Eating out教案设计
中职英语第三册—Unit 5 Eating Out
Unit 5 Eating OutListening1．教学重点学习年份、打电话问好，邀请和应邀、给他人提建议的相关表达。
2．教学建议A 本部分主要包含五组表示年份的数词，每组两个，要求学生根据听到的录音填写。
主要以此考察学生对年份表达方式的掌握。
①做每组练习之前，教师可以让学生先联想年份的表达方式，并建议学生举例。
提醒学生在放第一遍录音时填写正确的答案，在放第二遍录音时确认答案。
②放第一遍录音，要求学生在放第一遍录音时填写正确的答案。
③放第二遍录音，要求学生在播放录音时再次确认填写的答案。
每组单词之间给出学生2~3秒钟的时间快速浏览下一题。
④教师核对答案，可以以提问的形式或自由回答的形式与学生互动，纠正错误，解决学生对答案的疑问。
B 本部分主要包含一段多个回合的简短对话。
要求学生在播放录音的过程中填写对话中空缺的单词。
主要考察学生对细节以及单词拼写的掌握。
①练习之前，教师可以让学生先快速浏览整个对话，让学生熟悉文章可能涉及的内容，并且提醒学生在放第一遍录音时了解对话的大体意思。
②放第一遍录音，要求学生在放第一遍录音时了解对话的大体意思。
③放第二遍录音前，提醒学生在录音播放过程中完成填空。
④放第二遍录音，把对话的每个回合分别播放，每个回合之间给出适当的停顿，要求学生要在录音播放过程中填写答案。
⑤教师核对答案，可以以提问的形式或自由回答的形式与学生互动，纠正错误，解决学生对答案的疑问。
⑥最后再将整篇对话录音播放一遍，解决学生对答案的疑问纠正错误。
C 本部分主要包含五个句子的听写，主要考察学生对整句话的理解以及快速拼写的能力。
①做练习之前，教师可以提醒学生在放第一遍录音时了解每句话的大体意思。
放第一遍录音，要求学生在放第一遍录音时了解句子的意思，并且记录句中的关键词汇和短语。
②放第二遍录音前，提醒学生在录音播放过程中记录下连贯的句子。
③放第二遍录音，要求学生在录音播放过程中记录下连贯的句子，每句之间给出5~10秒的时间整理答案。
《英语》教案Unit9Eatingout(中职教育).docx
Unit 9 Eating outAims and Demands：1.Enable the Sts to grasp the functions about u Reservation and Ordering a meal ” and raise their ability to speak English after learning L&S Task2.2.Cause the Sts to overcome the language obstacle and to be able to read and understand the text exactly under the help of the teacher 1 earning R&W Task23.Make the Sts understand Modal Verb and be able to use Modal Verb in speaking and writing under the help of the teacher after 1 earning Model Verb.Keys and Difficul ties：IP： Vocabulary , Grammar, word study FunctionsDP: Be able to use important expressions and speaking of this unit.Teaching Methods:1.Suitable teaching methods2.Let Sts master some technical of listeningbine listening speaking , rcading and writing・Teaching Periods：Word 1ist 1periodListen and Speak : 1periodRead and Write Task 1 lperiodRead and Write: Task2 lperiodGrammar : lperiodRevision lperiodTest lperiodthe First Period 第1课时TbpiczNew words of Unit 9Aims and Demands:Let the Ss 1i sten and read the new words-Explain and use the main knowledge-Type of Lesson 決 oneTeaching MethodsYoach ing and practicingTeaching Procedures:（一）Organization（二）Act out the dialogues（三）Leading：（四）New Content:Step IListen to the recording and read after it.Step 2Let the Ss read the new words one by one.Step 3Read new words after the teacher.Step 4Explain some main words and practice using them.Step JzSum upStep ^zToday" s homework.Step 7:Se1f of examination：the Second Period第2课时Topic： Eating OutAims and Demands：1.Master some new words and expressions;2.Improve the ability of listening and speaking.Keys and Difficulties：Understanding the listening materials.Type of Lessons： New OneTeaching Methods： CommunicativeTeaching Procedures：（一）Organization（二）Revision and Questions Warm-up（三）Leading Liste n to the two telepho no cal Is and complete the reservati on for m.