教案in a fast food restaurant
In the fast-food restaurant
In the Fast-food RestaurantDialogue 1Bill: You sit here, and I’ll order food.Lisa: What to order?Bill: I haven’t decided yet. What do you like?Lisa: Er…, I’d like a hamburger, large fries and a small pepsi.Bill: Ok. I’ll be back in a minute.(at the counter)Waitress: Can I help you?Bill: I want two hamburgers and a large order of fries.Waitress: Anything else?Bill: A small pepsi and a milkshake.Waitress: Sure, that’ll be $8.Bill: Here it is.Waitress: Is it for here or to go?Bill: I’ll have it here./For here. Could I have some extra napkins? Waitress: Sure.Dialogue 2Carl: Here we are. This is my favorite place.Rita: How many times have you been here?Carl: I’ve never counted.Rita: I would like to sit near the window.Carl: Please be seated. It’s my treat today.Rita: Thank you.Carl: It’s so busy here.Rita: Fast food restaurants are popular now.Carl: What would you like to eat?Rita: I’d like to have a steak sandwich and a medium fry.Carl: Want something to drink?Rita: Coke, please. Oh, no. A cup of hot chocolate will be fine.Notes:1.take-out food/take-away food2.Drinks: pepsi coke diet coke sprite orange soda iced teacoffee refill。
完整版)外研版六年级英语下册全册教案
完整版)外研版六年级英语下册全册教案T：I am great，thank you．2、ReviewT：Do you XXX class？Ss：Yes，XXX．T：That's right．Today，we are going to learn how to order food in a fast food restaurant．Are you ready？Ss：Yes！二）n（约15分钟）1、Introduce the new wordsT：Today，we are going to learn some new words．First，let's look at this picture．(show the picture of a hamburger and a cola) What is this？Ss：It'XXX．T：Yes，that's right．Can you say "hamburger" and "cola"？Ss：(repeat after XXX) XXX．T：Good job！What about this coin？(show a picture of a coin)Ss：It's a cent．T：Yes，that's right．Can you say "cent"？Ss：(repeat after XXX) Cent．T：Great！Now，let's learn the word "dollar"．(show a picture of a dollar bill)Ss：It'XXX．T：Yes，that's right．Can you say "dollar"？Ss：(XXX) Dollar．T：Excellent！Finally，let's learn the word "enjoy"．(show a picture of XXX)Ss：XXX．T：Yes，that's right．Can you say "enjoy"？Ss：(repeat after XXX) XXX．2、Practice the new wordsT：Now，let's practice using these new words．I will say a word，and you repeat after me．(say the words "hamburger"，"cola"，"cent"，"dollar"，and "enjoy" one by one，and have the students repeat after you)3、Introduce the XXXT：Now that we know the new words，let's learn some key XXX food in a fast food restaurant．First，let's look at this sentence：What do you want？Ss：What do you want？T：Good job！Now，let's look at this XXX：I want a hot dog，please．Ss：I want a hot dog，please．T：Excellent！Finally，let's look at this sentence：How much is it？Ss：How much is it？T：Great！Now，let'XXX say a sentence，and you repeat after me．(say the sentences "What do you want？"，"I want a hot dog，please．"，and "How much is it？" one by one，and have the students repeat after you)三）Practice（约15分钟）1、Role playT：Now，let's practice ordering food in a fast food restaurant．I will be the cashier，and you will be the customers．You can order anything you like from the menu on the wall．(show the menu) Remember to use the key XXX's start！2、Group nT：Now，XXX．I will give each group a menu，and you need to order as many items as possible using the key sentences we just learned．The group that orders the most items correctly wins！Are you ready？Ss：Yes！四）n（约10分钟）1、Make a menuT：Now，let's make our own menu for a fast food restaurant．You can draw pictures of the food and drinks，and write the names and XXX，we can use our menu to order food from each other．2、Order from the menuT：Now，let's use our menu to order food from each other．Remember to use the key XXX's start！五）Summary（约2分钟）T：Today，we learned how to order food in a fast food restaurant．We learned some new words，such as "hamburger"，"cola"，"dollar"，"cent"，and "enjoy"．XXX sentences，suchas "What do you want？"，"I want a hot dog，please．"，and "How much is it？"．Did you have fun today？Ss：Yes！六）Homework（约2分钟）1、Review the new words and key XXX.2、XXX.XXX: Hi。
Lesson 22 In the Restaurant教学设计
Lesson 22 In the Restaurant一、教材依据冀教版（衔接三年级起点）七年级上册Unit4第四课。
二、设计思想本课采用采用竞赛和配音的方式训练口语，传统的机械的操练不能激发学生的学习热情，采用竞赛和配音的方式进行操练，大大提高了学生学习的积极性；采用交际法，学习语言的目的就是为了交际，而且本节课的中心任务是购物，购物就必须与人交际。
交际法是遵循学生按自然顺序习得语言的方法。
交际法重视在实践运用中掌握语法，此种教法效果良好，是当代语言教学的一种重要教法；采用任务型教学，任务型教学是让学生在完成一个或一系列真实的交际任务过程中，通过运用语言，达到掌握语言的目的。
学生为了完成交际任务而学习、使用语言，学生有明确的学习动机，所以学习积极性较高，学习效果较好。
而传统的语言教学采用假设、纸上谈兵式的教法不能激发学生的兴趣。
教学内容分析：Lesson22 In the Restaurant是冀教版七年级上册Unit4第4课。
本课围绕着本单元谈论饮食这一话题设计各种教学活动，通过商店购物，餐厅就餐的情景操练，复习巩固本单元所学的饮食名词，强化运用购物论价，吃饭点菜的交际用语。
同时通过各种不同的任务设计，让学生主动参与到教学活动中来，从而在一种轻松、愉快的环境里接受新的知识。
学生情况分析：学生们前面已经学习了大量的饮食名词，这就为展开本课教学做了很好的铺垫。
