How is food made教案

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Unit3Food(教学设计)2024-2025学年人教新起点版英语三年级上册

Unit3 Food（教学设计）2024-2025学年人教新起点版英语三年级上册一、教学目标知识与技能目标：学生能够掌握与食物相关的基本词汇，如：hamburger, sandwich, egg, hot dog, cake, bread等。

学生能够运用所学词汇进行简单的英语交流，如：I like hamburgers. Do you like cake? 等。

学生能够听懂并指认教师描述的食物。

过程与方法目标：通过观察和模仿，培养学生识别食物图片和实物的能力。

通过角色扮演和小组活动，提高学生的口语表达能力和合作能力。

情感、态度与价值观目标：激发学生对食物的兴趣，了解不同食物的营养价值。

培养学生健康饮食的习惯和分享食物的乐趣。

二、教学内容分析本单元主要围绕“食物”这一主题展开，介绍了与食物相关的基本词汇和句型。

通过学习，学生能够掌握这些词汇，并在实际情境中运用所学知识进行简单的英语交流。

本单元的重点是食物词汇的发音和拼写，以及简单句型的运用。

三、学情分析三年级的学生已经具备了一定的英语基础，对于简单的英语词汇和句型有了一定的了解。

但是，他们可能对于如何用英语准确描述和讨论食物还不够熟悉。

因此，在教学中，教师应注重从学生的实际生活出发，通过直观、生动的教学方法帮助学生理解和掌握所学内容。

四、教学方法与手段直观教学法：利用食物图片、实物等直观材料展示食物，帮助学生理解词义。

情境教学法：创设与学生生活密切相关的情境，让学生在情境中学习和运用英语。

角色扮演法：让学生扮演不同的角色，如服务员、顾客等，在模拟的情境中练习对话。

多媒体辅助教学：利用多媒体课件展示教学内容，丰富教学手段。

五、教学重难点教学重点：食物词汇的发音和拼写。

简单句型的运用和表达。

教学难点：学生在实际情境中灵活运用所学英语描述和讨论食物。

六、教学过程Step 1: 导入（Lead-in）教师与学生进行简单的问候，并询问学生今天早餐/午餐吃了什么，引出食物的话题。

美食双语教案设计方案模板

一、教学目标1. 知识目标：- 学生能够掌握基本的美食词汇和表达方式。

- 学生能够了解不同国家和地区的特色美食。

- 学生能够运用所学词汇和表达方式描述自己喜欢的美食。

2. 能力目标：- 学生能够通过图片、视频等多种方式，提高对美食的审美能力。

- 学生能够运用英语进行简单的美食话题讨论和交流。

- 学生能够通过实践操作，提高烹饪技能。

3. 情感目标：- 学生能够热爱生活，关注美食文化。

- 学生能够培养团队合作精神，共同完成美食制作。

- 学生能够学会分享，体验美食带来的快乐。

二、教学内容1. 词汇：食品名称、烹饪方法、食材等。

2. 句型：How do you like...? What's your favorite food? I like... very much.3. 文化：不同国家和地区的特色美食。

三、教学过程1. 导入（5分钟）- 教师展示美食图片或视频，激发学生的学习兴趣。

- 学生分享自己最喜欢的美食。

2. 新课学习（20分钟）- 教师讲解美食词汇和句型，并进行示范。

- 学生跟读，练习发音和语调。

- 教师带领学生进行小组讨论，运用所学词汇和句型描述自己喜欢的美食。

3. 实践操作（20分钟）- 教师讲解简单的烹饪方法，如炒、煮、烤等。

- 学生分组，共同完成一道美食的制作。

- 教师巡视指导，确保学生掌握正确的烹饪技巧。

4. 交流展示（10分钟）- 学生展示自己制作的美食，并用英语介绍。

- 教师和学生共同评价，分享美食制作的乐趣。

5. 总结（5分钟）- 教师总结本节课所学内容，强调美食词汇和句型的运用。

- 学生分享学习心得，表达对美食文化的热爱。

四、教学评价1. 课堂表现：学生参与度、合作精神、语言表达能力。

2. 实践操作：学生掌握烹饪技巧、完成美食制作的情况。

3. 课后作业：学生运用所学知识，完成一篇关于自己家乡美食的英语短文。

五、教学资源1. 美食图片、视频、教材。

2. 烹饪工具、食材。

初中英语食物课程教案模板

课时安排：2课时教学目标：1. 知识目标：掌握基本的英语食物词汇，了解食物的英语表达方式。

2. 能力目标：能够运用所学词汇进行简单的食物描述和交流。

3. 情感目标：激发学生对英语学习的兴趣，培养跨文化交流的能力。

教学重点：1. 食物类词汇的拼写和发音。

2. 食物描述的基本句型。

教学难点：1. 食物词汇的拼写和记忆。

2. 在实际交流中灵活运用食物描述句型。

教学准备：1. 教学课件：包含食物图片、单词卡片、例句等。

2. 教学视频：有关食物的英语介绍视频。

3. 实物教具：各种食物模型或图片。

教学过程：第一课时一、导入1. 用简单的英语问好，引入话题：“Good morning, class. Do you like food? What kind of food do you like?”2. 展示一些食物图片，让学生用英语描述。

