chapter11 ordering menu教学设计
AMD CHAPTER 11 DIE AND WAFER SHIPMENTS 说明书
CHAPTER 11 DIE AND WAFER SHIPMENTSIntroduction Product Carrier Guide for Die and WafersCarrier Designs for Singulated DieWaffle PackSurftape and ReelGEL-PAK Die TrayCarrier Designs for WafersWafer JarGEL-PAK Wafer TrayINTRODUCTIONSelect AMD products are available in die or wafer format without having been assembled into a conventional IC package. In these formats,the devices have undergone some functional test-ing. When the testing has been extensive enough to cover all required temperatures and parame-ters, the die is referred to as either Known Good Die (KGD) if the die has been sawn from the wafer, or Known Good Wafer (KGW) if the wafer has not been sawn. Contact your AMD sales representative for information on which AMD products are available in these formats.As shown below, several product carrier options are available for die and wafers. A distinction ismade between die and KGD, as well as between wafers and KGW since the package codes in AMD’s OPN (Ordering Part Number) for these differ.Product Carrier Guide for Die and WafersDevice Format SizeDevice Carrier OPN PackageCode 1AMD Internal Package CodePacking Container 2Die 3All sizesWaffle packXP GDP Dry pack 4 & 4K/8C box Surftape and reelXT GDT Dry pack 4 & 1R box Wafer3All sizesWafer jarN/A N/A Wafer box & 4K box GEL-PAK wafer tray DW GDW 1R boxKnown Good Die (KGD)All sizes Waffle pack 5DP GDP Dry pack 4 & 4K/8C box GEL-PAK die tray 5DG GDG Dry pack 4 & 4K/8C box Surftape and reelDT GDT Dry pack 4 & 1R box Known Good Wafer (KGW)All sizesGEL-PAK wafer trayDW GDW 1R box Wafer jar 5WJGWJ4K boxNotes:1These package codes are part of the OPN, and not a suffix to the OPN.2Explanations of the packing container names can be found in Chapter 13 Packing Methods and Labels .3Die refer to fabricated silicon die that have been singulated but not functionally tested. Wafer refers to fabricated silicon wafers,either sawn or unsawn, but still mounted on the wafer mount tape.4This product is packed in dry pack bags for protection; however, as it is not moisture sensitive product, the product is not bakedprior to packing.5Optional; upon customer request only.Figure 11.1 The surftape-and-reel carrier (right) is preferredover the waffle pack carrier (left) for shipping singulated die.CARRIER DESIGNS FOR SINGULATED DIEAMD offers the following carrier designs and materials for singulated die:•Waffle pack •Surftape-and-reel •GEL-PAK die trayWaffle Pack. Waffle packs have been the tradi-tional carrier for singulated die, especially die that has not been functionally tested to KGD levels.The waffle pack is made of conductive, polypro-pylene, and its size is standardized at two inches square. In an array across the tray are indented pockets for housing each dice. The quantity of pockets per waffle pack varies depending on the die size. A dice is placed in each pocket and ori-entated to be consistent with all other die in the tray. A slip of lint-free, glassine paper is placed over the array of die, and then another waffle tray is stacked on top. Up to five waffle packs are uni-formly stacked and secured in place with two plastic clips, as shown in Figure 11.2. Up to ninestacks of waffle packs are sealed in a dry pack bag for extra cushioning protection. A pre-baked Humidity Indicator Card (HIC) and a desiccant are included in the bag during vacuum packing. The dry pack bags are packed into a 4K/8C Q-PACK box for shipment.•Waffle Pack Labels - A die sale label is applied to the top cover of each stack of waffle packs. The same label is applied to the outside of the dry pack bag. Figure 11.3 provides an example of this label.Surftape and Reel. The surftape-and-reel carrier, shown in Figure 11.1 on page 11-2, is AMD ’s optimum carrier design for shipping singulated die in a format compatible with a high-vol-ume, automated board assembly operation. It is preferred over waffle packs because it eliminates movement of the die during shipment, thus reducing the risk of damage. Also, many differ-ent die sizes can be accommodated with only a few standard surftape sizes.The design for surftape-and-reel is similar to the standard tape-and-reel carriers popular for conventional surface-mount packages. It consists of a surftape wrapped around a reel having a standard size diameter of 7-inches (178 mm). Two sizes of surftape, all fitting on thesame standard size reel, are available to accommodate the range of die sizes offered by AMD in die format.Figure 11.2 Waffle packs are carefully packed for shipment.Figure 11.3 A die sale label is applied to the cover of each waffle pack stack, aswell as to the outside of the dry pack bag in which the stacks are packed.