Each grup is given a blank
paper plate and sme art materials such as crayns, clred paper, and
glue. They need t wrk tgether t create a face mask n the paper
plate, drawing and pasting the eyes, nse, muth and ears. While they
are making the mask, they can use the English wrds t talk abut what
they are ding. Fr example:
S1: Let's draw tw big eyes n the mask.
S2: OK, and then we can draw a nse in the middle.
S3: We need a big muth t make it lk funny.
S4: Dn't frget the ears.
After they finish making the masks, each grup can present their
wrk and intrduce the parts f the face n the mask using the English
wrds they have learned.
设计意图：以小组活动的形式，让学生通过制作面具来巩固所学
的面部器官单词和句型。在制作过程中，学生需要用英语交流和协作，
不仅提高了学生的语言运用能力和团队合作能力，还培养了学生的创
造力和动手能力。展示和介绍面具的环节可以锻炼学生的口语表达能
力和自信心。
5. Summary
1. Review the wrds and sentences
T: What have we learned tday? Let's review tgether. We learned
sme new wrds abut ur face, like“face”,“eye”,“ear”,“nse”,
“muth”. And we als learned sme sentences t describe ur face,
such as “This is my face.” “I have...”
Ss: Yes.
T: Let's say the wrds and sentences again.
Ss: Face, eye, ear... This is my face. I have tw eyes.
设计意图：与学生一起回顾本节课所学的重点内容，包括单词和
句型，帮助学生梳理知识框架，加深对所学知识的记忆，确保学生对
本节课的学习内容有一个清晰的认识。
2. Encurage students
T: Yu have all dne a great jb tday. Yu learned the names f
the parts f ur face in English. Our face is very imprtant and it can
shw ur feelings. Let's take gd care f ur face and use English t talk
abut it mre ften. I'm prud f yu all. Keep up the gd wrk and
yu will learn mre English wrds and sentences in the future.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习
自信心和积极性。同时，引导学生关注面部的重要性以及它可以表达
情感的功能，将英语学习与实际生活相结合，培养学生良好的学习习
惯和生活态度。
6. Hmewrk
1. Listen t the dialgue in the textbk and repeat it three times t
yur parents r family members. Then shw them yur face and
intrduce the parts f yur face in English.
设计意图：通过听读作业，巩固学生的听力和口语表达能力，让
学生在家庭环境中也能进行英语学习，同时增进学生与家人之间的互
动和交流。让学生向家人介绍自己的脸，进一步强化学生对所学知识
的运用能力。
2. Draw a picture f a face with all the parts labeled in English. Yu
can use yur imaginatin t make the face lk happy, sad r angry.
Then tell yur parents r friends abut the feelings f the face yu drew.
设计意图：布置绘画作业，让学生将所学的英语单词与绘画相结
合，通过绘制带有标注的脸的图片，加深对单词的记忆和理解。同时，
让学生根据自己画的表情讲述情感，培养学生的观察力和语言表达能
力，提高学生的学习兴趣和积极性。
第二课时
1. Revisin
1. Wrd Review Game: Simn Says with Facial Actins
The teacher plays a mdified versin f “Simn Says” game. The
teacher gives cmmands related t the facial rgans and actins, such as
“Simn says tuch yur eyes.” “Simn says blink yur eyes twice.”
“Simn says wiggle yur nse.” “Simn says pen yur muth wide.”
If the teacher says a cmmand withut “Simn says”, the students
shuld nt d the actin. The students wh d the wrng actin are ut
f the game. The last student left in the game is the winner.
Fr example:
T: Simn says tuch yur ears.
The students tuch their ears.
T: Smile with yur muth. (withut saying “Simn says”)
The students shuld nt d the actin. If sme students d it by
mistake, they are ut f the game.
设计意图：通过“Simn Says”游戏结合面部动作的方式，复习
上节课所学的面部器官单词，增加游戏的趣味性和挑战性，激发学生
的学习兴趣和竞争意识。同时，让学生通过实际的面部动作来巩固对
单词的记忆和理解，锻炼学生的听力和反应能力，活跃课堂气氛。
2. Dialgue Review
Ask sme pairs f students t cme t the frnt and rle-play the
dialgue they learned in the last class abut intrducing the face and its
parts. They can use sme expressins and gestures t make the dialgue
mre vivid.
A: Hell, this is my face.
B: Oh, it's very cute. Yu have tw big eyes.