（四）New ContentListen and Speak :Task 1Step 1Warm-up:This is a vocabulary building exercise on names and categories of foods and drinks. Most of the words are from the sy 1 labus. Ask the students to fill in and learn them by heart・Main course baked fishVegetables carrotDrinks coffeeDesserts Cheese cakeStep 2Explain the meaning of some import an t words1）cafe a small restaurant2）reserve to arrange for Sth・ to bae kept for one" s use.3）dressing a liquid mixture for adding to a dish,especially a salad4）well-done cooked thoroughlyStep 3Li sten to the tape and compl ete the T^eservation form.Step 4Get the Sts to do the play in pairs・（五）Conlida tion（/\） Sum Up本节课主要学习了如何预定和点菜两个交际功能。
深圳优质微课教案 小学英语四年级 Unit 7 Eating out教学设计
Unit 7 Eating out教学设计教材：深港版小学英语第七册Unit7 Eating out (B1) 第二课时教学目标：1.语言知识目标：（1）学会新句型：What would you like? I ‘d like…2.语言技能目标：（1）学习如何询问别人和回答自己想要吃的食物和喝的饮料。
（2）培养学生合作的良好习惯。
3.学习策略目标：以陈老师梦想开餐厅为主线，为学生创设接近真实的生活情景，让学生在情景中学会如何点餐。
4.情感态度目标：引导学生使用文明礼貌用语进行活动交流，在模拟生活的情景中了解餐厅礼仪，文明用餐，学会关心他人。
教学重难点：1.教学重点：能听懂会说What would you like? I’d like…2.教学难点：区分I’d like 和I like 的用法，强调What would you like?的对应答句是I’d like…教学方法：情景教学法、任务型教学法、交际法、多媒体教学法教学用具：PPT、多媒体教学平台、平板电脑、卡片、模拟菜单、纸碟、围裙等实物教学流程：一、组织教学1．跟学生打招呼问候。
二、课前习检查呈现1．呈现学生外出用餐照片，设计情景主线：陈老师准备开一家餐厅。
2．通过陈老师餐厅的自制菜单复习关于食物的单词，展示学生课前学的学习单，根据课前习单词的学习情况，解决课前习学生存在的问题3. 展示学生课前习制作的菜单，小组合作分享交流。
三、课中习1.课文学习：通过听、读、演层层深入学习课文内容和重点句型，展示学生课前收集的食物单词，汇总成word bank，让学生替换课文中的食物单词，创新文本。
2. 用一首chant来巩固句型的学习，用word bank的单词进行替换，设计新的chant，活跃课堂气氛。
3. 情景活动：先请一组学生到陈老师的餐厅点餐，接着让学生模拟点餐情景进行小组活动。
（教师给学生提供关于点餐的句子，提醒学生注意餐厅礼仪）4.邀请外教到你们餐厅用餐，让学生通过之前的学习，创设条件进行交流。
Eatingout教案设计
Eating Out 教案设计一、教学目标1. 知识目标（1）能够正确使用英语描述餐厅的名称、位置、菜单和价格等信息。
（2）能够运用英语询问和回答关于餐厅、菜单、口味和支付方式等问题。
（3）了解西方餐饮文化，提高跨文化交际能力。
2. 技能目标（1）能够听懂、说清关于餐厅、菜单、口味和支付方式的英语对话。
（2）能够运用英语进行情景交际，提高实际应用能力。
（3）培养学生的团队合作精神和口语表达能力。
3. 情感目标激发学生对英语学习的兴趣，培养学生的合作意识，提高学生的跨文化交际能力。
二、教学重难点1. 重点（1）餐厅名称、位置、菜单和价格的英语表达。
（2）询问和回答关于餐厅、菜单、口味和支付方式的问题。
（3）运用英语进行情景交际。
2. 难点（1）描述餐厅、菜单和口味等抽象事物的英语表达。
（2）正确使用英语进行跨文化交际。
三、教学方法1. 情境教学法：通过设定餐厅场景，让学生在真实情境中学习、实践英语。
2. 交际法：引导学生运用英语进行角色扮演，提高口语表达能力。
3. 任务型教学法：通过完成各种任务，培养学生合作意识和解决问题的能力。
四、教学步骤1. 导入：教师展示餐厅图片，引导学生谈论自己喜欢的餐厅，引出本课主题。
2. 新课内容：教师介绍餐厅的名称、位置、菜单和价格等基本知识，讲解相关词汇和句型。
3. 实践环节：学生分组进行角色扮演，模拟在餐厅点餐、询问菜单、口味和支付方式等情景。
4. 听力练习：教师播放餐厅相关的英语对话，学生听后回答问题。
五、作业布置1. 完成课后练习，巩固所学知识。
2. 调查并介绍自己喜欢的餐厅，准备下一节课分享。
3. 预习下一课内容，了解西方餐饮文化。
六、教学内容1. 餐厅类型：介绍中餐馆、西餐馆、日餐馆等不同类型的餐厅及其特点。
2. 菜单词汇：学习各种菜品的英语表达，如炒菜、烤肉、寿司等。
3. 点餐用语：学习如何用英语点餐，包括询问菜单、推荐菜品、特殊要求等。
七、教学步骤1. 引入：教师展示不同类型的餐厅图片，引导学生谈论各自喜欢的餐厅类型。
Eatingout课件
课题
新纪元英语3B Chapter3 Eating out(第一课时教案)
班级：5.2班
学校：木鱼小学
讲课人：向秀蓉
教材分析
本课时选自（新纪元英语3B五年级起点）chapter 3 Eating out本教材贴近学生生活实际，由浅入深为学生创设了真实生动语境，五年级的学生英语有一定的基础，但有部分学生的基础不是很好，本课时从学生的学习兴趣出发，以任务为基础，以交际为目的，在学习中始终采用“词不离句”的教学原则。本课时采用情景引入—词汇引入—主题操练----固练习来进行对食物的学习。
教学方法
任务型教学法，情景教学法。
教学准备
PPT课件，卡片
课型
新授课
学教步骤
教师教学活动设计
学生1 Warming—up
1.greeting
T: Hello, boys and girls.。
Ss: Hi, teacher.
T: How are you ?
Ss: I’m fine, thank you. And you?
板书设计Chapter2 AIce cream
strawberry
coconut
Mary is eating strawberry ice cream mango ice cream
Tom and Beeno are eating coconut ice cream melon
chocolate
milk water drink