本课通过大量的图片，活动或表演，激发学生的学习兴趣，使学生大胆参与到教学活动中来，经过听、说、读、写的全面训练，让学生很自然的学习和运用饮食词汇及语言，较容易达成“口言心声”。
但本课篇幅较长，许多语句较长难懂，将给学生带来理解和口头表达上的双重难度，这就需要老师的点拨和强调以及一定量的强化练习。
三、教学目标１、Knowledge aims:(1)、Learn some new words:Waitress can coke order fourteen eleven beef dumpling something problem menu bottle(2)、Learn some useful phrases:in the restaurant a can/bottle of be ready to do sth. rice with fish(3)、Learn some useful sentences:1). Are you ready to order?2). Would you like something to drink/eat?3). How much is/are/for…?4). No problem .(4)、Learn some useful expression:1)----Are you ready to order?----Yes, please.2)--- How much are the noodles? ---- … yuan.3)---- –Thanks! ---You’re welcome.4) --What would you like? -----I’d like…….5)----Would you like something to drink/eat? -----yes, please./No.thanks.2、Ability aims:Learn to talk about what people would like(to buy/eat/drink).3、Emotion aims:(1) To develop the study interests(2) To encourage students to express and show themselves四、教学重点（Important Points）Buying things and talking about the price.五、教学难点（Difficult Points）Master how to order food .六、教学方法情景教学法任务型教学法七、学习方法小组合作疯狂阅读八、教学准备各种饮料、食品、水果的图片；录音机；笑脸、哭脸（奖励用品）。
三年级英语《In the fast food shop》教学设计
三年级英语《In the fast food shop》教学设计南山外语学校范燕丽【教学内容】香港朗文教材Integrated Primary English 3A , Chapter 5 In the fast food shop本课是第二课时，学生在第一课时的学习中已经掌握了快餐食品单词如: hamburger, pancake, pizza, a packet of chips, onion rings, hot dog, sandwich, apple pies 等和句型：What do you want? I want…. Do you want a /some…? Yes, please. / No, thank you. How much is it? It‟s… dollars. 本节课的教学内容是以在快餐店购物为主旋律，学生通过经营快餐店、制作菜单、情景购物等形式的练习，学会灵活运用本课语言点，组织系列购物活动。
【设计理念】培养学生的综合语言运用能力和英语交际能力是新课程标准下英语教学的根本目标。
本节课是一节非网络环境下的英语跨越式教学探索案例，以言语交际为中心，利用丰富多彩的教具，快捷方便的多媒体教学辅助设备，营造逼真的语言情境，激发学生用英语进行表达与交际的欲望，通过师生对话引导下的两两说、小组说等形式的练习，给学生提供大量运用语言的环境，通过扩展听读故事，丰富学生对于不同购物情景语言运用的感知，通过情景迁移，培养学生灵活运用语言的能力。
由此可见，本节课上学生既轻松掌握本课语言点，又能够灵活地在日常生活中运用，提高了用英语进行交际的能力，从而实现听说能力的跨越式发展。
【活动目标】（1）熟悉快餐食品的单词，并能活用单词制作快餐店菜单；（2）能模仿师生对话，在教师提供“Key points”的引导下，能进行情景对话；（3）能听懂与本课主题相关的情节性对话材料；（4）通过师生问答、两两对话、角色扮演等多种言语交际活动，培养和提高口语交际能力和在日常生活中迁移运用英语的能力；（5）通过本课学习，学生学会文明购物。
冀教版三下Lesson 21 In the Restaurant教案(公开课)
Lesson21 In the Restaurant一、教学目标1、知识（1）听懂会说单词数字16—20。
（2）听懂会用句子：What would you like?Would you like some tea?I would like some ____.2、能力（1）能够听懂会说本课会话，做到学以致用。
（2）通过创设情境使学生感受并学会运用语言，进一步培养学生的口语表达能力。
3、情感: 养成在家帮助父母做家务，饭后洗餐具的好习惯。
二、教学重点难点（1）听懂会说单词16--20（2）听懂会用句子：What would you like?Would you like some tea?I would like some ____.有关的句型。
三、教具、学具1、教具有关本课餐具的挂图或实物,录音机。
2、学具：学生准备（五人一组）一个餐具。
四、教学过程1、复习数字1—20让全班每个学生数1—20，然后让他们一个接一个站起来，按正确顺序每人说出一个数字。
2、新授（1）出示实物或挂图T: Look, what are these?Ss: tables.T: Yes, they are tables.T: How many tables are there?Ss: Sixteen tables.T: Yes, sixteen tables.领读几遍T: What are those? (指chairs)S1: Chairs.T: Yes, chairs. How many chairs are there?S1: Seventeen chairs.T: Yes, there are seventeen chairs.领读几遍。
T: What are these? (指hot dogs)S2: Hot dogs.T: Yes, hot dogs. How many hot dogs are there?S2: Eighteen.T: Yes, there are eighteen hot dogs.领读几遍。
教学设计Lesson7 In the restaurant
教案与反思Lesson7 In the restaurant王丹【教材分析】：本课是陕西旅游版小学英语五年级下学期第6册Lesson7 In the restaurant本课贴近生活，也是孩子们所喜爱的食物，本课主要学习的是食物肉类的名称和字母O的发音规则。
【学生分析】：通过上学期的学习，学生已经有了一定的基础，学生比较易于掌握。
【设计理念】：通过游戏以及活动，让学生在轻松愉快的氛围中掌握知识，在快乐中学习，在快乐中成长！【教学目标】：●知识和能力方面：1、通过这节课的教学，使学生掌握这几种食物的单词：pork,meat , salad, menu2、掌握这六个单词的发音规则：nose , home, those, hole,coke 、 rose●能力目标：1、熟练地说出物品的名称以及多少，流畅得进行口语交流。
2、情感态度与价值观：通过丰富多彩的课堂活动激发学生学习英语的的兴趣，培养学生在真实或模拟真实的语言情境中用英语进行交际的习惯。
【教学重点】：听、说、认、读食物名称的单词。
【教学难点】：掌握这发音规则：nose , home, those, hole, coke 、rose【教学准备】：多媒体课件、单词卡片，几张简单的菜单。
【教学过程】：Step1. Greetings：T: Hello, boys and girls! Nice to meet you !Ss: Hello, teacher!T: Now, let’s sing a song.两人一组唱“I’m hungry .”◆设计理念：通过听歌曲活跃课堂气氛，同时也为后面的学习做了铺垫。
T: Are you ready? Okay, let’s begin our class.Step2: Review：复习Lesson6的单词。
(出示单词卡片)（注：要向学生投去鼓励的眼神或伸出大拇指。
）Step3: Learning Part1.1.T: 今天我带大家去restaurant吃饭，看看今天我们去得这一家restaurant 饭菜如何？先由waitress来给我们介绍一下吧。
Unit 6 At the snack bar Period 2(教案)-2022-2023学年英语
Unit 6 At the snack bar Period 2（教案）-2022-2023学年英语四年级上册-译林版（三起）教学目标1.学习一些常见的快餐类食物的英文单词；2.能够熟练表达一些点餐时常见的用语；3.提高学生听力和口语水平。
教学重点1.听力训练；2.口语表达。
教学难点学生能够熟练掌握点餐时必备的英文表达方式。
教学准备1.小黑板和白板笔；2.教学PPT.教学过程Step 1 Revision教师可以先通过问答和对话的方式，来帮助学生回顾上节课学习的知识点。
例如：T: Good morning, class! Do you remember what we learned last class?S: Yes, we learned some food names.T: Great! Can you tell me some food names you learned?S: Hamburger, hot dog, French fries… etc.Step 2 Presentation(1)轻轻扫描学习手册中的图片，学习并复习一些快餐类食物的英文单词及其发音。
例如：T: Look at the picture on Page 49. What do you see in the picture?S: I can see a pizza, a hamburger, a hot dog and some drinks.T: Very good! Now let’s learn these words together. Please repeat after me: pizza, hamburger, hot dog, cola.(2)学习并模仿如何在快餐餐厅点餐时的常用英文表达方式。
