A Winning Lesson Plan for PEP Primary English
Grade 6 Unit 6 "How do you feel?"
I. Introduction
Good morning, respected judges and teachers! Today, I’m delighted to present my lesson plan for PEP Primary
English Grade 6, Unit 6 "How do you feel?". This unit centers on the theme of "emotions and advice", focusing on
emotion vocabulary, sentiment expression, and suggestion-making sentences. It aligns with the New Curriculum
Standards for Primary English, aiming to develop students’ language competence, critical thinking, and emotional
management awareness. Now, let’s explore the details step by step.
II. Analysis of Teaching Material
Position & Role: This unit is a key part of Grade 6 English learning. It connects to Grade 5’s "daily life
communication" (., talking about hobbies) and lays a foundation for junior high school’s "complex emotional
expression" (., discussing problems and solutions). The core content—"emotion words + suggestion sentences"—is
highly practical, helping students bridge classroom learning with real-life scenarios like comforting friends or
expressing their own feelings.
Key Content:
Vocabulary: Emotion words (happy, sad, angry, worried, afraid) and related verbs (take a deep breath, count to
ten);
Sentence Patterns: Expressing emotions ("How do you feel? I feel...") and giving advice ("Why don’t you...? You
should...");
Text Type: A short dialogue about "Mike’s bad day" (Let’s talk) and a narrative passage about "solving
emotional problems" (Read and write).
III. Analysis of Students
Prior Knowledge: Grade 6 students have mastered basic daily communication skills (., talking about
weekends, hobbies) and simple adjective usage (., happy, tired). They can understand short dialogues and write 3-5
simple sentences independently.
Learning Characteristics:
Strengths: They have stronger logical thinking than lower grades, can participate in group discussions actively,
and are willing to share personal experiences (., talking about their "happy or sad moments");
Challenges: ɪ Confusing similar emotion words (., "worried" vs "afraid"); ɪ Using suggestion sentences
flexibly in real contexts; ɪ Understanding the emotional logic in narrative passages (., why Mike feels angry).
IV. Teaching Aims
1. Knowledge Aims
Master 5 core emotion words (happy, sad, angry, worried, afraid) and 2 functional verbs (take a deep breath,
count to ten) in listening, speaking, reading, and writing;
Understand and use key sentence patterns:
Expressing emotions: "How do you feel? I feel... Because...";
Giving advice: "Why don’t you...? You should...".
2. Ability Aims
Can listen to and extract emotional information from short dialogues (., judging "how the speaker feels" from
the tone);
Can conduct a 2-minute dialogue with peers about "emotional problems and advice";
Can read a short narrative passage about emotions and answer "why" questions (., "Why is Amy worried?").
3. Affective Aims
Cultivate emotional awareness: Learn to recognize and express personal emotions correctly;
Develop empathy: Learn to give appropriate advice to friends when they are in bad moods;
Enhance teamwork spirit: Cooperate with group members to complete "emotion advice cards".
V. Key & Difficult Points
Key Points:
Pronunciation and usage of emotion words (especially "worried" /ɪwɪrid/ and "afraid" /əɪfreɪd/);
Flexible use of suggestion sentences ("Why don’t you...?" for informal advice, "You should..." for general
advice).
Difficult Points:
Connecting emotions with reasons using "because" (., "I feel sad because I lost my pen.");
Understanding the emotional changes in the narrative passage (., Mike from "angry" to "calm").
VI. Teaching Methods & Learning Strategies
1. Teaching Methods
Situational Teaching Method: Create "Mike’s bad day" scenario (via pictures and short videos) to make emotion
learning vivid;
Task-based Language Teaching (TBLT): Design "emotion advisor" task to drive students to use target language;
Cooperative Learning Method: Arrange group discussions to solve "emotional problems" together;
Multimedia Aids: Use PPT, audio clips (with different emotional tones), and emotion cards to attract students’
attention.
2. Learning Strategies
Scaffolded Learning: Provide sentence frames (., "I feel ______ because ______. You should ______.") for
weak learners;
Contextual Learning: Learn emotion words through "facial expression games" (., making "angry" faces while
saying the word);
Self-assessment & Peer Assessment: Guide students to evaluate their own and classmates’ dialogue performance
(., "Did he use 'because' to explain emotions?").
VII. Teaching Procedures
The lesson lasts 40 minutes, divided into 5 parts:
Step 1: Warm-up & Lead-in (5 mins)
Emotion Song & Game:
Play the song "If You’re Happy and You Know It" (adapted with "angry" and "sad" actions: stamp feet for angry,
frown for sad). Students sing and do corresponding actions;
"Facial Expression Guess": Show emotion pictures (., a worried boy) on PPT. Ask: "How does he feel?"