•Surftape Design - The surftape, as illustrated inFigure 11.4, consists of a conductive, poly-styrene tape with windows punched in it to create a slightly recessed pocket for each dice.Two strips of sticky tape backing are attachedalong the two sides of the window. The sticky tape has a pressure-sensitive adhesive coating which holds each dice in place, thus eliminat-ing the risk of damage to the dice due to move-ment. The sticky tape allows for easy and safe removal of each dice during the push-up step in the pick-and-place operation.Each dice is loaded into the surftape with the topside of the dice exposed and the dice orientation consistent throughout the reel.The adhesive strips within each window secure each dice in place.Because the pocket is slighted recessed, each dice is protectedfrom exposure by the next layer of surftape wound around the reel. There are at least 1000 mm of surftape left empty at the beginning of the reel (i.e., the leader pockets) and at least 1000mm of tape left empty at the end of the reel. A cover tape of ace-tate is wrapped around the outer layer, and a surfwrap end sticker (see Figure 11.5) holds this in place.•Surftape Dimensions - The dimensions of AMD ’s surftape, which conform to the EIA 481 standards,are shown on page 11-5. The Ao and Bo dimensions are the critical ones for determining which tape size is required for a specific dice size. Consult your AMD sales representative to obtain specific product dice size information.•Die Orientation - Die orientation in the surftape is uniform for all die in the tape. For the most part, the device pin one is orientated to the top of the pocket, parallel with and on the side closest to the sprocket holes. Contact your AMD sales representative for more product-specific information.Placement of the dice in the cavity shall be centered, with no more than a ±0.05 mm variation from the centerlines of the cavity.•Reel Design - Each surftape is wound around a plastic, antistatic reel that has a uniform diameter of seven inches for all surftape sizes. The dimensions for these and the die counts per reel are provided on page 11-6.•OPNs per Reel - Only one wafer lot is loaded into each reel. Therefore, there will never be a mixture of different Ordering Part Numbers (OPNs) in a reel.•Surftape and Reel Packing - Surftape and reel packing is covered in the following paragraphs, includ-ing information about what labels are applied to the reel, dry pack bag, and 1R box.Figure 11.4 Sticky tape runs along the two sides of each window of the surftape to hold the die in place.Figure 11.5 An end sticker is applied to the outer strip of acetone tape to securethe surftape on the reel.Surftape DimensionsTape Size2Tape 3Pockets and Pitch 3W (Max)W1(Nom)T (Max)T1 (Max)Ao (Nom)Bo (Nom)Do E1PoP24(Basic)P14(Basic)(Pitch)F (Basic)12 mm 12.1 2.50.850.106.356.35 1.5+0.05-0.001.75±0.054.0 ±0.0252.08.05.516 mm 16.12.510.210.24.0 ±0.02512.07.5Notes:1All dimensions are in millimeters.2The tape size listed pertains to the width of the tape. Which size applies is determined by the product die size. Contact yourAMD sales representative to find out which applies to the specific AMD product.3Tolerances are ±0.1 mm unless otherwise specified.4The P1 and P2 dimensions change to having a tolerance of ±0.05 mm when the die is placed. This is based on the centerlineof the die.5An asterisk (*) denotes critical dimensions.6There are 1000 mm of leader tape and 1000 mm of trailer tape.Reel Dimensions and Quantity per ReelTape Size Width of Reel 2Device Counts Per Reel 5D (Max)D112 mm 18.412.4250016 mm22.416.41600Notes:1All dimensions are in millimeters.2Tolerances are: xx.x = ± 0.5 mm and xx = ± 2.0 mm, unless otherwise stated.3These dimensions may vary by +2.0 mm and -0.0 mm.4An asterisk (*) denotes a critical dimension.5There is at least 1000 mm of surftape left empty at the beginning of the reel (i.e., the leader pockets) and 1000 mm of tape left empty at the end of the reel.6To