二、新课教授1. 词汇教学：- 展示食物图片，引导学生说出相应的英语单词。

- 将单词卡片分发给学生，让学生通过卡片记忆单词。

- 通过游戏或小组活动，让学生在语境中运用单词。

2. 句型教学：- 引导学生用“I like...”句型表达自己喜欢的食物。

- 通过示例句，让学生学习如何描述食物的特点，如“ 这个苹果很甜。

”三、巩固练习1. 小组活动：让学生分组，用所学词汇和句型描述食物。

2. 游戏环节：进行“Food Charades”（食物猜谜）游戏，提高学生的参与度和兴趣。

四、总结1. 回顾本节课所学食物词汇和句型。

2. 强调食物词汇在日常生活交流中的重要性。

第二课时一、复习1. 复习上一节课所学的食物词汇和句型。

2. 让学生用所学知识进行简单的食物描述。

二、拓展1. 引导学生了解不同国家的食物文化。

2. 展示各国特色食物图片，让学生用英语介绍。

三、实践活动1. 让学生分组，每组选择一种食物，用英语制作食物介绍海报。

2. 每组派代表进行海报展示，其他组学生进行提问和回答。

四、总结1. 回顾本节课所学内容。

七年级英语下册 Module1 Unit4 How is food made教案上海牛津版

Module 1 Food and drinks Unit 4 How is food made?1Language focus:Using ‘going to’ to describe events that will occur quite soone.g. Kitty and her classmates are going to do project.Using the simple present tense to express thoughtse.g. I think I’m go ing to investigate bread.Asking ‘Wh-’ questions to find out specific information about a food item.e.g. Which food are you going to investigate in your project?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main, ideas of a new topic.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.SpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions.ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Materials:Student’s Book 7B page 20Cassette 7B and a cassette playerPr eparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Ask students if they know where the food sold at supermarkets is made. Some students may give the correct answer: ‘factories’. Ask students whether they have ever visited certain food factories and whether they know how food is produced in factories. Conduct a survey to find out the types of food factories students have visited. List the types of food factories students have visited. List the type of food on the board.2. Ask any students who have visited food factories to talk about their visited. If most of the students have never visited a food factory, a class trip to a factory could be arranged to give them background knowledge in food production. Encourage students to talk about what food production they would like to know more about3. Tell student they are going to do a project on investigating how a certain kind of food is made. Explain to students the meaning of the world ‘investigate’. Ask individuals the subject of their investigation, like this: Which food are you going to investigate in your project? to elicit: I am going to investigate (name of food). /My project is going to be about (name of food).4. Play the recording: Read. Students listen and follow in their books.5. Ask students to say what food the children in Read have chosen to study.6. Review the food vocabulary in Look, ask and answer. Ask students to suggest some more food items they would like to investigate.7. Students work in pairs to ask and answer questions about a food project in Look, ask and answer using the target language.2Language focus:Using connectives to show a resulte.g. I’m investigating how food is put cans, so I need to talk to someone at a canning factory.Using ‘going to’ to describe events that will occur quite soon.e.g. My project’s going to be about orange juice.Asking ‘Wh-’ questions to find out specifi c information about a thing and a person.e.g. What’s your project going to be about?/ Who do you need to interview for your project?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Unde rstand the connection between ideas by recognizing linking words and phrases.SpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions.ReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Understand the connection between ideas by identifying linking words or phrases. Scan a text to locate specific informationMaterials:Stu dent’s Book 7B page 21Cassette 7B and a cassette playerWorkbook 7B page 13Photocopiable page 15Preparation:Cue the cassette. Make a copy of Photocopiable page 15 for each group.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Write on the board a list of food items and a list of food factories in two separate columns. Tell students to match the food items to the factories, e.g. yoghurt to dairy; frozen fish to frozen fish factory; noodles to noodle factory, etc. Ask individuals to suggest some more food items they want to investigate and the kind of factory they will visit. Add their suggestion to the columns.2. Ask individuals questions, like this: What is your project going to be about? To elicit: My project’s going to be about (name of food). Then ask: Who do you need to interview for your project? To elicit: I need to interview someone at a (place).3. Invite students to come forward and talk about the food item they are going to investigate, like this: I’m investigating how yoghurt is made, so I need to interview someone at a dairy. Explain to students that they should use the connective ‘so’ to explain what action they are going to take to do the investigation. Remember there is no need for students to learn the passive voice at this stage.4. Have students read Look and read for some time. Then play the recording. Students listen and follow in their books.5. Invite several students to role-play Miss Guo, Kitty and her classmates to ask and answer questions using the target language in Ask and answer, based on the contents of Look and read.6. Invite a student to come forward and ask his/her classmates questions about the projects they have chosen to investigate.7. Students work in groups. Distribute a copy of Photocopiable page 15 to each group. Student tell one another what food they are going to investigate and who they intend to interview. Students fill in the table and organize the information into a short report.ConsolidationGrammar Practice Book 7B page 15Workbook page 133Language focus:Asking ‘Wh-’ questions to find out specific information about a place.e.g. Where do you get the fish from?Asking ‘Wh-’ questions to find out specific information about something.e.g. What do you do to the fish before you freeze it?Asking ‘Wh-’ questions to find out specific informa tion about a reason.e.g. Why do you freeze the fish?Asking ‘How’ questions to find out specific information about a method.e.g. How do you get the frozen fish to the shops?Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific informationSpeakingOpen an interaction by eliciting a response by asking questions or providing information on a topicReadingRecognize format and language features in non-narrative texts.WritingDevelop written texts by using appropriate format, conventions and language feature features when writing non-narrative texts.Materials:Student’s Book 7B page 22Cassette 7B and a cassette playerWorkbook 7B page 15Photocopiable pages 16 and 17Preparation:Cue the cassette. Make a copy of Photocopiable page 16 and 17 for each student.Pre-task preparation1. Review with students the use of interrogatives by asking students questions about their food projects, like this: What is your project about? Why did you choose to investigate (name of food/drink)? Where are you going to visit? Who do you need to interview? How are you going to visit the person? Write students’ answers to the questions on the board.2. Tell students to read E ddie’s questions for the frozen fish factory. Play the recording: Look and read. Students listen and follow in their books.3. Students pair up to practise the dialogue between Danny and the man at the frozen fish factory. Invite some pairs to come forward to act out the interview and read the dialogue.4. Ask questions: Where do the people at the frozen fish factory get the fish from? What do they do to the fish before they frozen it? Why do they freeze the fish? Howdo they get the frozen fish to the shops? Students are required to give short answers to show their understanding of the key points.5. Distribute a copy of Photocopiable page 16 each student. Tell students to complete Eddie’s notes about his visit to the frozen fish factory. Students in pairs read each other’s notes and make corrections if necessary.ConsolidationWorkbook page 15Grammar Practice Book 7B page 164Language focus:Using formulaic expressions to begin a formal letter.e.g. Dear Sir/Madam.Using formulaic expressions to end a formal lettere.g. I look forward to hearing from you./ Yours sincerely.Using modals to indicate preferencese.g. I would like to visit your dairy.Asking ‘Wh-’ questions to find out specific information about a day.e.g. Which day will be convenient for me to visit the dairy?Language skills:ReadingScan a text a locate specific informationRecognize the presentation of ideas through heading, Paragraphing, spacing, italic, bold print and punctuationUnderstand intention, attitude and feeling stated in a text by recognizing features such as the choice and use of language.Materials:Student’s Book 7B page 23Cassette 7B and a cassette playerPreparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Review the format of a letter with students, telling them that there are formal and informal letters. Draw students’ attention to the salutation and the complimentary closing which usually indicate whether a letter is in a formal orinformal style, as in Dear Sir/Madam and Dear Danny: Yours sincerely and Love. Bring in the two types of letters and show them to students.2. Have students read Danny’s letter to the dairy. Ask students whether it is a formal or informal letter and the reason for Danny to have written a formal letter. Explain to students under what circumstances and conditions a formal letter is more appropriate. Play the recording: Read. Students listen and follow in their books.ConsolidationGrammar Practice Book 7B page 175Language focus:Using formulaic expression to begin a formal lettere.g. Dear Sir/MadamUsing formulaic expressions to end a formal letter.e.g I look forward to heading from you,/Yours sincerely.Using modals to indicate preferencese.g. I would like to visit your _________.Asking ‘Wh-’ questions to find out specific information about a day.e.g. Which day will be convenient for me to visit ______ ?Language skills:WritingGather and share information, ideas and language by brainstorming, listing and observing.Plan and organize information and ideas by indentifying purpose and audience for a writing task.Develop written texts by expressing ideas and feelings and by writing paragraphs which present ideas logically. Revise and edit short texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in resp onse to suggestions from the teacher.Materials:Student’s Book 7B page 24Cassette 7B and a cassette playerWorkbook 7B page 14ConsolidationGrammar Practice Book 7B page 146Language focus:Using the simple present tense to express needse.g. You also need a saucepan and a flask.Using imperatives to give instructionse.g. Mix, Take, Add, Pour, OpenAsking ‘WH-’ question to find out specific information about somethinge.g. What do you need to make you yoghurt?Using adverbs to express time sequencee.g. First, …/ Secondly, …/ Next, …/ Then /After that, … / Finally, …Language skills:ListeningRecognize differences in the use of intonation in questions and statements, and respond appropriately.Identify main ideas of a new topicListen for specific informationReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize format and language features in narrative and non-narrative texts. Predict the likely development of a topic by recognizing key words and making use of contexts and knowledge of the world.Scan a text to locate specific inform ationMaterials:Student’s Book 7B page 25Cassette 7B and a cassette playerWorkbook 7B page 16Photocopiable page 18 and 82Preparation:Cue the cassette. Make a copy of Photocopiable page 18 and 82 for each student.Pre-task preparation1. Introduce to students the ingredients and cooking utensils needed to make yoghurt in Look and read. Ask students: What do you need to make yoghurt? To elicit: You need …2. Give students some time to look at the photos and read the captions to understand the procedures for making yoghurt. Ask individual students: What do you do first? To elicit: First, you mix the milk and the powdered milk in the saucepan. Heat …, What do you do secondly/next/then/after that/ finally? To elicit corresponding answers to the questions3. Play the recording: Look and re ad. Students listen and follow in their books. Pause the tape at the beginning of each procedure, ask students to read out an appropriate adverb of time, and continue playing the tape.ConsolidationGrammar Practice Book 7B page 18 and 21. Photocopiable page 19 and 24。

