Teaching Plan for eating out)
healthyeating教学设计
A Teaching Plan for Unit 2: Healthy eatingI.Analysis of the teaching contents1．status, functions and charactersHealthy eating is the second unit in Book 3 of senior middle school, the People’s Education Press. It is a multi-purpo se text which aims at developing students’ integrated skills. This unit’s grammar focus is modal verbs. Students of senior middle school have learned some basic knowledge of model verbs. By learning this class, students will have a systemic understanding of model verbs.Healthy eating is a heated issue nowadays. Many brands were reported to have added food additives in their products and made foods poisonous. Thus it is very important for students to learn about healthy eating. This unit is close to our real life and its materials are quite interesting, making students enjoy their learning.2、important points of teachingHelping students to learn how to use model verbs and find out what are the differences between them.3、difficult points of teachingCultiv ating students’ sense of self-learning.Help students to turn what they’ve learned into their ability.Ⅱ. Teaching objectivesBased on the requirements of the New Curriculum Criterion and the present knowledge of senior students, I set these goals for this lesson:1、Knowledge aimsLearn the new words and expressions of this unit.Review the model verbs and learn the new grammar item: ought to.2、Competence aimsDevelop students’ ability to use the useful new words and expressions in this unit.Enable students to use the new grammar item: ought to.Develop students’ ability of self-learning.3、Emotion aimsStimulate students’ sense of having a balanced diet.Encourage students to learn more about current affairs and learn to deliver their ideas about things.Strengthen students’ sense of group cooperation.Ⅲ. Analysis of the characteristics of the learners(学情分析):It is reported that in china, there are now more than 12 million overweight children, and an unhealthy eating is the main reason. Having a balanced diet is quite important for students. Thus a class of healthy eating will surely be interesting for them.Senior school students are capable of using different kind of methods such as internet、library to help with their learning. So the teach er’s most important job is to guide the students of self-learning. Students have already learned some knowledgeabout model verbs. It only needs a more detailed compare between these model verbs. An exercise after the reading will be a good way.Ⅳ. Teaching methodology(教学策略):A: TBLT (Task-Based Language Teaching)B: introductory mode of teaching (引导式教学) and project problem method（创设问题情境）V. Learning strategy(学习策略)：A：Warming up—learning new words and expressions, and practicing speaking.B: Reading—practicing the skills of skimming, scanning and summarizing.C: After reading—rewriting the story, and practicing writing, speaking, cooperating.Ⅵ. Teaching aids: Multi-media, black board, learning planⅦ. Teaching procedures:Period 1 Warming up, pre-reading and readingStepⅠ Warming-upReview the words of foods by showing some pictures. Ask students to list the foods they like best and then to tell us in what ways their foods help them grow.Step Ⅱ Pre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work.Design purpose：通过ppt展示相关图片，把学生注意力拉到课堂上来并通过一些与饮食相关的话题为阅读部分做铺垫。
2024版大班英语公开课《吃东西》的教案
Do not waste food and do not comment on dishes casually.
Cultivate good dietary habits
Regular and quantitative
follow dietary habits and avoid excessive intake of food.
Food related vocabulary
01
02
03
Fruits
Apple, Banana, Orange
Vegetables
Carrot, Tomato, Potato
Meat
chicken (chicken), beef (beef), fish (fish)
04
Beverages
Milk, Water, Juice
Vocabulary related to tableware
Tableware: spoon, fork, knife Dishes: plates, bowls
Beverage containers: cup, glass
Expand vocabulary and phrases
Taste adjectives
Ability objective
To be able to use the vocabulary and sentence structures learned for simple English conversations and communication.