determine which reel size applies to the specific AMD product in die format, consult your AMD sales representative.Surftape and Reel Packing and Labeling. Each surf-tape-and-reel carrier is packed in a dry pack bag, wrapped in bubble pack for cushioning protection, and then packed in a 1R box. A label, a sample of which is shown in Figure 11.6, is applied to each reel, as well as to the dry pack bag, to identify the contents of the reel and provide some traceability informa-tion about the wafer lots from which the die came. Informa-tion contained on the label includes wafer run number, date code, die quantity, ordering part number, assembly lot num-ber, and customer part number.A Q-PACK inventory label is applied to the outside of each 1R box in which surftape-and-reel carriers are shipped. A sample of this label is shown in Figure 11.7. See Figure 13.5on page 13-8, for a description of the information contained on the Q-PACK inventory label .Figure 11.8 on page 11-8 illustrates the packing sequence for surftape and reel.Contact your AMD sales representative if you have additional questions.GEL-PAK Die Tray. AMD also offers GEL-PAK product carriers for singulated die, upon customer request only. As this is a more costly product carrier, AMD recommends it be used only in cases of low-volume production.Contact your AMD sales representative for more information it you are interested in this carrier option.Figure 11.6 A sample standard KGD label.Figure 11.7 A Q-P ACK inventory label is applied to the outside of each 1R box.Figure 11.8 Each surftape-and-reel is packed in a dry pack bag, wrapped in bubble pack for cushioning protection, and then packed in a 1R box.CARRIER DESIGNS FOR WAFERSAMD offers two types of carrier designs for wafers. These include:•Wafer jar•GEL-PAK wafer trayWafer Jar. Wafer jars are the standard product carrier for fabricated wafers that have not been function-ally tested. Wafers are packed in a wafer jar that is made of conductive, polypropylene, on top of an insert of antistatic, polyurethane foam. Another insert of this foam, or as many as needed to fill the jar, is placed on top of the wafer stack. A piece of lint-free filter paper is inserted between each wafer. A wafer jar lid, made of the same material as the jar, snaps onto the jar.Each jar is labeled to identify its contents.Generally, the wafer jars are packed for shipment in a 4k box, however a larger box may be used if there are enough jars to warrant it. Bubble pack sheets are used as dunnage to take up any excess space. Each box is then labeled with a standard Q-PACK inventory label (see Figure 11.7 on page11-7).GEL-PAK Wafer Tray. GEL-PAK wafer trays have become a more popular carrier for wafers because their design is compatible with presentation to commonly used wafer saw equipment. The GEL-PAK wafer tray is typically used for unsawn wafers, although it is also compatible for use with sawn wafers that are still intact on the sticky tape from the sawing operation.•Design and Materials - The GEL-PAK wafer tray is a standard, square size that can accommodate wafers up to 8 inches in diameter. An adhesive GEL membrane is stretched across the tray and the wafer is placed on top of this membrane (see Figure 11.9 on page11-10). Up to four GEL-PAK wafer trays, with a slip of glassine paper placed between each tray, can be stacked into a GEL-PAK tray box. The conductive properties of the GEL membrane protect the wafer beneath it from electrical damage. •GEL-PAK Wafer Tray Packing and Labeling - Figure 11.9 on page11-10 illustrates the packing sequence for wafers in GEL-PAK wafer tray boxes, and the labels that are applied. Each GEL-PAK wafer tray box is labeled to identify the contents and provide some production traceability information. Information contained on the label includes wafer run number, date code, die quantity, ordering part number, assembly lot number, and customer part number.Each GEL-PAK tray box is then packed in a 1R box, which is labeled with a standard Q-PACK inven-tory label (Figure 11.7 on page11-7).If you require additional information about the GEL-PAK wafer tray design and packing method, contact your AMD sales representative.Figure 11.9 Wafer GEL-P AK trays are popular carriers for Known Good Wafers because the wafers are mounted in a configuration that is adaptable to wafer sawing operations.。