Unit 4 How is food made- (牛津7B)

Unit 4 How is food made? (牛津7B)Unit 4 H is fd ade? 1/I Language fus:1 Using ‘ging t’t desribe events that ill ur quite sn2 Using the siple present tense t express thughts3 Asing ‘h-’questins t find ut speifi infratin abut a fd iteII Language sills:Listeningl Identif ain ideas f a ne tpil Regnize differenes in the use f intnatin in questins and stateents, and respnd apprpriatell Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinSpeaingl pen an interatin b eliiting a respnse b asing questins r prviding infratin n a tpil aintain an interatin b asing and respnding t ther’s pininsReadingl Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinl Regnize reurrent patterns in language struturel Regnize frat and language features in narrative and nn-narrative textsIII aterials:l SB P20l assette 7BPredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l here is fd ade? fatriesl Have u ever been t a fd fatr?l D a pret n h a ertain ind f fd is ade: hih fd are u ging t investigate in ur pret?I a ging t investigate breadpret is ging t be abut fd in ansl Read: 1) listen and flll L, as and anser: revie the fd vabulalr: frzen vegetables, range uie, heese, bisuits and rispsl Pair r: as and anser abut a fd pretIII nslidatin1 ral: 1) Listen and read ties2) Pair r: as and anser abut the pret2 ritten: 1) p r: ne rds and phrases2) Suppleentar exerisesIV NtesUnit 4 H is fd ade? 2/I Language fus:1 Using ‘ging t’t desribe events that ill ur quite sn2 Using nnetives t sh a result3 Asing ‘h-’questins t find ut speifi infratin abut a fd iteII Language sills:Listeningl Regnize differenes in the use f intnatin in questins and stateents, and respnd apprpriatell Understand the nnetin beteen ideas b regnizing lining rds and phrasesSpeaingl pen an interatin b eliiting a respnse b asing questins r prviding infratin n a tpil aintain an interatin b asing and respnding t ther’s pininsReadingl San a text t late speifi infratinl Regnize reurrent patterns in language struturel Understand the nnetin beteen ideas b identifing lining rds and phrases III aterials:l SB P21l assette 7Bl B P13l PP P1PredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l Fd prdutin:fd fd fatrghurt dairfrzen fish frzen fish fatrndles ndles fatradd re t the lunsl Individual r:hat is ur pret ging t be abut?pret is ging t be abut anned fdh d u need t intervie fr ur pret?I need t intervie sene at a anning fatrl re ral pratie:I’investigating h fd is put int ans, s I need t tal t (intervie) sene at a anning fatrl L and read:1) read b urselves2)listen and fll3)rle-pla using the target languagel Grup r: PP P1: fill in the table and rganize the infratin int a shrt reprtIII nslidatin1 ral: 1) Listen and read ties2) Pair r: as and anser abut the pret2 ritten: 1) p r: ne rds and phrases2) B P133) GB P1IV NtesUnit 4 H is fd ade? 3/I Language fus:1 Asing ‘h-’questins t find ut speifi infratin abut a plae2 Asing ‘h-’questins t find ut speifi infratin abut sething3 Asing ‘h-’questins t find ut speifi infratin abut a reasn4 Asing ‘H’questins t find ut speifi infratin abut a ethd II Language sills:Listeningl Regnize differenes in the use f intnatin in questins and stateents, and respnd apprpriatell Listen fr speifi infratinSpeaingl pen an interatin b eliiting a respnse b asing questins r prviding infratin n a tpiReadingl Regnize frat and language features in narrative and nn-narrative textsIII aterials:l SB P22l assette 7Bl B P1l PP P16,17PredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l Revie the use f interrgatives: hat is ur pret abut?h did u hse t investigate ghurt? here are u ging t visit?h d u need t intervie?H are u ging t visit the persn?l L and read:1) read b urselves2) listen and fll3) pair r: pratie the dialgue beteen Dann and the an at the frzen fatr4) at utl prehensin questins:here d the peple at the frzen fish fatr get the fish fr?hat d the d t the fish befre the freeze it?h d the freeze the fish?H d the get the frzen fish t the shps?l Individual r: PP P16: plete Eddie’s ntes abut his visit t the frzen fish fatr1) d it b urselves first2) read and rretIII hile-tas predure:l Pair r: PP P17: ae an intervieIII nslidatin1 ral: 1) Listen and read ties2) Pair r: as questins abut ur pret2 ritten: 1) p r: ne rds and phrases2) B P13) GB P16IV NtesUnit 4 H is fd ade? 4/I Language fus:1 Asing ‘h-’questins t find ut speifi infratin abut a da2 Using frulai expressins t begin a fral letter3 Using frulai expressins t end a fral letter4 Using dals t indiate preferenesII Language sills:Readingl San a text t late speifi infratinl Regnize the presentatin f ideas thrugh headings, paragraphing, spaing, italis, bld print and puntuatinl Understand intentin, attitude and feelings stated in a text b regnizing features suh as the hie and use f languageIII aterials:l SB P23, 24l assette 7BPredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l Revie the frat the a letter:fral letters: Dear Sir/ada... urs sinerel infral letters: Dear Dann (v)l Read:1) Read Dann’s letter b urselves2) Is it a fral letter r an infral ne?3) hen is it apprpriate t use a fral letter?4) Listen and fllIII nslidatin1 ral: 1) Listen and read ties2) Pair r: as questins abut ur pret2 ritten: 1) p r: ne rds and phrases2) B P143) GB P174) plete the letter n P24 f ur SBIV NtesUnit 4 H is fd ade? /I Language fus:1 Using the siple present tense t express needs2 Asing ‘h-’questins t find ut speifi infratin abut sething3 Using adverbs t express tie sequene4 Using iperatives t give instrutinsII Language sills:Listeningl Regnize differenes in the use f intnatin in questins and stateents, and respnd apprpriatell Listen fr speifi infratinl Identif ain ideas f a ne tpiReadingl Regnize frat and language features in narrative and nn-narrative textsl San a text t late speifi infratinl Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinl Predit the liel develpent f a tpi b regnizing e rds and aing use f ntext and nledge f the rldIII aterials:l SB P2l assette 7Bl B P16l PP P18,82PredureI aring-up1 Free tal:l A hant: A perfet sreII Pre-tas preparatin:l Nae the ingredients and ing utensils needed t ae ghurt: il, pdered il, ghurt,a sauepan, a stve, a spn, a flas, a bl r a platehat d u need t ae ghurt?u need fur ups f il, t spns f pdered il and t spns f ghurt u als need a sauepan, a spn and a flasl L and read:1) L and the pitures and the aptins2) Tr t anser:l hat d u d first?l hat d u d sendl?l hat d u d next?l hat d u d then?l hat d u d after that?l hat d u d finall?→l First, u ix the il and the pdered il in the sauepan Heat the il n the stvel Sendl, tae the sauepan ff the stve Let the il ll Next, add the ghurt Stir the ixture ith a spnl Then put the ixture int the flas lse the lid Leave fr six hurs D nt ve the flasl After that, pen the flas after six hurs The ixture is n ghurt Pur int a bl Putthe bl in the fridge t ae the ghurt ldl Finall, hen the ghurt is ld, add se fruit Then eat it! It’s deliius!3) Listen and fllIII hile-tas predure:l Pair r: PP P18: as and anser questins abut h t ae re ghurt ith a little ghurt using the target languagel N listen: PP P82:Listen t the nversatin beteen r Li and itt, and d the quizIV Pst-tas ativities:l ae ghurt at he: u a fll the reipe in ur textb, r ae ur n ghurtl B P16V nslidatin1 ral: 1) Listen and read ties2) Individual r: desribe h t ae ghurt 2 ritten: 1) p r: ne rds and phrases2) PP P19 t 243) GB P18,214) PA Part dule 1IV Ntes。