把这些单词参透入本课的重点句型中，学生在无形中“消化”了本课的重点句型。这样的教，使学生乐于接受和参与其中。
学生语言的习得有多种途径，能够把课内的所得转化为课外的实际运用能力，才能达到学习英语的真正目的。
UniteEatingOutinShanghai教学设计新世纪版五年级下册教案
U n i t e E a t i n g O u t i n S h a n g h a i教学设计新世纪版五年级下册教案集团标准化工作小组 #Q8QGGQT-GX8G08Q8-GNQGJ8-MHHGN#新世纪版五年级英语下册Unite 8 Eating Out in Shanghai教育目标:培养学生对外国友人友好相处的好习惯,并在学习上,生活上给予热情的帮助.了解中西方常见的食品,并在交谈时能应用自如.知识目标:基础目标:学习本单元单词streamed, bread, bun, soup, crap,Fried rice, dumplings, sticky, delicious.掌握句型I’d like to have… 并能进行口,笔头造句.听说和阅读理解Grand Theatre中语言材料,并能模仿课文话题编一个新的简单的对话. 掌握元音音标/a:/发展目标:1.能用英语说出自己喜欢吃的食品,并说明各食品的特点.2.就自己最喜欢的食品,写一篇小文章.能力目标:能表达自己领外国友人吃饭的过程.情感,策略和文化等目标:情感态度:教育学生对人要热情,真诚,友好.学习策略:培养学生互相帮助,关心他人的优良品质.文化目标:了解中西方食品文化之间的差异.教学资源:Student’s Book 5B P53-59. Cassette 5B Unit 8Student’s Work Book5B P60-65, Pictures of words. Teaching transparencies.六.教学时间:七教时.(其中5课时新授,2课时练习和复习练习册随教学进度完成.教学过程:Lesson Plan (1) WonderlandPre-task preparation:Ask the students to talk about what they’d like to eat. Offer some help if they need. . what do you often eat What’s your favorite food Do you like hamburgers Do you like Chinese food or Western food)Students make a short dialogue in groups and then act in front of the class.II. While-task procedure.What do you eat for breakfast, steamed bread or bun Sometimes I eat steamed bread, sometimes I eat buns. (To elicit: steamed bread, bun)Compare: steamed bread and bunWhen I eat lunch and dinner. I’d like to have some soup. (To elicit: egg-soup and tomato soup)The crabs from Yangcheng Lake are very delicious. (To elicit: crab, delicious)When I have no dishes to eat, I’d like to have fried rice. (To elicit: fr ied rice)I can make dumplings. Can you (To elicit: dumpling)Sticky rice is used to make New Year’s Cakes (To elicit: sticky)Play the cassette, students listen and follow the tape.Pay attention to the pronunciation.Play the cassette again, Students listen and repeat.Let the students ask questions about the new words.Read the new words and sentences in groups of four.activities:Ask the students to remember the new words in two minutes.Listen and fill in the blanks: (st__med b_n s__p cr_b fr__d d__pling sti__y delici__s) First students fill in the blanks individually. Then check the answer together.Divide the students into groups of four. Ask them to make sentences with the new words, Invite some students to write their sentences they have made on the board.Invite individuals to read the sentences on the board. Check them together.Read the sentences on the board together.Decide which group is the winner.Lesson Plan (2): Grand TheatreI. Pre-task preparation:Listen to the rhyme“The twelve months”Quick questions:What did you eat this morningWhere did you have your breakfastDo you often eat in the restaurantWho do you often go there withAre the dishes in the restaurant deliciousAnd what food can you makeII. While-task procedure1. Yang Mingming and his new American friends eat out in Shanghai. It means they