例如：T: If you want to have a hamburger, how would you order it?S: Can I have a hamburger, please?T: Good! What about the French fries?S: Can I have some French fries, please?T: Great! Do you want to order a drink?S: Yes, I want a cola.Step 3 Practice教师可以根据实际情况，分组或两两配对，为学生提供练习机会，让他们尝试模仿点餐时的英文表达方式。
Unit4FoodandRestaurantsLesson22IntheRestaurant教案冀教
Unit 4 Food and RestaurantsLesson 22 In the Restaurant【教学目标】（1）能够听、说、读、写单词：waitress, order, beef, dumplings, menu, can, noodles, coke, bottle。
（2）学会用英语点餐和询问价钱，并让学生学会运用所学句型介绍自己到餐馆就餐的情况。
（3）能够听、说、运用句型：①Are you ready to order?②Would you like something to drink? Yes, please. / No, thanks.③How much are the …? How much for…?④No problem.（4）能够用正确的语音、语调朗读课文中的对话, 能运用所学知识与他人问候交流，进行英语日常交际。
【教学重难点】重点：能够听、说、读、写单词：waitress, order, beef, dumplings, menu, can, noodles, coke, bottle。
难点：学会用英语点餐和询问价钱，并让学生学会运用所学句型介绍自己到餐馆就餐的情况。
句型：①Are you ready to order?②Would you like something to drink? Yes, please. / No, thanks.③How much are the …? How much for…?④No problem.【教学方法】情景导入法、活动探究法。
【教学过程】新课导入：Let’s Review!复习上一课所学过的单词。
dumplings, tomato and egg noodles, chicken noodles, beef noodles新课讲授：Step 1 New words and expression.(1) waitress [’weɪtrɪs] n. 女服务员A waitress is a woman who works in a restaurant, serving people with food and drink.(2) orderAre you ready to order?(3) menu [’menju:] n. 菜单The menu is a list of the food and drinks that are available.(4) fourteen [fɔː(r) ’tiːn] num. 十四eleven [ɪ’levən] num. 十一beef [bi:f] n. 牛肉[U]dumpling [’dʌmplɪŋ] n. 饺子1. —How many dumplings have you eaten?—Fourteen. I want eleven more.2. —I need some beef to make dumplings.—Here you are.(5) something [’sʌmθiŋ] pron. 某物；某事problem [’prɔbləm] n. 问题；难题There is something wrong with my bike.The energy problem was very important.(6) can [kæn, kən] n. 金属罐coke [kəʊk]Now, I’m drinking a can of coke.(7) bottlesHow many bottles of water are there?通过单词游戏，引出要学习的新知，引起学生的兴趣，然后利用学生的迁移能力，引导学生自读单词，培养学生的思维能力。
全新版大学英语综合教程2学生用书课后习题答案
全新版大学英语综合教程2学生用书课后习题答案全新版大学英语第二版综合教程2答案Unit1 Ways of LearningContent Question1. They were studying arts education in Chinese kindergartens and elementary schools in Nanjing.2. Their 18-month-old son Benjamin was fond of trying to place the key into the slot of the key box during their stay at the Jinling Hotel.3. They would come over to watch Benjamin and then try to teach him how to do it properly.4. Because he realized that this anecdote was directly relevant to their assigned tasks in China: to investigate early childhood education and to throw light on Chinese attitudes toward creativity.5. Most of them displayed the same attitude as the staff at the Jinling Hotel.6. He emphasized that the most important thing is to teach the child that on can solve a problem effectively by oneself.7. He means that this incident pointed to important differences in educational and artistic practices between China and the USA.8. The manner in which the Chinese staff saw the need to teach the child by guiding his hand in the characteristic of a broader attitude to education, one that stands in contrast to the Western preference for leaving the child to explore and learn unaided.9. One example is of children at the age of 5 or 6 painting flowers, fish and animals skillfully and confidently; in a secondexample, calligraphers 9 and 10 years old were producing works; and in a third,young artists work on perfecting their craft for several hoursa day.10. Americans think that unless creativity has been acquired early, it may never emerge, and skills can be picked up later. Chinese think that if skills are not acquired early, they may never be acquired, and there is no hurry to promote creativity.11. This is mainly due to the difference in their way of thinking.12. The author makes the suggestion that we should strike a better balance between the poles of creativity and basic skills.Text OrganizationWorking On Your Own1.1) The text begins with an anecdote.2) His thoughts are mainly about different approaches to learning in China and the West.3) He winds up the text with a suggestion in the form ofa question.2. Chinese1) Show a child how to do something, or tech by holding the hand2) Give greater priority to developing skills at an early age, believing that creativity can be promoted over timeAmericans1) Teach children that they should rely on themselves for solutions to problems2) Put more emphasis on fostering creativity in young children, thinking skills can be picked up laterUnit2 ValuesContent Question1. The Salvation Army is a