Guide students to guess using simple words (happy/sad).
Lead-in to New Topic:
Show a short video clip (1 minute): Mike shouts at his friend because his toy car is broken. Ask: "How does Mike
feel? Why? What can we do to help him?" Lead to the lesson theme—talking about emotions and giving advice.
Design Purpose: Activate prior knowledge of simple emotions and arouse interest in the new topic.
Step 2: Presentation (10 mins)
Vocabulary Teaching:
Teach emotion words via "real-life scenarios":
Hold a "broken pencil" and say: "Oh no! My pencil is broken. I feel sad." (make sad face)；
Show a "test paper with low score" and say: "She got 60 points. She feels worried."；
Pronunciation tip: For "worried", split into "wor-ried" and clap syllables; for "afraid", emphasize the first syllable
/əɪfreɪd/.
Game: "Emotion Charades"—One student acts out an emotion (., angry), others guess the word.
Sentence Teaching:
Contextual Demonstration:
PPT shows Mike’s problem: "Mike’s toy car is broken. He feels angry."；
Teacher says: "How do you feel, Mike?" (imitate Mike’s voice) Answer: "I feel angry because my toy car is
broken."；
Ask students: "What can Mike do?" Guide them to say: "He should take a deep breath." Then teach the
suggestion sentence: "Why don’t you take a deep breath?"
Sentence Frame Board: Write on the blackboard:
How do you feel? → I feel ______ because ______.
What should I do? → Why don’t you ______? / You should ______.
Design Purpose: Use real scenarios and demonstrations to make abstract emotion words and sentences concrete.
Step 3: Practice (12 mins)
Layered Practice:
Basic Level (Individual Work): "Emotion-Sentence Matching"—Match emotion words (angry/worried) with
reason sentences (., "I lost my key." → worried);
Intermediate Level (Pair Work): "Problem & Advice"—Students work in pairs. One says a problem (., "I can’t
find my English book."), the other gives advice using target sentences:
A: I feel worried because I can’t find my English book.
B: Why don’t you ask the teacher for help? You should look in your schoolbag again.
Advanced Level (Group Work): "Emotion Passage Reading"—Give a short passage about Amy (., "Amy has a
math test tomorrow. She feels worried.") Ask groups to answer: "How does Amy feel? Why? What advice can you
give her?"
Design Purpose: Meet different students’ needs and consolidate knowledge from simple to complex.
Step 4: Production (10 mins)
Task: "Emotion Advisor Card" Creation
Group Task: Divide students into 4 groups (5 students each). Each group gets:
1 "Problem Card" (., "Tom feels sad because he can’t play football with friends.");
1 blank "Advisor Card" (with sections: Emotion, Reason, Advice 1, Advice 2);
Task Requirements:
Discuss in groups: Fill in the "Advisor Card" using target language;
Design a small dialogue to present the problem and advice;
Presentation: Invite 2 groups to share their "Advisor Card" and perform the dialogue. The class and teacher give
feedback (., "They used 'because' correctly to explain the reason!").
Design Purpose: Let students apply knowledge in real-like "advising" scenarios and develop teamwork.
Step 5: Summary & Homework (3 mins)
Summary with Mind Map:
Ask students to retell the key points with the mind map.
Homework (Tiered):
Basic: Copy emotion words and key sentences 2 times, with simple drawings (., a worried face next to
"worried");
Intermediate: Talk with family about "a time you felt sad" and write 2 sentences about the reason and advice;
Advanced: Make a "Family Emotion Diary"—Record one family member’s emotion for 3 days (., "Mom felt
happy because she made delicious food.").
VIII. Blackboard Design
Left (Vocabulary) Middle (Sentence
Patterns)
Right (Task Zone)
ɪ happyɪ sadɪ angryɪ
worriedɪ afraidɪ take a deep
breathɪ count to ten
1. How do you feel? I feel
______ because .
What should I do? Why don’t
you ______? You should
______.
Group 1: Tom’s problem
→ sad (can’t play
football)Group 2: Amy’s
problem → worried (math
test)ɪ Excellent Groups
IX. Teaching Reflection (Preview)
This lesson integrates "emotion education" with "language learning", which fits Grade 6 students’ cognitive and
emotional development needs:
Strengths: Situational teaching (Mike’s story) effectively helps students understand emotion words; the "Advisor
Card" task makes advice-giving practical and meaningful;
Improvements: For students who confuse "worried" and "afraid", add a "scenario comparison" (., "worried
about a test" vs "afraid of a dog") in the next lesson to clarify differences.
By focusing on students’ core competencies, this lesson not only improves their English skills but also teaches
them to care about others’ emotions. Thank you!