eat in the restaurant in Shanghai. Let’s read the text in groups. We can know what they would like to eat.2. Play the cassette, students listen and repeat3. Find out the phrases and make new sentences.Eat outWould like to do…Have…lunch/breakfast/suppertry some dumplings/sweet ZongziSounds delicious/wonderful4. Ask and answer:Where do they have lunchDo they eat Chinese food or Western foodWhat would they like to eatDo they have something sweet as wellDo they have a good time5. Play the cassette, students listen and repeat.6. Fill in the blanks according to the text.7. Read Q and A together.III. Post –task activities:1. Divided the students into groups and discuss the text. Each group should recommend someone to retell the text. Let’s judge who the best one is.2. Suppose you would like to eat out with your friend. Make a dialogue and act it in roles.3. Write a short passage about your favorite food.Lesson Plan (3) FarmlandI. Pre-task preparation:1. Read the rhyme.2. Dictation.3. Aks students to talk about their favorite food.II. While-task procedure:1. Show the pictures of Farmland. Make dialogues with the students. Learn new words: lamb, spring rolls, noodles.2. Ask: What would you like to have for lunchWhat about youWhat about your favorite foodDo you like spring rolls Etc.3. Play the cassette, Mini Dialogue. Students listen and follow.4. Play the cassette again, students listen and repeat.5. Read the dialogue together.6. Divide the students into groups. Encourage them to talk about what they would like to eat for their lunch.III. Post-task activities:1. Give everyone a sheet of paper. Ask the students to write down the food their family members like to eat.2. Guess what their friends like to eat.3. Ask the students to act out the mini dialogue in pairs.4. Do the exercises on Page63 in student’s Work Book.Make sentences.Check them.Correct them.Lesson Plan (4): DisneylandI. Pre-task preparation:1. Ask and answer some questions about the text. And what would they like to eat in the restaurant2. Students listen to the rhyme and repeat.II. While-task procedure:1. Talk about their lunch.Ask: Where do you often have your lunchWhat do you usually eat2. Play the cassette, the pair work on Page58. Students listen and follow.3. Play the cassette again, students listen and repeat.4. Give pairs of students a few minutes to practice the dialogue.5. Divide students into groups. Ask them to practice acting out the dialogue.6. Invite groups to act out the dialogue in front of the class.7. Students listen and fill in the blanks :( Words on Page 59 in music box).Learn the phonetics on the board. Ask individuals to read them.8. Write the phonetics on the board. Ask individuals to read them.9. Play the cassette, the rhyme. Students listen and follow.10. Play the cassette again, Students listen and repeat.11. Invite individual students to read the rhyme.12. Make the students understand the Chinese