Unit 1 Lesson 3 Making Breakfast 说课（课件）-2024-2025学年冀教版（三起）英语六年级上册

Making breakfast Teaching concept Teaching design Teaching procedure CONTENTS 1.综合课程 强化学科内知识整合，统筹设计综合课程和跨学科主题学习。 2.实践育人 加强课程与生产劳动、社会实践的结合，充分发挥实践的独特育人功能。 3.协同育人 注重培养学生在真实情景中综合运用知识解决问题的能力，强化课程协同育人能力。 发展学生核心素养 英语学习 活动观 Teaching Design Teaching Procedure Teaching Concept Transdisciplinary Thematic Learning 跨学科主题学习 C P Core Value 分析文本 提取意义 O T E Problem Chain 创设情境 呈现问题 Objective Layer 告知目标 促进理解 Task Cluster 呈现任务 提供支架 Evidence Set 采集证据 应用反馈 Teaching Procedure Teaching Concept Teaching Design Problem Chain Evidence Set Objective Layer Core Value Task cluster Textbook Analysis Problem Chain Evidence Set Objective Layer Core Value Task cluster U5 Cooking at home 单元主题: Easy cooking, healthy eating. 了解食材，懂得烹饪的简单步骤，初步养成健康的饮食习惯。 懂得烹饪的简单步骤 了解不同食材以及特点 享受美食，享受生活， 初步养成健康的饮食习惯 Lesson 1 Know about ingredients Lesson 2 Buy ingredients Lesson 3 Learn to cook Lesson 4 Cook at home Lesson 5 Eat out 改成cooking 介绍制作吐司和麦片粥所需食材、厨具以及制作的过程。 作者希望读者能够学习到如何制作简单早餐，关注早餐的合理营养搭配，引导读者享受劳动的乐趣。 该文本为Non-fiction绘本； 全文主要使用了一般现在时，以小男孩自述的口吻描述场景和步骤；文本语言简单，句式复现率高。 Picture Book Analysis Problem Chain Evidence Set Objective Layer Core Value Task cluster 生活自理 饮食与健康 人与自我 认知水平 模仿能力、好奇心强； 对于带有实践性、操作性的活动，学生有很大的兴趣。 生活经验 大部分三年级学生有做家务以及做饭的经验； 部分学生在生活中没有制作早餐的经历，但对早餐的食材以及制作过程有一定的了解。 知识储备 学生掌握了较多与食物主体相关的词汇； 本学期的教材学习中，学生掌握了食材和部分调味料的表达。 学习挑战 逻辑清晰地表述早餐的制作步骤； 梳理与概括文本信息。 Student Analysis Problem Chain Evidence Set Objective Layer Core Value Task cluster 讲三年级 生活情境： Making breakfast at home 呈现问题： How can we make delicious and healthy breakfast? What do we make for breakfast? What do we need to make breakfast? How do we make breakfast? Core Value Evidence Set Objective Layer Problem Chain Task cluster 英语学习活动观倡导学生围绕真实情境和真实问题，进行语言学习和运用活动。 这本书提供了真实的生活情境，带领孩子们探究：How can we make delicious and healthy breakfast? This is the problem chain:。。。 通过对问题链的探究，学生逐步解决问题，培养核心素养。 Learning Objectives 1 在读、说、做的活动中， 梳理制作toast的材料和步骤，认识recipe的结构。 2 在小组学习合作活动中，会运用recipe自主阅读，梳理制作porridge的材料和步骤。 3 借助recipe，完整介绍如何制作早餐。 4 形成积极参与劳动、 做力所能及的事情的意识。 5 体验制作早餐的乐趣， 初步了解早餐的营养搭配。 Problem Chain Evidence Set Objective Layer Core Value Task cluster 劳动课程课标要求： 能够使用简单的烹饪器具，以及对食材进行切配；能制作简单的菜肴。 综合实践课程课标要求： 能够主动参与家务劳动， 学做简单的家常餐。 Core Value Problem Chain Evidence Set Task 1: Making toast together Task 2: Making breakfast at home Objective Layer Task Cluster 任务一：带领学生在课堂上制作toast 学生了解了制作toast的食材，学会了使用toaster制作toast，感受到做早餐的乐趣。 任务二：在家制作早餐 这节课结束之后，学生需要完成task 2，在家制作早餐，并拍摄视频介绍。 Transdisciplinary Learning Assessment Core Value Problem Chain Objective Layer Task Cluster Evidence Set Teaching Procedure PART 03 Activity 1 Pre-reading | While-reading | Post-reading Purpose: To get students involed quickly; To activate students’ prior knowledge. Purpose: To raise students’ reading interest and develop their thinking quality. Pre-reading | While-reading | Post-reading Activity 1 Pre-reading | While-reading | Post-reading Purpose: To help students get the main point. To improve students' reading skill: skimming. Activity 2 整体阅读，找出主要内容 训练阅读策略skimmimg Pre-reading | While-reading | Post-reading Text features are used to help navigate and locate specific information provided in a nonfiction text in an easier and more efficient manner. Purpose: To help students master certain reading strategies. P25:语言技能内容一级要求：根据图片和标题，推测语篇 的主题、语境及主要信息。 训练学生阅读技巧，提升阅读能力。 Activity 3 Pre-reading | While-reading | Post-reading Purpose: To guide students to apply the reading strategy to catch information. 细度，找出细节信息 帮助学生获取有关食材与厨具的细节信息 Activity 4 Pre-reading | While-reading | Post-reading Purpose: To teach students to catch and organize the information with key words. To make students’ expression more logical. 教会学生利用关键词提取和梳理 Pre-reading | While-reading | Post-reading Purpose: To let students know different ways to make toast. To encourage them to make breakfast at home. Activity 5 Pre-reading | While-reading | Post-reading Purpose: To develop students’ independent reading ability with the help of the recipe. To enhance their collaboration skills. Activity 6 Pre-reading | While-reading | Post-reading Purpose: To establish the awareness of healthy diet. P24:文化知识内容一级要求：了解不同国家或文化背景下的家庭生活、饮食习惯等的异同。 Activity 7 Purpose: To improve the speaking fluency and collaboration skills. Pre-reading | While-reading | Post-reading Activity 1 Pre-reading | While-reading | Post-reading Purpose: To improve reading fluency. Activity 2 Pre-reading | While-reading | Post-reading Purpose: To form positive values about doing things independently. After-class tasks Pre-reading | While-reading | Post-reading Purpose: To connect the text to students’ life and foster their problem-solving skills. 加强课程与生产劳动、社会实践的结合，充分发挥 实践的独特育人功能。 All genuine learning comes through experience. They make breakfast, they experience and they learn. And that’s what happened in this lesson. Thank you! $$