Teaching content and arrangement
I don't like eating+food name
《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。
四年级英语上册Unit7 Eating Out period 1导学案 (胡小花 )
深圳市龙华新区万安学校导学案上课班级四（2）(4)课题Unit 7 Eating Out period 1撰写教师胡小花副备老师：上课时间 2014 年 12 月 9日星期二教学目标知识与能力◆ 掌握新单词: hamburger, sandwich, a packet of fries, a bowl of noodles, apiece of cake, dumplings 和句型：Do you like…? Yes, I do. / No, I don’t.Are you hungry? Well, yes, a little.◆ 能利用新句型进行造句。
◆ 能够运用新单词和句型与他人交流。
过程与方法灵活运用TPR教学法、游戏法、直观教学法、愉快教学法激发学生的学习的兴趣：巧妙运用任务型教学法，设计适合每位学生的学习任务，鼓励他们参与到学习活动中去。
情感态度与价值观◆ 让学生积极主动的参与到学习中来，激发学习兴趣。
◆ 培养学生养成健康饮食的习惯。
教学重点◆让学生掌握本课的新单词和句型。
教学难点◆ 会拼读新单词，达到四会要求，并通过句型进行操练。
教具准备◆PPT、多媒体教学平台、单词卡、图片、学生自备的食物模型教法运用灵活运用本课句型进行替换会话。
学法指导巧妙运用任务型教学法，设计适合每位学生的学习任务，鼓励他们参与到学习活动中去。
基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图导入新课（检查预习）组织教学及复习1．Chant: Do you like…?2．Free talk. 用chant 引出Do you like…的句型后，引导学生用该句型进行对话。
在chant 的基础上让学生进一步熟悉该句型的应用，从而为接下来的学习内容进行铺垫。
1，将学生学过的水果及句型编成 chant，作为课前热身小活动。
2．Free talk.学生自由对话。
既可以激发学生的学习热情，同时也在无形中复习了本课的句型。
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。
八年级英语上册 Unit 2 Lesson 2 Eating Out reading教案 牛津深圳版五四制
Para2. Most people like to eat out for lunch.
4.Notes of the passage.
Notes of the passage.:
1If you live and study in a Western country, you will find more and more people eat our nowadays.
such---as例如,诸如—之类
e.g. You may take a bouquet of flowers, a bottle of wine oar something Chinese such as paper cuttings, tea or silk scarves.
I bought a lot of food and drinks from the supermarket, such as Coke, Sprite, cakes and ice cream.
2.Students will be able to develop the communicative skills about how to use the new words and phrases.
3.Students will be abl e to know how to visit a foreign family.
Unit 2 Lesson 2 Eating Out reading
教学目标：
Teaching objectives:
Ⅰ. Knowledge and skills:
1.Students will be able to master some sentence pattern.
新世纪课标版八年级英语上册《Lesson2EatingOut》教案及教学反思
新世纪课标版八年级英语上册《Lesson2EatingOut》教案及教学反思一、教案1. 教学目标1.知识与技能：学生能够学会口头表述饮食喜好、点餐、询问菜单以及结账等相关话题。
2.过程与方法：借助教师引导，学生分组表演模拟餐厅用餐场景，提高英语口语应用能力。
3.情感态度与价值观：培养学生尊重服务员、珍惜食物、独立完成点单等良好习惯。
2. 教学重点与难点重点：1.学生的口语表达能力。
2.学生在餐厅用餐的礼仪规范。
难点：1.学生对于英语口语表达的适应与掌握。
2.通过模拟实际情境提升学生的语言实际运用能力。
3. 教学过程设计1.导入（5分钟）老师出示一些关于餐厅用餐的图片，询问学生自己平时喜欢去哪些餐厅用餐，吃哪些菜品，并引导学生利用已经学习的英语表达自己的饮食喜好。
2.预习（10分钟）老师发放相关课文，让学生用英文自己阅读，模拟独立在餐厅用餐场景下，想象自己的点餐与结账的流程，为后续课堂展示做好充分的准备。
3.讲解（15分钟）老师在黑板上讲解相关重点难点，包括如何询问菜单、各种食物的名称、饮食喜好表达方式、结账方式等。
并在讲解过程中适当地引导学生重复模仿。
4.模拟（25分钟）老师分组安排学生进行模拟场景表演，强化餐厅用餐时的口语应用和情景模拟能力，并给出具体的点评。
5.训练（15分钟）老师引导学生进行小组内巡视，模拟餐厅用餐场景，自己和同伴反复练习模拟对话，通过训练提高口语表达的流畅度和准确度。
6.总结（5分钟）老师回顾本节课掌握的内容，以检查学生的学习情况，帮助学生巩固所学，提出后续学习安排。
4. 课后作业1.以自己的名字，写一篇英文点评自己本次模拟表演中自己的表现。
2.学生准备相关实物或图片，用英语描述对一道菜品的印象与感触。
二、教学反思本节课是我作为一名英语课教师，第一次进行八年级学生的英语口语培训。
课堂上既有几分不自在，但又不失为一次愉快的尝试。
总的来说，我认为这一次教学由于具有一些漏洞，因此仍然需要改进。
Teaching plan for “Come and eat here(1)”
Task II Discussion
Group work (5m)