meaning of the rhyme.III. Post-task activities:1. Page64 in Student’s Work Book.a. Students finish the exercises individually.b. Invite individual students to write the answers on the board. The rest of the class checks the answer.c. Ask the whole class to read the questions and answers together.2. Page65 in Student’s Work Book.a. Students finish the exercises individually.b. Invite one of the students to read the passage.c. Learn the passage.d. Check the answers.。
八年级英语上册 Unit 2 Lesson 2 Eating Out text教案 牛津深圳版五四制
③May I have the bill?把账单给我好吗?(也可翻译为:我可以结账了吗?)
Ⅱ.Progress and Methods:
1.Students will be able to develop their abilities of learning independently, cooperation with others and sharing with others.
2.Students will be able to learn how to use the knowledge into practice.
￡15.8
Who pays the bill?
Zhae tip?
Zhang JunHelen
3,Read after the tape and then correct the table with desk mate
4.Play a role to read the text
For dessert: two pieces ofchocolatecake
For drinks: aCokeand an apple juice
How w ould Helen like the steak?
Raremediumwell-done
How much does the meal cost?
1, Look at the pictures, and answer these questions
1Where is Zhang Jun?
2Has Zhang Jun booked a table?
小学四年级英语 Unit7 Eating out教学设计
Children: Thank you!
a sandwich a glass of juice
a bowl of noodles a cup of tea
some dumplings a piece of cake
What would you like?
I’d like a hamburger and
a cup of tea.
a hamburger a cup of tea
I’m full.
Hamburgers are my favourite food.
How about you?
What would you like? I’d like …
I’m hungry. IYweas,ntItdooe.at!
would
打算，想要
Welcome! Sit down, please. What would you like?
Menu
a sandwich
a hamburger dumplings
a piece of cake
a packet of fries a bowl of noodles a glass of juice a cup of tea
Tim: I’d like a sandwich and a packet of fries. What would you like, Sam?have some dumplings and a cup of tea.
Pat: We ‘d like a hamburger, a sandwich, a packet of fries, dumplings and two glasses of juice, please. Waiter: OK. Please wait a moment. (上菜)
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一、学生分析
经过小学三年的英语学习,学生的听说水平有一定的基础,基本上能听懂课堂指令并做出正确的反应,也能较准确地模仿教师的语音。
对英语有着浓厚的兴趣和热情,但学生的自如表达能力较欠缺。
因此教师应在课堂上激发学生的学习兴趣,为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间,通过学生喜欢的活动引导学生在学中用,在用中学,鼓励学生通过体验、实践、合作等方式,发展听、说、读、写的语言综合技能。
二、课标分析
本课主题为出去外面吃饭时如何使用“i’d like…”表达自己想吃的食物,是孩子们平时生活所经常接触的话题。
根据《课程标准》,本课体现了语言的实践性,强调学生的体验性和实践性,强调任务型学习、语言的输入量和真实语言实践的机会。
亦突出了以人为本的教育思想,把情感列为教学目标之一。
三、教材分析
四、教学目标分析
(一) 语言知识目标
3. 能正确运用“’d like to…”点自己所要的食物。
4. 能用英语参加游戏及角色表演。
(二) 语言技能目标
1. 理解、听懂课文的对话,能模拟、编写对话。
2. 能进行知识迁移,把所学的语言知识用在模拟的实际情景中。
3. 培养学生灵活、准确运用所学过词语的能力,在游戏中复习所学的有关词汇。
(三) 学习策略目标
创设麦当劳餐厅的情景,从视听入手,通过现代信息技术与英语教学的整合,合理利用电教手段cai,呈现语言现象,再理解模仿。
以学生为本,以训练为主,使学生牢固掌握语言知识,形成交际技能。
在活动中注意个人、双人及小组各种形式的练习。
通过采取小组教学、游戏教学以及tpr的教学方法,以达到减轻学生学习的难度的目的,让学生积极投入到课堂中,激发他们学习英语的兴趣。
课堂步骤:复习——呈现——操练——巩固——拓展——小结
(四) 情感态度目标
1.培养学生形成良好的饮食习惯。
2.在学习过程中学会与同学相互协作,友好相处。
(五) 文化意识目标
1.知道英语国家中怎样使用委婉的有礼貌的方式来表达自己的需要。
2.经常使用“thank you.”