酒店情景英语之点餐服务
《酒店情景英语》课程单元教学设计——Ordering dishes点餐一、基本信息(basic information)1. 本次课项目（the unit’s project）：为客人提供点菜服务。
2.核心能力目标（core capability objectives）：能够运用英语为外宾推荐菜品等的点餐服务。
3. 知识目标（knowledge objectives）：明确为客人点餐的餐厅服务程序；熟练掌握专业术语和关键句子。
4. 情感目标（affective objectives）：以热情的服务态度和礼貌用语提供快速准确周到的点餐服务。
5. 素质目标（Quality objectives）：通过实地实境与外宾对话练习，提高心理素质和应变能力。
6. 能力训练任务（Capability training task）：模拟餐厅服务员的角色，进行实地实境会话练习。
7.教学场地（teaching site）：餐旅服务实训基地前台8．物品准备（teaching materials）：菜单；笔；小本子；相关餐具等。
9. 授课说明（teaching introduction）：本单元设计利用任务驱动模式教学，专任教师组织教学，由外宾配合学生训练，以提高学生听力和适应能力。
课堂上以学生活动为主，教师适当地引导，达到培养学生张口能力为主的教学目的。
二、能力训练设计（capability training design）Step 1：W arming-up（3 minus）1.学生前台列队，师生英语致意问候，教师检查仪容仪表。
目的：培养学生良好的职业意识和习惯。
2.学生共同回答中餐的上菜顺序和相应的句子和表达方式；提问关键步骤的名称。
目的：检查上次课学生能力，提高学生注意力和应变力，为本次课任务做铺垫。
Step 2：Leading-in the project（2 minus）教师布置本节课任务：（为客人提供点菜服务）Scene: The guest Jenny and her husband from Philippines come to therestaurant to have dinner. They aren’t familiar with Chinese food but theylike hot food. The waitress or waiter recommends several dishes for her.（情境：来自菲律宾的客人Jenny和她的丈夫来到餐厅用晚餐。
新概念2第11课教案
Lesson 11 One good turn deserves anotherI was having dinner at a restaurant when Tony Steele came in. Tony worked in a lawyer's office years ago, but he is now working at a bank. He gets a good salary, but he always borrows money from his friends and never pays it back. Tony saw me and came and sat at the same table. He has never borrowed money from me. While he was eating, I asked him to lend me twenty pounds. To my surprise, he gave me the money immediately. I have never borrowed any money from you, Tony said, so now you can pay for my dinner!礼尚往来我正在一家饭馆吃饭，托尼.斯蒂尔走了进来。
托尼曾在一家律师事务所工作，而现在正在一家银行上班。
他的薪水很高，但他却总是向朋友借钱，并且从来不还。
托尼看见了我，就走过来和我坐到一张桌子前。
他从未向我借过钱。
当他吃饭时，我提出向他借20英镑。
令我惊奇的是，他立刻把钱给了我。
“我还从未向你借过钱，”托尼说道，“所以现在你可以替我付饭钱了！” Listening Practice.I was having dinner at a ________ when Tony Steele came in. Tony worked in alawyer's ________ years ago, but he is now working at a bank. He gets a good salary, but he always borrows ________ from his friends and never pays it back. Tony saw me and came and sat at the same table. He has never borrowed money from me. While he was eating, I asked him to lend me twenty pounds. To my ________, he gave me the money immediately. I have never borrowed any money from you, Tony said, so now you can________ for my dinner! Shadow Practice Word PracticeFind out words you don ’t know.行为，举止__________________应得到，值得__________________律师__________________ 银行__________________工资__________________立刻__________________Find out words of the past tense.Phrase Practice吃晚餐___________________________ 在一家饭店___________________________ 进来___________________________在一个律师的办公室工作___________________________ 数年前_________________________在一家银行工作___________________________ 得到一份好的收入___________________________ 从...借入..._______________________ 偿还___________________________要求某人做某事___________________________ 借（出）给某人某物___________________________ 令我吃惊的是___________________________ 给我钱___________________________ 支付__________________________ Sentence Practice Translate the sentences.我正在一家饭馆吃饭，在这时托尼.斯蒂尔走了进来。
人教版九年级英语全册Unit11单元整体教学设计
3.强化语法知识的讲解与练习，结合实际语境，让学生在实际运用中掌握语法规则。
4.针对学生个体差异，实施分层教学，关注每个学生的学习需求，提高他们的自信心和学习积极性。
5.创设丰富的语言环境，鼓励学生大胆开口，提高学生的听说能力和口语表达能力。
人教版九年级英语全册Unit11单元整体教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和重点句型，如：adventure, attraction, convenient, passport, visa等，并能熟练运用这些词汇和句型进行日常交流。
2.能够运用一般现在时和一般过去时描述旅游景点和旅行经历，运用一般将来时表达对未来旅行的期待和计划。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示一组世界各地旅游景点的图片，引导学生观察并询问：“Where have you been? Where would you like to go?”，让学生分享自己的旅行经历和梦想。
2.学生分享后，教师引入本节课的主题：“Today, we are going to learn about travels and adventures. We will talk about some famous attractions and our travel experiences.”
五、作业布置
为了巩固本节课所学知识，培养学生的自主学习能力和实际运用能力，特布置以下作业：
1.完成课后练习册的相关练习，巩固词汇和语法知识。
-选择题：检测学生对词汇和时态知识的掌握程度。
-填空题：培养学生运用所学词汇和句型进行填空的能力。
chapter11 ordering menu点餐
Do as Romans do !
• a piece of cake • 小菜一碟 • as easy as pie • hot potato • 烫手的山芋 • 热的土豆固然好吃，但是它会烫你的手，你会想法马上甩 掉的。 Hot potato作为俗语，它的意思就是一个争论很激 烈的问题，没有一个人愿意为它承担责任。
Hale Waihona Puke Polite or impolite
Good manners or bad manners
Don’t fold your legs.
Don’t put your feet on the table.
Don’t fetch food from other people’s plate.
Don’t speak loudly when you are having meals.
Do you want anything else?
No, that’s all. Thank you.