Unit3Food(教案)人教新起点版英语三年级上册

Unit 3《Food》第一课时教案教学目标1．能够听说读写本课有关食物的单词。

2．能够用英文提问并回答对某种食物是否喜欢。

3．元音字母i在闭音节中的发音规律及单词的书写与记忆。

教学重点1．本课重点单词.2．字母i在闭音节中的发音规律及单词的书写与记忆。

教学难点1．本课重点单词。

2．字母i在闭音节中的发音规律及单词的书写与记忆。

课前准备1．教学录音磁带。

2．食物卡片。

3．教学课件。

4．课堂学习评价表。

课时安排1课时教学过程一、Warmingup1．播放第二单元的歌曲，进入本课课堂。

2．教师播放学过的食物图片rice, noodles, fish,chicken,egg，引入Food的话题。

二、Presentation1．师：今天我们要学习一些新的食物名称了，我们一起到超市看一看吧。

2．听录音，学生跟读单词。

3．教师领读，边领读边把单词写在黑板上。

4．根据音标读单词：cake蛋糕[keɪk] bread面包[bred] icecream冰淇淋['aɪskri:m] meat肉[mi:t] potato土豆[pəˈteɪtəʊ] tomato西红柿[təˈmɑ:təʊ] fruit水果[fru:t] 土豆和西红柿两个词一般用复数形式，其复数就是在单词后加es. 读音为[z].三、Pair work学生自编歌谣读单词：蛋糕cake香又甜，面包bread软绵绵，，，，可以让学生自由发挥，同桌两人相互说一说。

四、Let’s talk1.教师示范，手拿一张食物卡片：Do you like icecream?引导学生肯定回答为：Yes, I do.否定回答为：No,I don’t.2.学生手拿食物图片，二人为一组进行调查活动。

在课本上打上对或错。

五、Let’s write1．出示食物单词卡，教师边读边写在黑板上的四线三格里。

2．学生书写单词，教师在班内走动查看，对书写不规范的及时纠正。

六、Let’s spell1．播放录音，学生边跟读边指出单词，体会字母i的发音规律。

三年级上册英语教案-Unit3《Food》(FunTime)｜人教新起点

三年级上册英语教案－Unit 3《Food》（Fun Time）｜人教新起点教学内容本单元主要围绕食物这一主题展开，通过一系列有趣的活动，让学生掌握常见的食物单词，如“noodles”，“rice”，“dumplings”等，并能够运用简单的句子描述自己喜欢的食物。

学生还将学习如何表达对食物的喜好，以及如何在餐厅点餐。

教学目标1. 知识目标：学生能够听懂、会说、会读本单元的食物单词，并能够运用这些单词进行简单的描述和交流。

2. 能力目标：通过本单元的学习，学生能够运用所学知识在真实的生活场景中进行食物的选择和点餐。

3. 情感目标：培养学生对英语学习的兴趣，激发他们对不同文化的探索欲望。

教学难点1. 单词发音：部分食物单词的发音对学生来说可能有一定的难度，需要教师进行重点指导和纠正。

2. 句子结构：如何运用所学句子结构进行食物的描述和点餐，是本单元的一个教学难点。

教具学具准备1. 多媒体设备：用于播放与本单元相关的视频和音频资料。

2. 单词卡片：用于展示和复习本单元的食物单词。

3. 角色扮演道具：如菜单、餐具等，用于模拟餐厅点餐的场景。

教学过程第一课时1. 热身活动：通过播放与本单元相关的歌曲或视频，引起学生对食物话题的兴趣。

2. 单词教学：利用单词卡片，教授本单元的食物单词，并进行发音指导和练习。

3. 句型练习：通过教师示范、学生模仿、小组练习等形式，让学生掌握描述食物和点餐的句型。

第二课时1. 复习活动：通过游戏或角色扮演等形式，复习巩固上节课所学的食物单词和句型。

2. 情景模拟：设置餐厅点餐的情景，让学生运用所学知识进行实际操作。

板书设计1. Unit 3 Food（Fun Time）2. 重点单词：noodles，rice，dumplings等3. 重点句型：I like，Can I haveplease？等4. 课堂活动：热身活动，单词教学，句型练习，情景模拟等作业设计1. 听力练习：听录音，选出听到的食物单词。