religious charitableorganization. A Salvation Army bell ringer is a volunteer who help it collect donations.2. The boy asked him: Are you poor? He did it simply out of confusion and curiosity. Obviously he knew nothing about the Salvation Army bell ringer.3. He said, “I have more than some people, but not as mu ch as others.” This means that he was neither poor nor rich.4. The boy’s mother scolded h im because the question was social inappropriate, especially to a person who looked poor.5. Yes, economically he is poor. He lives in a small basemen t apartment. He doesn’t even have a color TV. He falls into the lowest income category. And so on.6. No, the writer does not feel poor. This is because he has enjoyed good health and creativity which he thinks are much more important than material goods.7. He feels out of place among people who are primarily interested in material things.8. She told him th at she was interested in what’s on the inside. but after he took her to his poorly furnished apartment, she changed her mind completely.9. It only shows that to her the most important thing was still material goods rather than what she had claimed before.10. Commercial can put people under pressure to purchase more than is really necessary.11. Because December is the time for to work for the Salvation Army as a bell ringer, which gives him a genuine sense of belonging and brings him happiness in helping others.12. The boy’s question has helped the writer realize that, despite his lack of expensive possessions, he is rich in many other ways and shouldbe thankful for that.Text OrganizationWorking On Your Own1.1) a.√2) the essay is meant to explain something that is, the author’s view of life.3) That one can live a life full of riches without being rich financially.2.Part One: The writer’s encounter with a boy who raised the question “are you poor?”Part Two: In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways.Part Three: In conclusion, the writer thinks he’s grown to understand more about himself because of the boy’s question.Unit3 The Generation GapContent Question1. There are seven characters---Father, Mother, Heidi, Diane, Sean, Restaurant Manager, and Mrs. Higgins.2. No. Because what he does usually ends up embarrassing them.3. To buy a guitar.4. To check if Sean was going to embarrass him.5. He knew his father was going to embarrass him.6. It was unnecessary and embarrassing.7. He wanted Dan to pressure his son into asking Diane to the senior prom.8. He would speak to his son and insist that the latter give Diane a call.9. She felt humiliated.10. Because the Thompson had just moved.11. He tried to let her know how exceptionally talented a young woman Heidi was.12. Because she couldn’t bear being embarrassed by her father. Text OrganizationWorking On Your Own1.1. A fast-food restaurant2. The Thompson family dining room3. An office at a high school2.Scene One: Father embarrassed Sean by talking too proudly to the restaurant manager.Scene Two: Father embarrassed Diane by persuading a colleague into pressing his son to ask her to the senior prom.Scene Three: Father embarrassed Heidi by boating to an official at her new school about how talented she was.Unit4 The Virtual WorldContent Question1. She used to be a television producer, but now she is a writer.2. She writes and edits articles online, submits them via email, and communicates with colleagues via the Internet, too.3. She could stay computer-assisted at home for weeks, going out only t get mail, newspapers and groceries.4. They feel as if they had become one with the computer,and life seems to be unreal.5. That people who grew used to a virtual life would feel an aversion to outside forms of socializing.6. She gets overexcited, speaks too much, and interrupts others.7. She is bad-tempered, easily angered, and attacks everyone in sight, all because she has long become separated from others and lacks emotional face-to-face exchanges with people.8. She fights her boyfriend, misinterpreting his intentions because of the lack of emotional cues given by their typed dialogue.9. Because we rely on co-works for company.10. She calls people, arrangers to meet the few friends remaining in the City, gets to the gym, arranges interviews for stories, doctor’s appointments---anything to get her out of the house and connected with others.11. No, she doesn’t feel happy. She feels being face to face is intolerable.12. She makes her excuses and flees, re-enters her apartment, runs to the computer, clicks on the modem, and disappears into the virtual world again.Text OrganizationWorking On Your Own1.1. 