A: Yes, and I have a nse and a muth. I can see with my eyes, smell
with my nse and talk with my muth.
B: That's great. I als have these parts n my face.
After the rle-plays, ask the ther students t cmment n their
perfrmances and crrect any mistakes if necessary.
设计意图：让学生进行对话复习，检查学生对对话内容的掌握情
况，同时培养学生的口语表达能力和表演能力。鼓励学生运用表情和
手势使对话更加生动，能够提高学生的学习积极性和创造力。其他学
生的评价和纠错环节可以培养学生的倾听能力和批判性思维能力。
2. Presentatin
1. Learn the expressins f emtins
T: Nw, let's lk at sme different faces.（展示一些不同表情的图
片，如高兴的、难过的、生气的等）Hw des this face lk?（指着一
张高兴的脸）This is a happy face.（展示“happy”的单词卡片并板书
“happy”）The persn is happy. They might smile and their eyes might
be bright. Read after me, “happy”.（教师示范发音，学生跟读）
Ss: Happy.
T: What abut this ne?（指着一张难过的脸）This face lks sad.
（展示“sad”的单词卡片并板书“sad”）The persn is sad. Maybe they
are crying r their eyebrws are dwn. Say “sad”.（教师示范发音，
注意口型，学生跟读）
Ss: Sad.
T: And this face?（指着一张生气的脸）It's angry.（展示“angry”
的单词卡片并板书“angry”）The persn is angry. Their face might be red
and they might frwn. Read “angry”.（教师示范发音，学生跟读）
Ss: Angry.
T: Can yu make these expressins? Let's try.（教师引导学生做出
高兴、难过、生气的表情，同时说相应的单词）
设计意图：通过展示不同表情的图片，直观地引出表示情感的单
词“happy”“sad”“angry”，让学生从视觉上感受不同情感的面部特
征，帮助学生理解单词的含义。让学生自己做出表情并说单词，增加
学生的参与度和体验感，加深对单词的记忆。
2. Practice expressing emtins
(1) Pair wrk
The students wrk in pairs. One student makes an expressin
(happy, sad r angry), and the ther student guesses what emtin it is
and says the crrespnding wrd in English. Then they switch rles.
Fr example:
S1: (makes a happy expressin)
S2: Yu are happy.
S1: Yes, yu are right. Nw it's yur turn.
...
This activity can be repeated several times t reinfrce the
students' understanding and recgnitin f the emtinal expressins
and wrds.
设计意图：通过两两合作的猜表情游戏，让学生在互动中巩固所
学的情感词汇，提高学生的观察力和语言运用能力。同时，让学生通
过观察同伴的表情来猜测情感，培养学生的情感认知能力和同理心。
(2) Grup discussin
Divide the students int grups. The teacher gives each grup a
tpic, such as“When are yu happy?”“What makes yu sad?”r“Why
d yu get angry?”. The students need t discuss in grups and share
their experiences and feelings related t the tpic. They can use the
English wrds they have learned t express their emtins.
Fr example:
Grup 1 (tpic: When are yu happy?):
S1: I'm happy when I play with my tys.
S2: I'm happy when I eat ice cream.
S3: I'm happy when I get a gd grade.
...
After the discussin, each grup can chse a representative t
reprt their grup's discussin results t the class.
设计意图：以小组讨论的形式，让学生结合自己的生活实际，运
用所学的情感词汇来表达自己的情感体验和原因，培养学生的语言表
达能力和思维能力。同时，小组讨论可以促进学生之间的交流和合作，
让学生学会倾听他人的想法和感受，增强学生的人际交往能力。
3. Text extensin
1. Listen and watch a new dialgue
Shw a new dialgue n the multimedia curseware. The dialgue
is between tw friends talking abut their feelings at schl.
A: Hi, hw are yu tday?
B: I'm a little sad. I lst my pencil in the classrm.
A: Oh, dn't be sad. Let's lk fr it tgether. Maybe we can find it.
B: Thank yu. But I'm als happy because I made a new friend in the
mrning.
A: That's great! Yu shuld be happy. When I get a gd scre in
the test, I'm very happy t.
Play the vide and let the students listen and watch carefully.
设计意图：通过展示新的对话，拓展学生的学习内容，让学生在
不同的情境中进一步感受如何用英语谈论情感和表达关心，培养学生
的听力和理解能力。同时，引入在学校生活中常见的情感体验，如丢
失东西的难过和交到新朋友的高兴，丰富学生的语言表达和情感交流
素材。
2. Discuss and act ut
After watching the dialgue, ask the students t discuss in pairs
what they have learned frm the dialgue and then act it ut. Encurage
them t add sme f their wn wrds and expressins t make the
dialgue mre vivid.