关于food的教案初中

关于food的教案初中一、教学目标：1. 知识目标：（1）学生能够掌握与食品相关的词汇，如：apple, banana, rice, bread, milk, meat等。

（2）学生能够用英语简单描述自己喜欢的食品。

（3）学生能够听懂并运用基本的食品购物用语。

2. 能力目标：（1）学生能够运用所学生词，进行简单的食品介绍和对话。

（2）学生能够通过图片、实物等辅助手段，提高自己的观察力和表达能力。

3. 情感目标：（1）培养学生对英语学习的兴趣，激发学生积极参与课堂活动。

（2）培养学生关注健康饮食，养成良好的饮食习惯。

二、教学内容：1. 教学主题：食品2. 教学重点：食品相关词汇，简单描述喜欢的食品，基本购物用语。

3. 教学难点：食品词汇的运用，描述喜欢的食品，购物用语的运用。

三、教学过程：1. 导入：（1）教师通过提问方式引导学生谈论他们喜欢的食品。

（2）学生分享自己喜欢的食品，教师板书关键词。

2. 新课内容：（1）教师展示食品图片，引导学生说出食品名称。

（2）教师讲解食品词汇，学生跟读并模仿。

（3）教师创设情境，引导学生用所学生词进行简单描述。

3. 对话练习：（1）教师设计购物场景，学生分组进行角色扮演。

（2）学生运用基本购物用语进行对话，教师巡回指导。

4. 巩固练习：（1）教师给出食品图片，学生用英语描述。

（2）学生分组进行食品介绍比赛，看谁介绍得最好。

5. 总结与拓展：（1）教师引导学生关注健康饮食，养成良好的饮食习惯。

（2）学生分享自己的饮食喜好，互相交流。

四、课后作业：1. 抄写本节课所学生词，每个单词写5遍。

2. 结合所学生词，写一篇关于自己喜欢的食品的短文。

3. 与家长进行一次英语食品主题的对话，记录在作业本上。

通过本节课的教学，使学生掌握了一定的食品词汇，能够用英语简单描述自己喜欢的食品，并能够在购物场景中运用基本购物用语。

同时，培养学生关注健康饮食，养成良好的饮食习惯。

小学英语外研版三起第二册module4food教学设计

小学英语外研版三起第二册Module 4 Food教学设计这是一篇由网络搜集整理的关于小学英语外研版三起第二册Module 4 Food教学设计的文档，希望对你能有帮助。

教材分析1．学习任务：Do you like meat ?---Yes, I do.No, don’t.2．主要功能：学会谈论并询问自己和他人的喜好学情分析1．教师如何引导学生用英语介绍自己喜欢的食物。

2．学生可能认知有关食物的英语单词量很少，教师除了教会课文单词外还要增加一些有关常用的食物类的英语单词。

3．学生可能对“Do you like ...？”之类的英语一般疑问句以及回答有所疑惑不解，教师一定要多次教读、启发，并说明这是英语的.一种句型，和汉语语序有所差异。

教学目标教学目标（Teaching aims and demands）:1. Word and phrases: rice, meat, noodles, fish , milk2. Sentences: D o you like …? Yes, I do. No, I don’t.教学重点和难点重点、难点（Teaching key points and difficult points）Do you like …? Yes, I do. No, I don’t..教学过程Teaching methods:Unit1 Do you like meat?A. Chant:I like coffee, I like tea.B. Free talk: 汇报上节课的调查结果，并谈论一下你喜欢和不喜欢的事物C.New concepts一．老师扮演成厨师，对同学们说今天我要大显伸手，为你们做一顿丰盛的晚餐，我要先看看你们都喜欢吃什么。

老师假装做菜的样子，拿出肉的图片说meat , I like meat. Do you like meat? 引导同学用Yes, I do . No, I don’t.来回答，并将句型和单词写在黑板上，以同样的方式教授rice , noodles ,fish , milk 并将事物卡片贴在黑板上事先画好的餐桌上。

初中英语备课参考 How is food made

Module 1 Unit 4 How is food made? 要点精讲单词短语freeze v.（使）冷冻frozen adj. 冷冻的freeze the fish 使鱼冷冻frozen fish冷冻的鱼hear from sb （通常指通过信件）得到某人的消息I heard from him last week. 上星期我接到他的信。

do a projectfood in cansfrozen vegetablesat a canning factory / a dairyso thattake … out of …in refrigerated truckshear from = receive a letter fromlook forward to doing sth.powdered milktwo spoons ofon the stovetake… off = t ake … down fromstir… with a spoonclose the lidpour into …语法句型特殊疑问句1) 对句子主语部分提问：疑问词＋陈述句语序A: Who is going to help us?B: Mary is going to help us.对宾语提问：疑问词＋一般疑问句A: Who do you need to interview for your project?B: I need to interview someone at a frozen fish factory.2) 对其他部分提问：疑问词＋一般疑问句A: What are they going to do?B: They’re going to have an international food festival.A: What’s your project going to be about?B: My project’s going to be about frozen fis h.A: Why are they going to do it?B: It is because they want to raise money for the SP CA.A: Where ar e they going to do it?B: They’re going to do it at their school.A: When are the y going to do it?B: They’re going to do it on Saturday, I March.A: How are they going to do it?B: They’re going to make different kinds of food.A: Which food are you going to investigate in your project?B: I think I’m going to investigate frozen fish.重点句子What do you do to the fish before you freeze it?你们在冷冻鱼之前怎么处理它？（before 在……之前。