Listen and answer:
1.What would the guest like to eat? He’ll have a steak ,some bread, an apple pie. 2. What kind of drink does he order? Coffee.
roast beef
What would you recommend?
egg
rice Most people like our steak. cake
bread
chicken
rare steak
medium steak
well-done steak
How would you like your steak done? Well-done, please.
实用英语教学法教程-徐锦芬-Chapter 11 Teaching grammar
实用英语教学法教程-徐锦芬-Chapter 11 TeachinggrammarChapter 11: Teaching GrammarIntroduction:Teaching grammar is an essential component of language instruction as it helps learners understand the structure and rules of a language. This chapter will provide a detailed and precise guide on effective teaching methodsfor grammar instruction.1. Communicative Approach:- The communicative approach focuses on the use of language in real-life situations. Grammar is taught in context, and learners are encouraged to use grammar structures in meaningful communication.- Teachers can use authentic materials, such as newspaper articles or dialogues, to present grammar points. Learners can then analyze and practice the target grammar structure in these authentic contexts.2. Deductive Approach:- The deductive approach involves presenting learners with explicit grammar rules and explanations before providing them with practice activities.- Teachers can use charts, diagrams, or visual aids to present grammar rules. Learners can then apply these rules through controlled or guided practice activities.3. Inductive Approach:- The inductive approach involves presenting learners with examples of language use and allowing them to discovergrammar rules and patterns on their own.- Teachers can provide learners with a text or a set of sentences that contain the target grammar structure. Learners can then analyze these examples to identify the grammar rule or pattern.4. Task-Based Approach:- The task-based approach focuses on engaging learners in meaningful tasks that require the use of grammar structures. - Teachers can design tasks, such as role-plays or problem-solving activities, that prompt learners to use the target grammar in a realistic and purposeful way. This approach encourages learners to actively use grammar structures in context.5. Contextualized Grammar Instruction:- Contextualized grammar instruction involves teaching grammar within meaningful contexts, such as conversations, stories, or real-life situations.- Teachers can integrate grammar instruction into speaking, listening, reading, and writing activities. This helps learners understand how grammar structures are used in different language skills.6. Error Correction:- Error correction is an important part of teaching grammar as it helps learners identify and correct their mistakes.- Teachers can provide immediate or delayed error correction, depending on the purpose of the activity. They can also use various error correction techniques, such as self-correction, peer correction, or teacher correction.7. Scaffolded Practice:- Scaffolded practice involves providing learners with gradually increasing levels of support to practice and internalize grammar structures.- Teachers can start with controlled practice activities, where learners focus on accuracy and repetition. Then, they can move on to guided practice activities, where learners apply the grammar in slightly more open-ended tasks. Finally, learners can engage in communicative practice activities, where they use the grammar structure in meaningful communication.Conclusion:Teaching grammar requires a variety of approaches and techniques to cater to the diverse needs and learningstyles of learners. By using a combination of communicative, deductive, inductive, task-based approaches, and contextualized instruction, teachers can effectively teach grammar and help learners develop their language proficiency.。