2-32. 1,4-10,133. 114. 122.The first paragraph describes the consequences of living a virtual life and the last tells of the author’s escape back into it. Together, they bring out the dilemma people at present are in: Because of modern technology, we have a choice between a virtual life and real life, but find both unsatisfactory.Unit5 Overcoming ObstaclesContent Question1. Because the pole was set at 17 feet which was three inches higher than his personal best.2. Because pole-vaulting combines the grace of a gymnast with the strength of a body builder.3. His childhood dream was to fly. His mother read him numerous stories about flying when he was growing up.4. Because he believed in hard work and sweat. His motto: If you want something, work for it!5. Michael's mother wished he could relax a bit more and be that "free dreaming" little boy. On one occasion she attempted to talk to him and his father about this, but his dad quickly interrupted, smiled and said, "You want something, work for it!"6. He began a very careful training program.7. He seemed unaware of the fact that he had just beaten his personal best by three inches. He was very calm.8. He began to feel nervous when the bar was set at nine inches higher than his personal best.9. What his mother had taught him about how to deal with tension or anxiety helped him overcome his nervousness.10. The singing of some distant birds in flight made him associate his final jump with his childhood dream.11. He cou ld imagine the smile on his mother’s face. He thoughthis father was probably smiling too, even laughing. However, in fact, his father hugged his wife and cried like a baby in her arms.12. Because he was blind.Text OrganizationWorking On Your Own1.Part One: Michael faced the most challenging competition in his pole-vaulting career.Part Two: Michael’s childhood was marked with dreams and tough training. Part Three: Michael topped his personal best, won the championship and set a new world record.2.(1) It also has the element of flying, and the thought of flying as high as a two-story building is a mere fantasy to anyone watching such an event.As long as Michael could remember he had always dreamed of flying. (2) All of Michael’s vaults today seemed t o be the reward for his hard work.Unit6 Women, Half the SkyContent Question1. They liked girly toys such as a miniature kitchen, and Barbies.2. To convert a gas-guzzling SUV into a hybrid electric vehicle.3. Because she didn’t know anything about cars and was afraid of being cheated by the mechanic.4. She was craving independence and wanted to live away from home for some time.5. It helped her earn six engineering credits, which ofcourse made it easier for her to become an engineeringmajor.6. Five years.7. In her view, if you find a subject is difficult to learn, it does not mean you’re not good at it. It just means you have to set your mind and work harder to get good at it.8. Because he had confidence in her abilities believing she could have done better if she had studied more.9. No, she wasn’t always confident. She had moments of panic, worried that as a woman she would be unable to understand thermodynamics.10. She considers it wrong because it is based on a faulty premise.11. It is flexible and more powerful than we imagine.12. What she means is not to accept others’ op inions blindly but to use one’s own judgment.Text OrganizationWorking On Your Own1.Part One: The author describes how she stumbled into engineering. Part Two: The author writes about how she has overcome obstacles, including the bias against women, on her way to success.Part Three: The author draws the conclusion that women can do anything men can so long as they believe in their own abilities.2.1) she was not a tomboy.not to an engineering department.she didn’t k now the first thing about engineering.because she craved independence from her parents.already earned her six credits in engineering.2) math and design.she participated in a national competition to convert an SUV into a hybrid electric vehicle.work harder at it.that she should study more.had to work hard at courses she found difficult, which encouraged her to keep going.Unit7 Learning about EnglishContent Question1. It has borrowed and is still borrowing massively from other languages. Today it has an estimated vocabulary of over one million words.2. They don’t like borrowing foreign words. They try to ban words from English.3. Old English or Anglo-Saxon English.4. The Germanic tribes brought it to the British Isles in the 5th century.5. They are usually short and direct.6. They