人教版三年级英语Unit2food教案

人教版三年级英语Unit2food教案教学目标：- 通过研究本单元的内容，使学生能够掌握有关食物的基本词汇和句型。

- 培养学生分享食物和与他人交流的能力。

- 培养学生对健康饮食的意识。

教学重点：- 研究食物的英文词汇。

- 研究用英文描述食物。

教学准备：- 单词卡片、图片、PPT等教学辅助材料。

教学过程：1. 热身活动：- 通过唱歌、舞蹈等活动调动学生兴趣，引入本节课的主题。

2. 导入新课：- 准备一些食物的图片，让学生观察并说出食物的名称。

- 引导学生用英文描述食物的味道、颜色等特征。

3. 研究新词汇：- 呈现食物的图片，帮助学生识别并记忆英文单词。

- 创设情境，让学生运用新词汇进行对话和表达。

4. 巩固活动：- 让学生分组进行小组活动，通过游戏等方式巩固所学的食物词汇。

- 鼓励学生主动使用英文与他人交流和分享食物。

5. 拓展活动：- 利用图片或实物展示不同国家的食物，激发学生的研究兴趣。

- 引导学生描述不同国家的特色菜肴，并进行简单的比较。

6. 总结和小结：- 回顾本节课所学的内容，让学生进行总结。

- 激发学生研究英语的兴趣，鼓励学生在日常生活中应用所学的词汇和句型。

教学延伸：- 培养学生的英文阅读能力，让他们阅读相关的食物故事或文章。

- 鼓励学生在家和家人一起制作食物，锻炼他们的动手能力和创造力。

教学反思：该教案主要通过图片、游戏和对话等形式，帮助学生学习有关食物的英文单词和表达方式。

通过多种活动形式，激发学生学习兴趣，提高他们的学习效果。

在教学中注重学生的参与和互动，培养他们的交流能力和团队合作意识。

冀教版三年级科学上册食品的加工教案冀教版三年级英语上册

冀教版三年级科学上册食品的加工教案教学目标1、关注科学家研制的新食品。

2、愿意模仿科学家的工作，大胆想像，发挥创造力，自己设计新食品。

3、能用语言、图表等表述自己设计的新食品。

4、能倾听和尊重同学对自己的设计提出的意见和建议。

教学重点难点：1、关注科学家研制的新食品。

2、愿意模仿科学家的工作，大胆想像，发挥创造力，自己设计新食品。

3、能用语言、图表等表述自己设计的新食品。

4、能倾听和尊重同学对自己的设计提出的意见和建议。

师：上节课我们学习了食物的营养和加工，课后，老师让同学们收集、调查一些你感兴趣的食品，说说你调查了哪些食品?生1：薯片。

生2：果奶。

生3：火腿肠。

……师：对这些美味食品，你们调查了解到多少，试着说给你们小组的同学听!学生在组内相互交流、介绍自己调查到的食品。

师：谁愿意到前面来和全班同学一起分享你的美味?学生自由到台前展示。

(教师鼓励有创意的介绍方式)师：大家真了不起，把食品介绍得这样全面，特别是宣传方式，真够新颖的!今天我们的好朋友——小鼠标也赶来参加我们的活动了，小鼠标可是这方面的专家哟!它有问题要考你们呢?课件出示小鼠标：你们知道食品设计师在设计当中要注意哪些方面的问题吗?学生汇报、补充。

小鼠标：我也带来了一大堆很特别的“美味食品”呢!想瞧瞧吗?课件展示一些新的科技食品并附该食品介绍。

学生交流看了这些食品后的感受，说说自己最喜欢哪一种，为什么?师：从这些产品中你受到了哪些启示?学生畅所欲言，自由发表各自看法。

师：假如你是一名食品设计师，你最想设计一种什么食品?它的优点在哪里?…… 学生交流之后，边设计边填写设计卡。

(小鼠标建议：召开一个“食品发布会”!)评：在学习交流中用多种形式进行互动,在教学过程中不仅有师生之间的互动,还有学生与其他学生之间的互动。

师生之间保持一种民主、和谐、融洽的关系，在班级中形成愉快的气氛。

愉悦和谐的课堂氛围可以有效的调动学生参与学习的积极性。

学生介绍自己设计的新食品。

幼儿园小班英语教案设计：美味的食物(2)

幼儿园小班英语教案设计：美味的食物(2)一、教学目标1.了解并掌握一些食品的英文单词。

2.能够用英文描述食品的味道。

3.培养幼儿们的团队合作能力和语言表达能力。

二、教学内容1.学习食品的英文单词。

2.了解食物的味道，并能够用英文进行表达。

三、教学重点1.学习食品的英文单词。

2.发展幼儿的英语口语能力。

四、教学难点1.培养幼儿的语言表达能力。

2.帮助幼儿们理解食品的味道，并用英文进行表达。

五、教学过程设计1. 热身活动为了激发幼儿的学习兴趣，可以利用歌曲或游戏进行热身活动。

2. 学习食品的英文单词老师可以从水果、蔬菜等方面开始教学，让学生学习一些基本的英文单词，例如：苹果（apple）、香蕉（banana）、胡萝卜（carrot）等。

3. 了解食物的味道，并用英文进行表达老师可以准备一些食物样品，例如：蛋糕（cake）、巧克力（chocolate）、冰淇淋（ice cream）、披萨（pizza）等。

让学生尝一尝，感受味道，并用英文进行表达。

4. 团队合作让学生分成小组，每个小组选择一种食物进行团队合作。

例如，制作卡片，将该食物的图片和英文单词贴到上面，并描述该食物的味道。

5. 分享让每个小组分享他们所制作的卡片，并用英语介绍该食物的名称和味道。

六、课堂小结在此环节，老师可以对本节课进行小结，并询问学生今天学到了什么，是否掌握了今天的学习内容。

七、课后作业布置课后作业，例如：让学生在家中找到一些食品，想一想并用英语形容它们的味道。

八、教学反思思考本节课的教学过程中需要改进的地方，以便下一节课教学的升级和优化。

食物英语公开课教案

食物英语公开课教案一、教学目标1.知识与技能目标：通过本节课的学习，学生能够掌握与食物相关的英语词汇和表达方式，如各种食物的名称、口味、烹饪方法等，并能运用所学知识进行简单的食物话题交流。

2.过程与方法目标：通过小组合作、讨论和分享，培养学生自主学习、合作学习和探究学习的能力，提高学生的英语听说读写技能。

3.情感态度与价值观目标：培养学生对食物的热爱和尊重，增强学生的跨文化交际意识，培养学生积极向上的生活态度。

二、教学内容1.食物词汇：水果、蔬菜、肉类、海鲜、主食、甜点等。

2.食物表达：我喜欢吃……、我不喜欢吃……、这道菜味道很好、我想要一份……等。

3.食物话题：介绍自己喜欢的食物、讨论食物与健康的关系、分享家乡的特色美食等。

三、教学过程1.导入：教师通过展示一些食物的图片，引导学生用英语说出这些食物的名称，激发学生对本节课的兴趣。

2.新课呈现：教师通过多媒体展示各种食物的图片，引导学生学习与食物相关的英语词汇和表达方式。

教师可以邀请学生上台展示，并用英语介绍自己喜欢的食物。

3.小组合作：学生分成小组，每组选择一个食物话题进行讨论，如介绍自己喜欢的食物、讨论食物与健康的关系等。

每个小组派代表进行汇报，其他小组进行评价。

4.课堂实践：教师设计一些与食物相关的情景，让学生进行角色扮演，运用所学知识进行交流。

例如，学生在餐厅点餐、在超市购买食物等。

5.总结与反馈：教师对本节课的学习内容进行总结，对学生的表现给予肯定和鼓励。

教师可以邀请学生分享自己的学习心得，以及如何将所学知识运用到实际生活中。

四、作业布置1.收集自己喜欢的食物图片，并用英语介绍这些食物的特点和自己的喜好。

2.与家长一起制作一道自己喜欢的食物，并用英语记录制作过程和感受。

3.撰写一篇关于食物的英语短文，如介绍家乡的特色美食、讨论食物与健康的关系等。

五、教学评价1.过程性评价：观察学生在课堂上的参与程度、合作能力和交流能力，及时给予反馈和指导。

仁爱版八年级英语下册全册教案Unit 7 Food Festival Topic 2 Section A

课题Unit 7 Food Festival Topic 2 Section A 课型新授课课时 1教学目标Knowledge aims：1. 学习 whether/ if 引导的宾语从句。