汉语拼音11(ie+üe+er)(教学设计)
教学方法
直观演示法
情景教学法
教师利用图片、卡片等教具进行直观演示 ，帮助学生掌握拼音的发音和形状。
通过创设与生活相关的情境，如购物、问 路等，让学生在模拟场景中运用拼音进行 交流，增强实际应用能力。
游戏教学法
个别辅导法
设计有趣的拼音游戏，如拼写比赛、找朋 友等，让学生在轻松愉快的氛围中学习拼 音。
教学目标达成情况 教学内容合理性 教学方法有效性 教学氛围营造情况
评价教学目标是否明确，是否符合学生的实际情况，是否满足 教学大纲的要求。
评价教学内容是否具有科学性和系统性，是否符合学生的认知 规律和心理特点，是否有利于学生的汉语拼音能力提高。
评价教学方法是否能够激发学生的学习兴趣，是否能够提高学 生的学习效果，是否符合学生的年龄和心理特点。
教学准备
教师准备拼音卡片、教学 PPT等教具，学生准备拼 音本、笔等学习用品。
02 教学重点与难点
CHAPTER
教学重点
01
掌握ie、ue、er三个复韵母的发 音和书写规则。
02
学会拼读带有ie、ue、er的常用 词语。
教学难点
准确区分ie和ei、ue和ui的发音。 正确书写er这个韵母。
03 教学方法与手段
总结本次教学的经验和教训，为今后的教学提供参考和 借鉴。
汉语拼音11(ie üe er)(教学设 计)
目录
CONTENTS
• 教学目标与内容 • 教学重点与难 教学评价与反思
01 教学目标与内容
CHAPTER
教学目标
知识与技能
使学生能够正确拼读、书写并掌 握拼音ie、ue、er的发音和书写
学习新课：20分钟 巩固练习：15分钟
Orderingfood教案设计
Ch 6 Ordering food张萌教学目标:能够在本单元涉及的情景下说出自己的愿望和想法，会对个人的想法和建议进行简单描述。
知识与技能目标：掌握活动中的词汇及“would like ”的用法。
掌握活动交际中的语言表达方式。
过程与方法目标：通过听读来熟练掌握本节课的内容。
通过小组合作交流来感悟语言即学会用文中的目标语言，情感态度与价值观目标：1．通过点餐活动，同学们可以学会怎样更礼貌地和别人沟通，通过了解各地饮食文化，增强同学们尊重不同地域文化的意识。
2．在学习中，通过点餐活动，同学们可以学习什么是健康的饮食习惯。
教学重点：would like …./ a plate of ….等量词。
教学过程：Step 1. Warming up and greetings.1.Daily talk with the students.What day is today? What day is it tomorrow?What date is today? What date is it tomorrow?What would you like to do when it is hot ?(Write down the day, date and weather on the top on the right, Write down “would like ” under the weather report.)Step 2. Revise the key sentence .Ask : What would you like for your breakfast?What would you like to do next Monday?Would you like …….?(Add more sentence pattens to revise the items in part A&B)Step 3. Presentation.1.Show the ppt of part B of Ch6. Explain the key points.2.Do the exercises in the ppt.Step 4. Practice.1.Ask the pupils to make a survey and find out what their friends wouldlike.2.Practice the dialouge before the class.Step 5. Development.1Show Della’s food menu in the class, let the students to talk about the menu. Is it healthy or unhealthy? And why?2Group work: make a healthy food menu for Della.Step 6. Sum up.Today we learn more about the sentence “Would like” and we know more about the food words. And the most important thing is we know how to order the healthy foodStep 7. Homework. (ppt20)Write down your favourite and healthy food menu.。
Selectingmeals教案设计
Selectingmeals教案设计一、教学目标通过本节课的研究，学生将能够：1. 熟悉并掌握有关点餐的常用词汇和表达；2. 能够用英语描述自己的饮食偏好和需求；3. 了解不同国家或地区的饮食文化差异。
二、教学准备1. 电脑、投影仪和音响等教学设备；2. PPT课件：展示有关餐厅点餐的图片、对话和例句；3. 教材资料：包括单词表、对话练和相关阅读材料；4. 餐厅菜单：多样化的菜单，至少包含西餐、中餐和日餐。
三、教学过程导入活动 (10分钟)1. 利用PPT展示有关餐厅点餐的图片，引起学生兴趣；2. 引导学生回忆自己在餐厅点餐的经历，让学生用英语描述自己常点的菜肴。
3. 提问学生对不同国家饮食文化是否感兴趣，并引导学生积极参与讨论。
语言输入 (15分钟)1. 教师出示PPT中的对话模板，并向学生介绍常用的餐厅点餐口语表达；2. 分组活动：让学生分组进行对话练，模拟餐厅点餐的情境；3. 教师巡回指导，对学生进行语言纠错和指导。
语言输出 (20分钟)1. 教师出示不同国家或地区的餐厅菜单，让学生选择自己喜欢的餐点，并介绍其特点；2. 学生逐一向全班介绍自己选择的餐点，包括菜名、风味和原材料等；3. 教师引导学生进行对话交流，让学生互相提问，并鼓励学生使用新学的词汇和表达。
拓展练 (15分钟)1. 学生分为小组，通过阅读材料了解不同国家或地区的饮食文化差异；2. 每个小组选择一个国家或地区进行介绍，包括其特色菜肴、餐饮惯等；3. 小组展示并与全班分享，鼓励学生用英语进行交流和提问。
总结和展望 (10分钟)1. 教师引导学生总结本节课学到的有关点餐的表达方式和词汇；2. 学生分享本节课对不同国家饮食文化的了解和感受；3. 教师展望下节课的研究内容，如如何在异国他乡点餐和体验当地风味。
四、教学评估1. 教师观察学生在对话练和语言输出时的表现，评估其语言运用能力；2. 小组展示和分享时，观察学生对不同国家饮食文化的理解和表达能力；3. 分组讨论时，观察学生的参与度和交流能力。
Orderingdrinks教案设计
Orderingdrinks教案设计一、教学目标本节课主要教授学生如何点饮料并进行简单的交流，具体目标包括：1. 研究15种常见的饮料名称；2. 掌握点饮料的常用表达方式；3. 通过角色扮演练，提高口语表达能力；4. 培养学生的合作意识和团队合作能力。
二、教学内容1. 饮料的基本名称；2. 点饮料的常用表达方式；3. 与服务员交流的常用句型。
三、教学重点和难点1. 研究和掌握饮料的基本名称；2. 理解并能够使用点饮料的常用表达方式。
四、教学准备1. PowerPoint演示文稿；2. 讲解用的图片和卡片。
五、教学过程1. 导入与引导通过播放一个视频或图片，引起学生对饮料的兴趣，并与学生进行简单的讨论，了解他们对饮料的了解程度。
2. 呈现与讲解使用PowerPoint演示文稿，逐个呈现饮料的基本名称，并教授学生正确的发音和写法。
同时，介绍点饮料的常用表达方式，如：“I'd like to order...”，“Could I have...”，“Can I get...”。
3. 角色扮演练将学生分成小组，每个小组有一名服务员和两名顾客。
每个小组自行设计对话场景，进行角色扮演练。
老师可以提供一些示范对话，帮助学生更好地理解和运用所学知识。
4. 板书与总结将学生的角色扮演对话记录在黑板上，总结点饮料的常用表达方式和交流技巧。