use words derived from Old English.7. An English judge in India noticed that several words in Sanskrit closely resembled some words in Greek and Latin. A systematic study later revealed the Indo-European parent language.8. Greek, Latin, Sanskrit, English, etc.9. There were three languages competing for use in England.10. Words from Greek and Roman classics came into the English language.11. The great principles of freedom and rights of man were born in England, then the Americans carried them forward.12. No. English is and has always been the tongue of thecommon people. There should not be any fence around it to protect its so-calledpurity.Text OrganizationWorking On Your Own1.Part One: Massive borrowing from other languages is a major feature of the English language.Part Two: the history of the English language from the Indo-European parent language to modern English.Part Three: Tolerance, love of freedom, and respect for the rights of others---these qualities in the English-speaking people explain the richness of their language.2.Paras. 10-11: Germanic tribes came to settle in Britain and brought Anglo-Saxon words---Old English.Para. 12: The Christian religion enriched English with words from Greek and Latin.Para. 13: the Vikings from Scandinavia came with words from Old Norse. Para. 14: the Norman Conquest---French influence.Para. 15: The European renaissance and the printing pressbrought many new words from Latin and Greek.Para. 16: The American revolution---the emergence of a new variety---Amercan English.。
Lesson21《IntheRestaurant》教案
Lesson21《IntheRestaurant》教案【教材理解】本套教材深入浅出，强调沉浸式训练，强调鼓励性环境下的“冒险”，强调尽量真实的语言环境等等，围绕最常用、最基本的英语词汇、句型、交际会话等，逐步循环展开教学内容，符合小学生的年龄、心理特征和语言教学规律。
本课为第四单元的第三课，在已经学习了1-15数字、一些食物和询问别人是否想要某种食物的基础上，继续学习一些数字词汇和如何在餐馆里点菜用语等，在学习本课时因为已有了前面的知识作为铺垫,比较易于深入开展教学,也便于学生接受,同时也体现了教学内容间的连贯性。
【设计理念】>要求教师在授课过程中改变过去重视语法的讲解与传授,而忽视了对学生综合语言实际运用能力的培养,提高学生自主学习的能力,通过多样的教学形式,努力倡导学生的积极参与,让学生在学习过程中促进语言实际运用的能力.【学情简介】三年级学生活泼好动，具有很强的模仿力和求知欲，记忆力好，但他们的注意力不能长时间集中，不喜欢单调的重复和机械的训练。
通过一个多学期的学习和兴趣的培养，大部分学生喜欢上英语课，喜欢表演，学生学习的积极性较高，学生已具备了一定的语音、语调基础，了解了一定的英语学习方法，能用简单的句子与他人进行英语交流。
【教学目标】能听懂、会说并灵活掌握数字：sixteen —tenty和单词：tea,ater;能灵活运用数字以及本课交际用语；通过师生在教学中的双边活动激发学生学习英语的兴趣，让学生充满自信热爱生活。
【教学重难点】数字的听、说以及区分。
【教学方法】游戏法、情景教学法、操练与表演相结合【教具准备】、单词卡片、水和茶的实物。
【课时安排】一课时【教学过程】Step1：aringupGreetingsT:Goodorning,class.Ss:Goodorning,rsZhang.Enjoyasong“DeliousFood”T:ThissongisaboutDeliousFood.Let’sseesoefood.ords:apple,pear,orange,aterelon,haburger,hotdog,don ut,icecreaT:ouldyouliesoe_____?S:yes,please./No,thans.T:hatouldyoulie?I’dlie......Step2:Presentation出示复习数字1-15继续学习16-20提供数字six，让学生在six的基础上加字母组成单词16。
InaFast-foodRestaurant(优质课竞赛一等奖教案)
InaFast-foodRestaurant(优质课竞赛一等奖教案)I.教学内容InaFast-foodRestaurantaiter:Hello,canIhelpyou?u:yes.hatouldyoulie,Dic?Dic:I’dlieahaburger.u:e,too.aiter:ouldyouliesoethingtodrin?u:oh,yes.Toglassesoforangejuice,please.Dic:u,canIhaveanice-crea?u:Sure.Tohaburgers,toglassesoforangejuiceandanice-c rea.aiter:o.Hereyouare.38yuan,please.u:Heretheoney.aiter:Thans.生词：fast-food/resaurant/haburger句型：hatouldyoulie?ouldyouliesoethingtoeat/drin?II、教学目标：能听、读、说fist-food／restaurant／haburger，并了解其含义；．能灵活运用重点句型，并清楚其运用的场合和语气；hatouldyoulie?ouldyouliesoethingtoeat／drin?．能模仿本文对话，并能在一定的语境中运用所学语言进行交际；．培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。
III、教学重难点：．重难点句型：hatouldyoulie?I’dlie．．．ouldyouliesoethingtoeat／drin?…，please．．掌握有关食物名称的词汇。
III、教具准备：食物图片：ice-crea,haburger,cae,bread,juice,il,ater,hot-dog,Frenhfries等。
食物和饮料：haburger，cae，bread，il，orangejuice，cola等。
Unit 4 Food and Restaurants(教案)-2022-2023学年英语三年级下册
Unit 4 Food and Restaurants –教案一、教学目标•学习并掌握与食物和餐馆有关的基本词汇•培养学生的听、说、读、写能力•提高学生的交际能力和实际应用能力二、教学内容词汇•breakfast•lunch•dinner•menu•order•waiter/waitress•chef•table•tip语句•What would you like for breakfast/lunch/dinner?•Can I have the menu, please?•I would like to order…•Excuse me, waiter/waitress, can we have the bill, please?•Thank you, the meal was delicious!三、教学重点•学习并掌握与食物和餐馆有关的基本词汇•能够正确运用所学知识向服务员订餐和结账四、教学难点•了解服务员用语的表达方式•能够流利地运用英语进行订餐和结账五、教学方法•以情境教学为主，结合多媒体教学，并结合真实情境进行学生体验和演练六、教学步骤1.导入新课师生共同探讨英语国家文化餐饮习惯，引出本课内容。
2.学习新词汇教师向学生介绍本节课要学习的单词，并在黑板上列出相应的词汇表，引导学生记忆。
3.学习日常用语教师通过多媒体播放视频，向学生展示英语国家餐馆常见的交流用语，在实践中引导学生学会正确运用。
4.练习对话让学生以小组为单位，分配角色，模拟训练交流，完成点餐和结账等场景模拟。
5.家庭作业要求学生观察、收集本地餐饮店活动的菜单、单据等信息，并结合本节内容，回答教师提出的问题。
七、教学评估•反复使用所学单词，并进行听、说、读、写综合评估•在练习对话环节，夯实实践能力，评估学生在模拟任务中的表现•在收集回答问题的家庭作业时，有效推动对所学内容的再次深入理解八、板书设计英文中文breakfast早餐lunch午餐dinner晚餐menu菜单order订购waiter/waitress服务员chef厨师table餐桌tip小费九、教学资源•多媒体课件•英语国家的餐馆交流用语样例视频十、教学反思本节课采用了多媒体展示、分组模拟成活动组织的教学方式。
第四单元第六课FoodandRestaurants说课稿doc
第四单元第六课FoodandRestaurants说课稿一、教材分析第30课位于本册书第四单元第六课，第四单元以“Food and Restaurants〞展开学习，要紧帮忙学生把握每日三餐的表达法，英语国家中最多见的饮料与食物的名称及数字11到20的读写法。