2. 学习表示顺序的副词的用法。

Skill aims：1. 能听懂有关食物制作的话题的对话，识别主题，并获取主要信息。

2. 能使用英语陈述食物的制作过程。

3. 能理解所给语言材料中事件的发生顺序和人物行为。

4. 能写出简单的文段。

Emotional aims：在其原有的愿望和兴趣的基础之上，勇于实践、大胆尝试，具有自主的探究精神。

教学重点难点Key points：1. 学习 whether/ if 引导的宾语从句。

2. 学习表示顺序的副词的用法。

Difficult points：使用英语陈述食物的制作过程。

教学准备多媒体课件教学过程1. Greet students ready for learning.2. Teacher asks the students to report the homework. Let the studentsread the invitation which they invite their friends to their class party.3. Teacher asks the students to share the proverbs about food theycollected to the whole class.4. Teacher shows more proverbs to the students:(1) An apple a day keeps the doctor away.(2) The first one to eat crab.(3) A piece of cake.5. Teacher organizes the students to play the game: Brainstorming. Letstudents speak out words about food, and the group which speaks the most is the winner.6. Teacher lets the students discuss the steps of making fried rice ingroups.7. Teacher lets two students report their result of discuss ing.8. Teacher evaluates the report and leads to the learning of 1a.1. Teacher shows the picture of 1a. Let the students talk about thekitchen utensils and the materials of food in the picture. Then teach the new words in groups using pictures or actions.(1) Words about kitchen utensils: pan, pot, cooker, bow.(2) Words about materials of food: oil, pork, ham, onion, noodle.(3) Words and phrases about actions: add, fry,cut up.(4) Adverbs of manner: finely, lightly.2. Teacher asks the students to listen to 1a and compare the steps ofcooking fried rice discussed by students with those mentioned in 1a, and find out thedifferences between them.3. Teacher plays the recording of 1a again and lets the students listenand find out the adverbs of sequence.4. Teacher asks the students to tell the answers. Stress the usage ofthe adverbs of sequence.First… Next… Then… Finally…1. Teacher teaches the new word ingredient. Play the recording of 1a,and ask the students to listen to 1a and complete the table of 1b.2. Teacher lets two or three stu dents tell the answers.3. Teacher lets the students read 1a and underline the adverbs of manner,paying attention to their formation and usages.4. Teacher lets the students tell the adverbs of manner and writes downthem on the black board.(1) careful + ly→ carefullyfine + ly → finelylight + ly → lightlyslow + ly → slowly(2) cook… carefullycut… finelyfry… lightlyadd … slowly5. Teacher plays the recording sentence by sentence.6. Teacher plays the recording without stopping.7. Teacher asks students to find out the difficult points, and explains the key points and the difficult points to the students.(1) I’m not sure whether …(2) Well done!8. Teacher asks students to act out the conversation in pairs.1. Teacher asks the students to read through 3a.2. Teacher plays the recording of 3a for the first time, and lets students listen to the passage and complete the Task 1.3. Teacher lets two students tell the answers. Teach the word and phrase hurry and in a hurry with the action.4. Teacher plays the recording of 3a again and lets students listen to the passage and complete the Task 2.5. Teacher lets two students tell the answers.6. Teacher asks students to listen to the recording of 3a and choose the right answers. Teach junk food by giving some examples. Then let thestudents check the answers. Finish 3a.7. Teacher asks stud ents to work in pairs and talk with their partner aboutthe fast food in China based on the information of 3a. Finish 3b.8. Teacher lets students read the passage of the instructions for cookingnoodles of 2a. Let them know about the general ideas of the passage.9. Teacher lets students read again and fill in the blanks with the correct formsof the given words.10. Teacher lets students tell the answers. Help students grasp the formationand usages of adverbs of manner.1. Teacher lets students read the whole passage of 2a and underline thenew words.2. Teacher asks students to read 2a again and circle the step words in2a. Check the answers.3. Teacher lets students put the pictures in 2b i n right order by fillingin the correct step words.4. Teacher lets students work in groups. Ask them to make a conversationto talk about how to cook noodles, using adverbs of sequence and manner.5. Teacher lets several pairs act out the conversations.6. Teacher asks two or three students to evaluate the productions. Thenmake a summary.7. Teacher shows the summary of this section to the students.8. Teacher assigns homework:(1) Review the summary after class.(2) Write a passage about how to cook their favorite food, usingadverbs o f sequence and manner.作业布置完成同步练习课堂总结The students do well in all the activities. They can grasp the usage of adverbs of sequence and manner. They also know that we should have a right order if we want to do something better.。

制作面条的英语教案中班

制作面条的英语教案中班Lesson Plan: Making Noodles。

Grade Level: Middle School。

Objective: 。

Students will learn the basic steps of making noodles.Students will understand the importance of precision and patience in the noodle-making process.Students will be able to apply their knowledge of noodle-making to create their own noodles at home.Materials:Flour。

Water。

Rolling pin。

Knife。

Cutting board。

Large pot。

Strainer。

Optional: pasta machine。

Introduction (10 minutes):Begin the lesson by asking students if they have ever made noodles before. Discuss the different types of noodles they have tried and where they think noodles originated from.Explain to the students that today they will be learning how to make their own noodles from scratch. Emphasize the importance of precision and patience in the noodle-making process.Demonstration (20 minutes):Show the students the ingredients needed to make noodles: flour and water. Explain that the ratio of flour to water is crucial in creating the right consistency for the dough.Begin by pouring the flour onto a clean surface and creating a well in the center. Gradually add water to the well while using a fork to incorporate the flour into the water. Once the dough starts to come together, knead it until it becomes smooth and elastic.Demonstrate the rolling out of the dough using a rolling pin, and then cutting it into thin strips to form the noodles. If available, demonstrate how to use a pasta machine to roll out the dough.Guided Practice (30 minutes):Divide the students into small groups and provide them with the necessary materials to make their own noodles.Circulate around the room, offering guidance and assistance as needed. Encourage the students to work carefully and precisely, ensuring that their noodles are of uniform thickness and length.Once the students have finished making their noodles, have them set the noodles aside to dry while they clean up their workstations.Independent Practice (20 minutes):Instruct the students to clean up their workstations and wash their hands before the next step.Once the noodles have dried for a few minutes, have the students bring a large pot of water to a boil. Instruct them to carefully add their noodles to the boiling water and cook them until they are al dente.While the noodles are cooking, have the students prepare a strainer in the sink to drain the noodles once they are done.Conclusion (10 minutes):Once the noodles are cooked, have the students drain them in the strainer and then transfer them to a bowl. Encourage the students to taste their noodles and discuss the texture and flavor.Discuss with the students the importance of patience and precision in the noodle-making process. Ask them what they learned from the experience and if they would be interested in making noodles at home in the future.Thank the students for their hard work and participation in the noodle-making lesson.Assessment:Observe the students' participation and engagement during the noodle-making process.Evaluate the students' noodles based on their thickness, length, and texture.Ask the students to reflect on their experience in making noodles and what they learned from the lesson.。