S1: We learned hw t talk abut ur feelings and hw t cmfrt
ur friends when they are sad.
S2: Yes, we can als share ur happy things with ur friends.
Then they act ut the dialgue:
S1: Hi, are yu kay?
S2: I'm a bit angry. My bk was trn by smene.
S1: Oh, dn't be angry. Maybe it was an accident. We can fix it
tgether.
S2: Thank yu. Actually, I'm als excited because I'm ging t the
park with my family this weekend.
S1: That sunds great! Have a gd time.
设计意图：让学生通过讨论和表演新对话，进一步理解和掌握所
学的语言知识在实际情境中的运用，培养学生的口语表达能力、合作
学习能力和创新思维能力。同时，引导学生在对话中加入自己的想法
和感受，提高学生的语言运用灵活性和个性化表达能力，以及应对不
同情感情境的交流能力。
3. Create yur wn dialgue
Ask the students t wrk in grups f fur t create a new dialgue
abut their feelings and experiences in a certain situatin, such as at a
birthday party, n a hliday r during a sprts game. They need t use
the wrds and sentences abut facial expressins and emtins they
have learned. They shuld write dwn their dialgues first and then
practice acting them ut.
Fr example:
Grup 1's dialgue (at a birthday party):
E: Happy birthday! Hw d yu feel tday?
F: I'm very happy. Lk at my beautiful cake and all the presents.
G: I'm excited t. We can play games and have fun.
H: But I'm a little nervus. I'm ging t sing a sng fr yu later.
E: Dn't be nervus. Yu will d great. We are all here t supprt
yu.
After the grups have finished creating and practicing their
dialgues, ask sme grups t perfrm in frnt f the class and let the
ther students listen and evaluate.
设计意图：通过小组合作创作对话，培养学生的创造力和综合语
言运用能力，让学生在自主创作的过程中，灵活运用所学的面部器官、
情感词汇和句型来构建与实际生活情境相关的对话，同时提高学生的
团队协作能力和书面表达能力。表演环节可以让学生展示自己的学习
成果，增强学生的自信心和学习兴趣。其他学生的评价可以促进学生
之间的相互学习和提高。
4. Practice and cnslidatin
1. Listen and draw emtins
The teacher describes an emtin using simple sentences, such as
“Draw a happy face. The eyes are smiling and the muth is wide pen.”
r “Draw a sad face. The eyebrws are dwn and there are tears in the
eyes.” The students listen carefully and draw the crrespnding facial
expressin n a piece f paper.
Fr example:
T: Draw an angry face. The face is red and the eyebrws are knitted
tgether. The muth is frwning.
The students draw an angry face accrding t the descriptin.
After they finish drawing, ask sme students t shw their pictures
and describe the emtin in English.
S1: I draw an angry face. The persn is angry.
设计意图：通过听和画的练习，考查学生对所学情感词汇和面部
表情描述的理解和运用能力，同时培养学生的听力和绘画能力。让学
生展示并描述自己画的表情，可以锻炼学生的口语表达能力和自信心，
增加学习的趣味性。
2. Emtin Bing
Prepare sme bing cards with different facial expressins (happy,
sad, angry, etc.) drawn r printed n them. Each card has a 3x3 r 4x4
grid f these expressins. The teacher calls ut the emtinal wrds ne
by ne. The students need t mark the crrespnding expressins n
their bing cards. The first student wh gets a rw, a clumn r a
diagnal f marked expressins shuts “Bing!” and wins the game.
Fr example:
The teacher says: “Happy.” The students find the “happy” face
n their cards and mark it.
Then the teacher says:“Sad.”The students mark the“sad”face
if they have it n their cards.
...
This game can be played several runds t ensure that all students
have a chance t participate and practice recgnizing the emtins.
设计意图：利用“Emtin Bing”游戏，巩固学生对不同情感表
情的识别和记忆，提高学生的观察力和反应能力。同时，游戏的竞争
机制可以激发学生的学习积极性和参与度，让学生在轻松愉快的氛围
中学习和巩固知识。
3. Sentence Making Cmpetitin abut Emtins
Divide the students int several grups. The teacher gives an
emtin wrd, such as“happy”,“sad”r“angry”. Each grup needs
t make as many sentences as pssible using the given emtin wrd
within a limited time. Fr example, fr the wrd “happy”, the grups
can make sentences like“I'm happy when I play with my friends.”“My
mm is happy because I gt a gd grade.” “The dg is happy when it
gets a bne.” etc.