通过学习让学生了解一些西方饮食适应并能用简单的英语在就餐时进展交谈,学会表达“喜爱与不喜爱〞，“谈论价钱〞等，在此根底上区分可数名词与不可数名词，了解行为动词的一样此刻时态，慢慢培育学生乐于接触异国文化的乐趣。
本课分三局部，第一局部要求把握七种英语国家常见的食物名称；第二局部谈论价钱，第三局部为一首英文歌曲，前两局部要求学生能依照必然的情景熟练自如的对话。
后一局部利用歌曲轻巧的节拍，培育学生英语学习的乐趣。
二、教学目标语言目标：1.New words: fast, hamburger, hot dog, pizza, ice cream, sandwich, much, live2.Key sentences:① What would you like? I’d like …②. How much for…③.I’ll take…, please.3. Make sure that students can make dialogues according to the two topics “having meals and prices〞能力目标：1.To enable students to take part in the role activities.2.To train the ability of working in groups情感目标：According to the lively teaching, improve their interests in English, keep confident and dare to express in English.重点：1. Understanding the dialogue and grasp the language notes.2. Learning how to describe one’s real or imaginary pet.难点：Learning how to make dialogues in some situations三、说教法情景教学法：曾经有人向老外请教，What’s the best way of learning English?(学英语的最正确方式是什么?)老外随口便说：“Go to the United States or marry an American.(到美国去或与一个美国人成婚)。
《In the Restaurant》 说课稿
《In the Restaurant》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《In the Restaurant》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《In the Restaurant》是教材具体名称中的一个重要单元。
这一单元以在餐厅的场景为背景，围绕点餐、用餐等主题展开，涵盖了丰富的词汇、句型和对话。
通过本单元的学习，学生能够掌握与餐厅相关的常用表达，提高在实际生活中运用英语进行交流的能力。
教材中的内容编排合理，循序渐进。
首先通过生动的图片和简单的对话引入主题，让学生对餐厅的场景有一个初步的了解。
接着，逐步呈现重点词汇和句型，并通过各种练习帮助学生巩固所学知识。
最后，通过综合性的活动，如角色扮演等，让学生将所学内容运用到实际情境中，培养学生的语言综合运用能力。
二、学情分析本次授课的对象是具体年级的学生。
他们已经具备了一定的英语基础知识，对英语学习有一定的兴趣和积极性。
但是，在语言的实际运用方面还存在一些不足，需要通过更多的实践活动来提高。
这个年龄段的学生活泼好动，好奇心强，喜欢通过直观的方式学习。
因此，在教学过程中，我将采用多种教学方法和手段，激发学生的学习兴趣，提高课堂教学效果。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标学生能够掌握与餐厅相关的词汇，如 menu, waitress, order, steak, salad 等。
学生能够熟练运用点餐、询问菜品等常用句型，如“May I have the menu, please?” “I'd like to order a steak” “What would you like to eat?” 等。
2、技能目标能够听懂关于在餐厅点餐和用餐的对话。
能够用英语在餐厅进行简单的交流，如点餐、表达喜好等。
3、情感目标培养学生的跨文化意识，了解中西方在餐厅文化方面的差异。
教学设计In the Restaurant
Unit6 In the Restaurant (Listening & Speaking)教学设计一、学情分析笔者所任教的班级为高一旅游服务与导游专业的学生，学生的听力水平不是很好，对于听力内容的理解还是有一定的困难的。
但学生上课的积极性和口语表达能力还是比较不错的，所以在本堂课虽然是听说课，按照正常的教材编排顺序是应该先听力，后对话的，根据学生的实际情况，所以在设计的过程中基本上是有先说后听的，这样可以大大降低听的难度。
另外，这课的听力有两个对话，也有一定的生词量，所以在上这课之前已经对本课的单词和听说课需要用到的单词进行了处理。
另外，由于专业的原因, “ At the Restaurant”也是比较适合他们表演的，这也是职高专业课和文化课的一个很好的结合点。
二、教材分析1.教学内容本课是中等职业教育国家规划教材，〈英语（基本版）2〉第一册第六单元“At the Restaurant”听说课, 这应该是第二课时，前面会有一节单词的学习课。
2.教学重点、难点教学重点：能够听懂有关饭店及外出就餐的谈话，能够用简单的句式询问并提出建议，并能够了解中西方的餐文化。
教学难点：学生对对中西方餐文化的差异并不是很清楚，所以就比较难理解“well-done”的含义，更加不知道中等熟度和半熟的用词了，这样学生在听力过程中对于内容的掌握就有一定的难度了。
综合专业知识，理论联系实践，遍小对话。
三、教学目标教学：能够听懂有关饭店及外出就餐的谈话，能够用简单的句式询问并提出建议，并能够了解中西方的餐文化。
能够简单地模仿原有对话自编小对话把情景完全模拟出来。
四、教学步骤Step 1 Lead-in展示图片，激发兴趣，引出课题1.Show the words with the pictures in Activity 1 which is about restaurant: food/ chicken/waiter/ waitress/ menu/ fish/ delicious/ juice/ tomato/ manager/ beef. Then ask students to finda word which is related to these words.-------- Restaurant设计意图：用快速展示图片的方式，让学生对这些有关饭店的词汇能够有个回忆，可以降低听力的难度，而且用头脑风暴的形式可以激起学生的兴趣。
In;a;Fast-food;Restaurant(优质课竞赛一等奖教案)
In;a;Fast-food;Restaurant(优质课竞赛一等奖教案)i.教学内容i..fast-foo.restaurantwaiter.hello.ca..hel.you?mum.yes.wha.woul.yo.like.dick?dick.i’.lik..hamburger.mum.me.too.waiter.woul.yo.lik.somethin.t.drink?mum.oh.yes.tw.glasse.o.orang.juice.please.dick.mum.ca..hav.a.ice-cream?mum.sure.tw.hamburgers.tw.glasse.o.orang.juic.an.a.i ce-cream.waiter.ok.her.yo.are.3.yuan.please.mum.her.th.money.waiter.thanks.生词：fast-foo..resauran..hamburger句型：wha.woul.yo.like?woul.yo.lik.somethin.t.eat.drink?ii、教学目标：1.能听、读、说fist-food/restaurant/hamburger，并了解其含义；2.能敏捷运用重点句型，并清晰其运用的场合和语气；(1.wha.woul.yo.like?(2)woul.yo.lik.somethin.t.eat/drink?3.能效仿本文对话，并能在必须的语境中运用所学语言进展交际；4.造就学生的留意力和视察力，激发学生踊跃思维，挖掘学生运用语言的缔造实力。
iii、教学重难点：1.重难点句型：〔1〕wha.woul.yo.like?〔2〕i’.lik....〔3〕woul.yo.lik.somethin.t.eat/drink? 〔4〕…，please.2.驾驭有关食物名称的词汇。
iii、教具打算：食物图片：k.water, hot-dog.fren.fries等。
Unit4Lesson21IntheRestaurant(教案)2023-2024学年英语三年级下册
教案：Unit 4 Lesson 21 In the Restaurant 教学目标：1. 能够听懂、会说、会读本课的生词和句子。
2. 能够运用所学的日常用语进行简单的餐厅点餐情景对话。
3. 能够通过观察图片和听录音，培养学生的观察能力和听力理解能力。
4. 培养学生的团队协作能力和口语表达能力。
教学内容：1. 教学单词：menu（菜单），coffee（咖啡），tea（茶），juice（果汁），water（水），chicken（鸡肉），beef（牛肉），pork（猪肉），dinner（晚餐），thank you（谢谢）。
2. 教学句子： What would you like to order?（你想点什么菜？）I would like some coffee, please.（请给我一些咖啡。
）Here is your coffee.（这是你的咖啡。
）Thank you.（谢谢。
）教学重点与难点：1. 教学重点：单词menu，coffee，tea，juice，water，chicken，beef，pork，dinner，以及句型What would you like to order?和I would like some coffee, please.的运用。
2. 教学难点：单词pork的发音和句子结构的运用。
教具与学具准备：1. 教具：多媒体课件、录音机、磁带、图片、菜单。
2. 学具：课本、练习本、铅笔。
教学过程：Step 1: 热身（5分钟）1. 教师与学生进行简单的英语对话，引导学生复习已学的日常用语。