五、教学重难点
1. do you like…? yes, i do. / no, i don’t.
六、教学方式主要采用了直观教学法, 情境教学法, 小组活动教学法,示范-模仿法,任务型教学法及tpr教学法。
七、教学用具实物、 cai课件、图片、菜单和调查表
八、教学过程
t: it’s a nice day, isn’t it?
s:yes.
t: then let’s eating out, ok?
s:ok.
3. guide the students to mcdonald restaurant (给学生一定的想象空间,让学生猜猜看老师会带他们去哪间餐厅)
课题的引入采用创设情景引入法。
用简单明了的语言将课文引出,先声夺人,以吸引学生的注意力,提高学生学习课文的兴趣。
学生怀着好奇的心情把所有认识的餐厅kfc, coffee shop, chinese restaurant等都猜了一遍,最后得知是mcdonal后特别高兴,因为这是他们的favorite food,复习起来也特别带劲,读得特别有力。
老师拿出预先准备好的完整的一套麦当劳食物(用一托盘装住)
1)t: looking at so many delicious foods. do you feel hungry?
s: yes.
ask individual student: (体现情景教学法)
t: do you like…? s1: yes, i do.
t: here you are. s1:thank you.
t: do you like…? s2: no, i don’t. (由旧引新, 过渡自然)
s2: i’d like… ( 引导学生说)
t: here you are .(递给他想要的那种食物)
s2: thank you.
2. practice:
(b)hold a line race (小组为单位比赛,进行单词滚雪球活动,看哪组快)
i’d like juice.
i’d like juice and coke.
i’d like juice ,coke and dumplings…
这游戏使孩子们的发散性思维得到锻炼。
3. guide out other similar patterns (ppt)
5 play a guessing game.
从西餐到中餐,让同学们有一个全面的了解,也对食物的词汇有一个综合巩固的课程,而这个过程是非常自然的,是学生们跟着老师一起去餐厅“吃饭”学到的。
分为mcdonal 组, kfc组, chinese restaurant组和 coffee shop,小组为单位凭自己的兴趣爱好选取吃饭的餐厅,孩子们用集体的力量编出栩栩如生的充满生活气息的对话,一个个小小服务员拿着英文菜单的生动形象及“酒楼迎宾小姐”的彬彬有礼,让当老师的我感到出奇意外,不得不佩服现在小孩的观察能力及模仿能力,学生真正成为学生的主人,他就能鲜明地感受到学习的意义,显示了学以致用的功效。
3. do a survey: go around the classroom to ask your friends体现了任务型教学法,让孩子们带着任务去询问你的朋友想吃什么食物。
6. sing a song of apples (flash)培养良好的饮食习惯,多吃水果和青菜,保持健康的身体。
2)
suppose you have a restaurant, think about the name of your restaurant and make a menu.
1) unit 7 eating out
ch7 festivals
ii. go over part a (10’)
*finish a survey?
iii. learn part b
iv. finish a survey about festivals。