六、教学延伸1. 培养学生点饮料时礼貌和友善的表达方式；2. 引导学生自己设计交流对话，提高口语表达能力；3. 鼓励学生外出实践，到咖啡馆等场所进行实地观察和交流。
七、课堂作业布置课后任务，要求学生写一篇关于点饮料的简短对话或故事，并在下节课前提交。
八、教学评估与反思通过观察学生的角色扮演表现、听写练和书面作业，进行教学效果的评估。
根据评估结果，对教学内容和方法进行反思，进一步优化教案设计。
以上就是本节课的教案设计，希望能为您的教学工作提供帮助！。
chapter11 ordering menu教案
Chapter 9 Ordering Meals温职专杨玉素Teaching aims: 1 Talk about ordering meals2. Improve the students’ speaking ability.3 Students know how to order food and drinks in a restaurantImportant aims: How to improve the students’ speaking ability. Difficult aims: Students know how to order food and drinksTeaching procedures:Step one : Lead in1 T: At the beginning of the class, I’d like to introduce my good friend Tom to you. He is traveling in America now. He is hungry now. He’d like something to eat. Can you guess what he likes to have? (Brainstorming)2 Show pictures( fried rice with eggs/ egg & vegetable soup/meat / roasted beef/.sandwich /roasted fish) for Ss to guess what they are3 Ask Ss to read these words once again4 Ask ss to match the pictures with English names1 T: Tom is so hungry now. Fortunately, he sees a restaurant in front of him . He goes into the restaurant .Do you know who will serve him?T: Yes, waiters or waitress(Bb). Now you see, here comes a waiter. If you want to order something to eat, what will you say?T: Suppose I’m the waiter. I’d like some students to act as Tm to make dialogues with me. I willshow you the pictures, you can answer my questions according to them. (Ask two Ss to makedialogues with me)2 Show the rest pictures on the screen and ask ss to do pair work3 A game1 T: After having some food, Tom feels a little thirsty. He’d like something to drink. Can you guess what drinks he will like to have?( Brainstorming)2 Divide the whole class into two groups. One of the group act as the waiter, the other act as Tom.. (Show ss the pictures and ask ss to make dialogues according to the pictures)3 Change their role to practice the dialogues once againStep four :Fill and talk1T: Suddenly, Tom’s telephone rings. It’s his friend John. .John also wants to have something to eat . Five minutes later. John comes to the restaurant. The waiter gives John a menu. Do you know what the waiter says to John? They are having a dialogue.2 Ask two ss to fill in the blanks and make a dialogue according to the menuW: May I have your _____ nowG: Yes, I’ll have__________ and I’d like______.W: Would you like__________, sir?G: Yes, I’ll have __________.W: Anything else?’G: _______________.Step five: Presentation of the whole dialogue1 Their friends Mike want to meet them and go to the restaurant by taxi. Here’s the dialogue between Mike and the waiter.2 Ask boys read as the waiter , girls read as Mike.Step six: Group work1 Give ss a situation to make group work:Four students in a group. Suppose you and your friends are in a western restaurant , pleasemake a dialogue. One in your group acts as the waiter, the others are Tom , John and Mike.2 Give ss a sample to imitate3Ask ss to act out their dialoguesStep seven : SummaryAsk ss to tell the classical sentences and write them on the blackboardStep eight: Discussion1Different country has different table manners, please discuss if they are good manners or not in western countries?(show ss some pictures)2 Conclusion: Do as Romans do.Step nine: Homework1 Recite the classical sentences2 Surfing on the Internet and find out some more table manners in western countries。
制作菜单教案模板英语初中
