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单元整体教学设计
Unit 3 Daily Life
L2语篇A内容为 Bill, Ted与Mrs Smith的对话，内容涉及早餐吃什么。
What
Why
How
通过三人关于早餐的对话，引导学生树立合理搭配早餐、选择健康食物的意识。
语篇为小学生日常生活对话，涉及食物的词汇，如bread, egg, milk, cake, banana, apple juice；以及询问他人想要什么食物时的功能句 What do you want for breakfast
Bill: Good morning, Mrs Smith.
Mrs Smith: Good morning, Bill. Did you sleep well
Bill: Yes, I did.
Ted: Morning, mum!
Mrs Smith: Hi, Ted. What do you want for breakfast
Ted: I want some bread, an egg and some milk for breakfast. What about you, Bill
Bill: Oh, let me see. Can I have some cake
Mrs Smith: Sure.
Bill: And I want some bananas and an egg.
Mrs Smith: Do you want some juice
Ted: Yes. I want some apple juice. What kind of juice do you want, Bill
Bill: I want some apple juice, too. I think apples are very healthy.
Bill: This breakfast is delicious ...Oh, Ted, it's 8:00. It's time to go to school.
Ted: OK. Let's go. Goodbye, mum.
Bill: Goodbye, Mrs Smith.
Mrs Smith: See you after school.
Unit 3 Daily Life
核心句型:
What do you want for breakfast
Do you want eggs …
听力语篇内容结构梳理
Food & Drinks egg orange juice
meat apple juice
cake milk
bread
banana
tomato
fish
sandwich
vegetable
L2语篇C是一篇介绍如何制作三明治的说明文。
通过介绍三明治的制作方法，引导学生尝试制作自己喜欢的美食，并尝试写出制作步骤。
语篇为说明文，涉及食物的词汇（bread, meat, tomato, egg, fish, vegetable）；做饭的动词（cut, put）和表示顺序的副词（first, next, then, last）。
What
Why
How
Unit 3 Daily Life
阅读语篇内容结构图
Today we are going to make a sandwich.
Materials: bread, meat, tomatoes, eggs, fish, vegetables
Next, cut meat and put …
First, put …
Then, cut the tomatoes …
You can also
put vegetables …
Last, put…
Some people
like fish. You can put …
Your sandwich is ready. Enjoy!
L3语篇A是Ted一家的对话，内容涉及Ted牙疼，妈妈给他的健康建议；Tina想吃垃圾食品，爸爸给她的饮食建议。
通过一家人的对话，使学生判断图中人物有何不适，并提出应对办法，引导学生养成健康的饮食习惯。
语篇以一家人对话的形式呈现， 涉及建议的表达（should，shouldn’t）。
Mum: Ted, You are eating so little. What’s wrong Do you have a stomachache
Ted: No, I don't. I have a toothache.
Mum: That's too bad. You should see a dentist. Let's see the dentist tomorrow morning. You shouldn't eat too much candy. You should eat more vegetables and drink more water.
Dad: Tina, what's wrong You're not eating. Do you have a toothache, too
Tina: No, I don't. I just don't like this food. Can I have a hamburger and some ice cream
Dad: Sorry, you can't. You shouldn't eat that kind of food every day. It's not healthy.
Mum: Yes. You should eat fruit and vegetables every day. An apple a day keeps the doctor away.
Tina: OK.
What
Why
How
Unit 3 Daily Life
听力语篇内容结构梳理
problems advice
Ted has a toothache. He should see a dentist.
He shouldn't eat too much candy.
He should eat more vegetables and drink more water.
Tina wants to have a hamburger and some ice cream. She shouldn't eat junk food every day.
She should eat fruit and vegetables.
核心句型:
What’s wrong
You should/shouldn’t …
L3语篇C为师生之间的对话，学生们对健康的生活习惯发表见解，如少吃垃圾食品，常运动等。
通过对话，引导学生分辨健康和不健康的生活方式，逐步养成健康的习惯。
语篇运用祈使句should和shouldn’t呈现如何保持健康。
What
Why
How
Unit 3 Daily Life
阅读语篇内容梳理
Tips for Keeping Healthy Don’t Do
Don’t eat hamburgers, sandwiches and ice cream every day. Eat more fruit and vegetables.
Don’t watch too much TV. Eat less meat and candy.
Don’t play computer games for too long. Keep clean. Wash hands before eating and brush teeth twice a day.
Exercise at least one hour a day.
Get enough sleep and be happy every day.
语篇使用祈使句，如Don’t ...
以Bill的介绍为例，引导学生说明如何保持健康。
语篇是Bill介绍如何保持健康的例文，列举了一些方法，如多喝水、充足睡眠、常运动。
Unit 3 Daily Life
What
Why
How
教材的优势
教材内容涉及日常作息、周末生活、健康饮食与美食制作、疾病与健康生活习惯。
教材内容涉及的话题较多，在备课中可由主线Healthy Living串联起来。同时，教材中关于课余活动的短语、饮食的词汇比较有限，不足以支撑学生用英语表达自己的日常生活。
1. 认知特点
2. 跨学科背景知识
3. 学科内知识储备
4. 生活经验
确定
项目主题
明确
核心知识
驱动问题及产品
入项
知识与
能力建构
合作探究
形成成果
出项
总结反思
六年级学生的认知特点： 根据皮亚杰认知理论，学生处于从具体运算到形式运算的过渡阶段，思维在从具体到抽象形成的过程中，能够分析问题和推理，逐渐摆脱自我中心思维，开始能够从他人的角度看待问题。
1. 认知特点
确定
项目主题
明确
核心知识
驱动问题及产品
入项
知识与
能力建构
合作探究
形成成果
出项
总结反思
跨学科
背景知识
2.跨学科背景知识
确定
项目主题
明确
核心知识
驱动问题及产品
入项
知识与
能力建构
合作探究
形成成果
出项
总结反思
· 自主选择课余生活
· 周末巧安排
· 作息有规律
· 吃饭有讲究

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