The grup that makes the mst crrect and creative sentences wins.
After the cmpetitin, praise the winning grup and encurage all
the students t keep learning and using English t express their
emtins.
设计意图：通过句子创作竞赛，激发学生的学习积极性和创造力，
让学生在紧张而有趣的氛围中灵活运用所学知识进行句子创作，培养
学生的语言运用能力和思维能力。以情感单词为主题进行句子创作，
能够加深学生对情感词汇的理解和运用，同时鼓励学生积极参与英语
学习，提高学生的学习兴趣和自信心。
5. Summary
1. Review the key pints
T: Tday, we have learned mre abut emtins. We learned the
wrds “happy”, “sad” and “angry” t describe hw we feel. We
als talked abut ur feelings in different situatins and created
dialgues abut them. Can yu remember what we learned?
Ss: Yes.
T: Let's review the wrds and sentences tgether.
Ss: Happy, sad, angry... I'm happy/sad/angry. When..., I'm...
T: Very gd. Yu have all dne a great jb in learning English and
expressing yur emtins.
设计意图：与学生一起回顾本节课所学的重点内容，包括新学的
情感词汇以及关于情感表达的对话创作等，帮助学生梳理知识框架，
加深对所学知识的记忆，确保学生对本单元的知识有一个全面的掌握。
2. Encurage students
T: Yu are all very gd at expressing yur emtins in English.
Emtins are a part f ur life and it's imprtant t knw hw t talk
abut them. Keep using English t share yur feelings with yur
classmates and friends. Remember, it's kay t have different emtins
and we shuld learn t deal with them in a psitive way. I'm prud f
yu all. Keep up the gd wrk and yu will be able t cmmunicate
better in English in the future.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习
自信心和积极性。同时，引导学生认识到情感表达的重要性，并鼓励
学生在日常生活中积极运用英语来分享自己的情感，培养学生的语言
运用习惯和积极的情感态度。强调正确对待不同情感的方式，帮助学
生树立健康的心理观念。
6. Hmewrk
1. Write a shrt stry abut a day when yu had a strng emtin
(happy, sad r angry). Yu need t describe what happened and hw
yu felt. Use the English wrds and sentences we learned in this unit.
Fr example:
Yesterday was my birthday. I was very happy. I gt many presents
frm my parents and friends. We had a big cake and sang sngs tgether.
I had a great time. But when I accidentally drpped my favrite ty and
brke it, I was a little sad. Hwever, my friends cmfrted me and we
played games again. I was happy again in the end.
设计意图：通过写作作业，让学生将所学的英语知识进行综合运
用，培养学生的书面表达能力和思维能力。同时，让学生回忆自己有
强烈情感体验的一天并写下来，能够加深学生对情感词汇和句型的理
解和记忆，提高学生的学习兴趣和积极性，也有助于学生自我情感的
梳理和表达。
2. Observe the facial expressins f yur family members r friends
when they are talking r ding smething. Guess their emtins and talk
t them in English abut what yu think they are feeling. Fr example,
yu can say t yur mm: “ Mm, yu lk happy. Are yu happy
because we are ging t the park?”
设计意图：布置观察和交流的作业，让学生将英语学习延伸到实
际生活中，培养学生的观察力和情感认知能力。通过观察身边人的面
部表情并猜测情感，然后用英语进行交流，能够提高学生在实际情境
中运用英语表达情感的能力，增强学生与他人的互动和沟通，同时也
让学生更加关注他人的情感变化，培养学生的同理心和人际交往能力。
六、板书设计
Unit5 Lvely faces
Wrds:
face eye ear nse muth
happy sad angry
Sentences:
This is my face.
I have tw eyes/a nse/a muth/tw ears.
I'm happy/sad/angry.
设计意图：板书设计简洁明了，将本单元的重点单词分为面部器
官和情感两类进行展示，方便学生直观地看到所学内容。句型部分列
出了介绍脸和面部器官以及表达情感的常用句型，为学生的语言运用
提供了示范和引导。通过板书的呈现，能够帮助学生在课堂学习过程
中更好地理解和记忆重点知识，同时在练习和表达时可以随时参考板
书进行组织和输出，提高课堂教学效果。