Suppose you are to open a new restaurant to attract customers, especially young ladies who pursue fashion. Discussion how to attract them so that they will be your regular customers. Homework 1.Write down what you have discussed about opening a new restaurant. 2. Read a related reading material on the paper.
1.Task II Discussion Group work (5m) Suppose you are to open a new restaurant to attract customers, especially young ladies who pursue fashion. Discussion how to attract them
nutrition
sugar fat protein carbon- minerals vita(脂 （蛋白质） hydrates (矿物质） min 肪) (碳水化 (维 合物） 生 素）
fiber (纤 维 素）
group number
Group 1
Group 2
kebabs
roast duck
so that they will be your regular customers.
2. Homework 1.Write down what you have discussed about opening a new restaurant. 2. Read a related reading material on the paper.
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A Brief Teaching Plan
TOPIC: EATING OUT
Teaching Objectives
To enable students to do the following:
1.talk about food and drinks
2.order food and take orders in a restaurant
3.discuss how to pay the bill
4.make dialogues according to the models
5.learn more about the customs of western countries
Language focus and difficult points
1.Words and expressions such as: speciality / go Dutch etc.
2.Patterns such as: May I take your order? / How would you like your steak?
/ Let’s…, shall we? / Let me…, will you? etc.
3.How to make dialogues according to the model.
Text Eating Out
I. Tuning in and Revision
Go over the new words and expressions learned before
◆With some pictures presented: soup; onion; Sprite; steak( rare; medium; well-done);
menu; speciality
◆Synonym: 1. sweet food (dessert) 2. split the bill (go Dutch) 3. thank sb. for sth.
(be thankful to sb) 4. invite sb. to dinner (treat sb. to dinner) 5. have a meal at a
restaurant (eat out);
II. New Presentation
1.Ask the questions:
1)Have you ever been to a restaurant before?
2)What will you do first when you have taken your seat at a restaurant?
2.Listen to the text for the first time and then answer the following questions
1)What’s the speciality at the New Century Restaurant?
2)How did they pay the bill at last? Who paid the bill?
3.Listen to the text for the second time and then answer the following questions
1) What did they order for starters/ main courses/desserts/drinks?
III. Consolidation
◆The students are divided into 5 groups and each group will be delivered a menu
◆Make up dialogues according to the model:
Model:
Waitress/Waiter: Good morning, May I take your order?
Customer: Yes, please. I will have a salad for starter, two eggs for main course
and an orange juice .
Waitress/Waiter: All right.
(After the meal)
Customer: Excuse me, may I have the order?
Waitress/Waiter: Just a minute, please. ₤5.20 in all.
Customer: Here is the money.
Waitress/Waiter: Thank you.
IV. Production
V. Assignment
1.recite the text and act it out
2.Write 6 to 8 sentences about the advantages and disadvantages of eating out. (Thank you )
September 15,2014。