How is food made教案

How is food made教案Module 1 Food and drinks Unit 4 How is food made? 1st period 课型：新授教学目标1. Using ‘going to’ to describe events that will occur quite soon. 2. Using connectives to show a result.教学重点1. Learn to use ‘be going to’. 2. Learn to use connective ‘so’ to show a result. 3. Expressions and phrases: 1) do a project 2) food in cans 3) frozen vegetables 4) at a canning factory / a dairy教学难点 1. 在‘be going to’ 结构中，‘be’ 随主语变化，‘to’ 后跟动词原形。

e.g.：Kitty and her classmates are going to doa project. I’m going to investigate food in cans. My projectis going to be about frozen fish. 2.‘be’ 动词后跟动词的过去分词，表示被动。

e.g.：I’m going to investigate how food is put in cans.课前预习 Preview the new words.听力训练 Listen to the recording of page 20 & 21 and repeat sentence by sentence.课后巩固I. Choices: 1. ‘What a nice camera!’ ‘Yeah. It________ Shanghai.’ A. made in B. is made in C. is made of D. made of 2. I don’t like eating _______ vegetables. A. freeze B. freezed C. freezing D. frozen 3. I’m doing a project, ___I need to interview someone. A. so B. that C. because D. and4. I’m investigating _____ orange juice is made. A. what B. how C. that D. which5. Because it is raining, _____ I won’t go out. A. so B. and C. / D. butII. Words in their proper forms: 1. He ____________ to get there on time. (not need) 2. He need _______ with them. (come) 3. My brother works in a _________ factory. (can) 4. My project is going to be about ________ crisps. (make) 5. Tina is a _______ working in a _______ . (bake)2nd period & 3rd period 教学目标1. Asking ‘Wh-’ & ‘How’ questions to find out specific information. 2. Using formulaic expressions to write a formal letter.教学重点1. Learn to use ‘where’, ‘what’, ‘why’, ‘how’ to ask for specific information. 2. Learn to use formulaic expressions to write a formal letter. 3. Expressions and phrases: 1) so that 2) take … out of … 3) in refrigerated trucks 4) hear from = receive a letter from 5) look forward to doing sth.教学难点恰当的理解运用‘where’, ‘what’, ‘why’, ‘how’等疑问词。

大班英语公开课教案《Food》4篇

大班英语公开课教案《Food》大班英语公开课教案《Food》精选4篇（一）公开课主题：Food教学目标：1. 使学生能够掌握与食物有关的词汇，如水果、蔬菜、肉类等；2. 培养学生的听说能力，能够用简单的句子交流关于食物的信息；3. 培养学生的观察力和合作意识，通过分组合作完成食物分类任务；4. 培养学生的创造力，能够描述不同食物的味道和形状。

教学重点：1. 与食物有关的词汇；2. 用简单的句子交流关于食物的信息。

教学难点：1. 利用所学词汇描述食物的味道和形状；2. 学生之间的合作交流能力。

教学准备：1. 食物的图片或卡片；2. 食物的名称卡片；3. 形容食物味道的词汇卡片。

教学过程：Step 1：Warm-up1. 老师出示一些食物的图片或卡片，问学生他们最喜欢吃什么食物，并给出理由。

2. 随后，老师引入今天的主题：Food（食物）。

Step 2：Vocabulary1. 老师出示食物的名称卡片，一个个读出来并让学生复述。

2. 学生分组合作，看图片或卡片，给出对应食物的名称。

3. 老师辅导学生正确发音并进行纠正。

Step 3：Listening practice1. 老师播放食物名称的录音，并让学生根据录音内容正确配对图片和名称。

2. 学生之间进行校对，检查答案的准确性。

Step 4：Speaking practice1. 老师给每个学生发一张形容食物味道的词汇卡片，比如sweet（甜的）、spicy（辣的）、sour（酸的）等。

2. 学生和同组的伙伴合作，描述自己手中的食物的味道。

3. 学生在小组内互相交流，并选择一个代表向全班展示自己描述的食物和味道。

Step 5：Group work1. 老师将食物的图片或卡片分发给学生，要求学生按照一定的分类标准，将食物分组。

2. 学生之间进行合作，讨论怎样分类更合理，并给出理由。

3. 学生将自己的分类结果展示给全班，并对其他组的分类方法提出自己的看法。

《八年级英语How do you make a banana milk shake》教学设计

《八年级英语Unit8How do you make a banana milk shake?》教学设计一、教学目标1.掌握制作食物的步骤和表达方法，如：peel,cut up,pour等。

2.能够用英语描述制作食物的过程。

3.培养学生的动手能力和英语表达能力。

二、教学重难点1.重点：制作食物的步骤和词汇。

2.难点：用英语准确描述制作过程。

三、教学方法直观教学法、任务型教学法、小组合作学习法。

四、教学过程1.导入（1）展示一些美味的食物图片，引出话题“food making”。

（2）提问学生：“Do you like banana milk shake?Do you know how to make it?”2.词汇学习（1）教授制作香蕉奶昔所需的词汇和动词短语，如：banana,milk,blender, peel,cut up等。

（2）让学生进行词汇拼写和发音练习。

3.句型练习（1）让学生用英语描述制作香蕉奶昔的步骤，如：“First,peel threebananas.Then,cut them up.Next,put the bananas and milk into the blender.Finally,turn on the blender.”（2）小组活动，互相描述其他食物的制作过程。

4.听力训练（1）播放课本听力材料，让学生完成听力任务。

（2）核对答案，讲解重点内容。

5.实践活动（1）让学生分组制作香蕉奶昔或其他食物。

（2）在制作过程中，用英语交流和描述步骤。

6.口语表达（1）每组推选代表展示自己制作的食物，并用英语介绍制作过程。

（2）其他组学生进行提问和评价。

7.总结归纳（1）总结制作食物的步骤和表达方法。

（2）强调在描述过程中要注意顺序和准确性。

8.作业布置（1）完成课后练习。

（2）回家制作一种食物，并向家人用英语介绍制作过程。

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