2. 学生进行小组活动，用英语进行自我介绍，练习日常用语。
Step 2: 引入（10分钟）1. 教师向学生介绍餐厅的场景，展示图片，引导学生观察。
2. 教师播放录音，学生听录音并回答问题。
Step 3: 新课内容（15分钟）1. 教师出示单词卡片，引导学生学习新单词menu，coffee，tea，juice，water，chicken，beef，pork，dinner。
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教材教法与教案In a Fast-food Restaurant一.教学内容In a Fast-food RestaurantWaiter: Hello, can I help you?Mum: Yes. What would you like, Dick?Dick: I'd like a hamburger.Mum: Me, too.Waiter: Would you like something to drink?Mum: Oh, yes. Two glasses of orange juice, please.Dick: Mum, can I have an ice cream?Mum: Sure. Two hamburgers, two glasses of orange juice and an ice cream.Waiter: OK. Here you are. 38 yuan, please.Mum: Here the money.Waiter: Thanks.生词：fast-food restaurant hamburger句型：What would you like?Would you like something to eat/drink?二.教学目标1.知识与技能:1 ) 能听、读、说fast-food，restaurant，hamburger，并了解其含义。
2)能灵活运用重点句型，并清楚其运用的场合和语气。
What would you like?Would you like something to eat／drink?3)能模仿本文对话，并能在一定的语境中运用所学语言进行交际。
2过程与方法:用温故和直观导入法,导入单词.用情境导入法导入对话和句型.3情感与价值观:培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。
三.教学重难点1.重难点句型：（1）What would you like?（2）I'd like ...（3）Would you like something to eat／drink?（4）...，please.2.掌握有关食物名称的词汇。
四.教具准备食物图片：ice cream, hamburger, cake, bread, juice, milk, water, hot dog, French fries等。
食物和饮料：hamburger，cake，bread，milk，orange juice，cock cola等。
道具：服务员工作帽、围裙、托盘，多媒体课件一套。
五.教学过程Step 1.Warm-up(1)Let’s do! (学生按教师的指令做动作)T：Stand up!／Sit down!／Sit down!／Stand up! (教师辅以手势)T：Walk!／Stop!／Jump 5 times!／Stop!／Push!／Stop!／Run!／Stop!(教师和学生一起做，每个动作持续一段时间后，教师突然说：“Stop!”要求学生立刻停下来。
)(2)Do as I do！(教师做动作并表达，引导学生边做边说：“Me，too.”)教师做睡觉状，并用低缓语调说：“I'm tired.”引导学生说：“Me，too.”教师做笑脸状，并用欢快语调说：“I'm happy.”引导学生说：“Me，too.”教师做干渴状，并说：“I'm thirsty.”引导学生说：“Me，too.”教师手摸肚子，并说：“I'm hungry. ”引导学生说：“Me，too.”(3)Listen and act!(学生按教师的指令做动作。
)教师说：“Let's eat!”(做吃东西状)学生跟着做动作。
指令依次为：Eat slowly!／Eat fast!／Let's drink!／Drink slowly!／Drink fast!(通过此活动，操练对话中的有关单词，例如：eat，drink，fast。
)Step 2.Revision and presentation(1)教师问：“What would you like to eat?”让学生根据自己的喜好，用已学句型“I'd like…”回答。
(2)教师出示卡片hamburger，并问：“Would you like a hamburger?”(3)学生学说hamburger一词，教师板书单词，并抽查一组学生，学生快速读词。
(4)出示有关食物的卡片(hamburger，cake，ice cream，juice，milk...)，让学生认读。
(5)做游戏：“What's missing?”(教师从卡片中任意抽掉一张，再让学生看卡片读单词，然后让学生说出拿掉的是哪一张卡片。
)Step 3. Patter drills and dialogue teaching(1)选取单词卡片4—5张，同时出示给学生，并提问：“What would you like?”引导学生回答：“I'd like...”教师把该卡片送给说出正确答案的学生。
(2)教师把手中卡片送完后摊开双手说：“No food left! But don't worry，let's go to the restaurant.You can choose whatever you like.”(3)屏幕上出现单词RESTAURANT及三幅食物图片：noodles，fish，rice（noodles—20 yuan,fish—free,rice—10 yuan）。
教师提问：“What would you like?”让学生用“I'd like...”回答。
当学生选中一种食物时，教师点击该图，出现该食物的价格。
教师对该生做手势并说：“20／10 yuan，please.”引导学生说：“Here's the money.”当屏幕上显示的是免费食物时，教师则带领全班学生对该学生说：“Congratulations!”(4)屏幕上出现单词BAR和三幅图片：cola，coffee，juice (cola—20 yuan，coffee—30 yuan，juice—free)，教师请一学生提问并操作(练习方式同上)。
(5)教师指着juice说：“I'd like juice very much.I even drink juice on my birthday.”屏幕上出现“Happy Birthday to you!”和一只蛋糕。
教师说：“Suppose today was your birthday，what would you like?”引导学生用“I'd like…”句型表达自己的愿望。
(6)屏幕上出现一叠钱的画面。
教师问：“If you had lots of money，what would you like?”让学生继续用“I'd like...”句型回答。
教师引导学生说：“A car? A computer?”等，拓展学生的思维。
(7)教师说：“If I had lots of money，I'd like to opena big fast-food restaurant.”自然引出对话主题。
教师出示快餐店图片，并介绍说：“Look，this is a fast-food restaurant.A big nice fast-food restaurant! We have hotdogs，hamburger，salad，French fries…” (出示食物图片)(8)让学生模仿跟读单词：fast-food，restaurant，并选两组学生朗读，教师板书该词。
(9)教师系上围裙，拿起装有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盘，扮演服务员，并说：“Are you hungry? Would you like something to eat? What would you like?”让学生回答，回答正确的学生可以得到该食物。
(10)当食物分完后，教师解下围裙，做出疲倦状，并说：“Oh，I'm tired and hungry.”引导学生说：“Would you like something to eat? What would you like?”教师收回学生所选的食物后说：“I'm full.I'm not hungry.But I'm thirsty now.”教师继续引导学生说：“Would you like something to drink? What would you like?”(11)教师说：“I'm not hungry and thirsty now.Thank you，boys and girls.You've done a very good job today.”Step 4. Communicative practice(1)屏幕上出现招聘服务员的海报，教师扮成快餐店经理，并说：“Our fast-food restaurant needs a waiter or a waitress.Who'd like to have a try?”(2)邀请几位学生上来，给他们戴上服务员的帽子，并让他们站成一排。
然后，教师(扮演经理)对“应聘者”发指令：“Lineup!Turn left!Turn right!Smile and say：Welcome! Can I help you? What would you like? Would you like something to eat?”每做几个动作，就请不合要求的“应聘者”回去，最后剩下两位“应聘者”。
(3)教师对全班学生说：“Who's the best one?Please discuss in pairs.”引导学生两人一组讨论，以确定最后的“被录用者”.六conclusion : 今天学了在快餐店里发生的事,认识了新单词fast-food，restaurant，hamburger和新句型What would you like? Would you like something to eat／drink?,同学们要知道灵活运用哦!七Homework:1) 识记单词fast-food，restaurant，hamburger，并了解其含义。