Subject: English Language ArtsGrade Level: 7th GradeDuration: 1 hourObjective:- To help students understand the structure and vocabulary of a menu.- To develop students' ability to read and interpret menus.- To enhance students' writing skills by composing their own menus.Materials:- Projector or whiteboard for displaying examples.- Sample menus from various restaurants.- Handouts with menu vocabulary and structure.- Writing paper or notebooks.- pens or pencils.Preparation:- Prepare a PowerPoint presentation or write key points on the whiteboard.- Collect sample menus from different types of restaurants (e.g., fast food, fine dining, ethnic cuisine).- Create handouts with menu vocabulary and structure.- Arrange the classroom with enough space for students to work in groups.Procedure:1. Introduction (10 minutes)- Begin the lesson by asking students if they like going to restaurants. Engage them in a brief discussion about their favorite types of food and restaurants.- Introduce the topic of menus by explaining that menus are lists of dishes and drinks available in a restaurant.- Show a few sample menus on the projector or whiteboard and askstudents to identify the key elements such as the name of the restaurant, prices, and types of dishes.2. Vocabulary and Structure (15 minutes)- Distribute handouts with menu vocabulary and structure.- Go through the vocabulary list, defining each term and providing examples.- Explain the structure of a menu, including sections like appetizers, main courses, desserts, and drinks.- Have students read through the handouts and identify key words and phrases related to menus.3. Analysis and Discussion (10 minutes)- Hand out a variety of sample menus to students.- Ask students to work in pairs to analyze the menus, identifying the types of dishes, prices, and any special offers.- Have each pair share their findings with the class, encouraging discussion and questions.4. Group Activity: Menu Creation (20 minutes)- Divide the class into small groups.- Provide each group with writing paper and pencils.- Ask each group to create their own menu for a fictional restaurant. The menu should include a variety of dishes, prices, and a brief description of each item.- Encourage groups to be creative and include items from different cuisines.5. Sharing and Feedback (10 minutes)- Have each group present their menu to the class.- Allow time for other students to ask questions and provide feedback.- Discuss the creativity of the menus and the effectiveness of the vocabulary and structure used.6. Conclusion (5 minutes)- Summarize the key points of the lesson, emphasizing the importance of understanding menus for both dining out and cultural awareness.- Encourage students to practice reading and interpreting menus in real-life situations.- Assign a homework task: Students should bring in a menu from a recent restaurant visit and write a short report on the types of dishes available and their prices.Assessment:- Observe students' participation during the discussion and group activity.- Assess the quality of the menus created by each group.- Evaluate the homework report on the menu analysis.Extension Activities:- Have students research and create menus for different types of fictional restaurants (e.g., a space-themed restaurant, an underwater restaurant).- Organize a mini restaurant event where students can present their menus and serve food they have prepared or purchased from a local restaurant.。
2021教科版选修1《制作菜单》word教案
Private Sub mnuRed_Click()
Txtwz.ForeColor=vbRed
End Sub
为mnuCls_Click()过程编写代码
Private Sub mnuCls_Click()
Txtwz.Text=””
End Sub
为“黑体“菜单命令的Click
一样说来，设计菜单能够通过一下步骤实现：
1.利用“菜单编辑器”创建所有的菜单选项及菜单命令
2.确定菜单的层次结构
为菜单命令的Click事件编写代码
布
置
作
业
新建一个标准EXE工程后，在窗体上建立一个菜单，使它含有“文件”和“关心”两个菜单项，其中“文件”菜单项包含“打开”“关闭”和“退出”3个菜单命令。
2021教科版选修1《制作菜单》word教案
学校：授课者：时刻：
课 题
第6课制作菜单
所用教材
人教版义务教育初级中学教科书九年级上册
教学工具
多媒体机房，课件，VB软件
教学目标
知识与技能
通过完成对菜单的设计，培养学生对程序设计的实践应用能力、协作能力和创新能力。通过本课的学习能够培养学生分析问题，解决问题的能力。
1.数据区：
(1)标题：是一个文本框，用来输入所建立菜单的标题及菜单中每个菜单项的标题，相当于控件的Caption属性。
2.编辑区:
编辑区共有7个按钮，用来对输入的菜单项进行简单的编辑。菜单在数据区输入，在菜单项显示区显示。
(1)“→”和“←”按钮：用来产生或取消内缩符号，用来确定菜单的层次。单击一次“→”按钮，能够产生4个点，单击一次“←”按钮，则能够删除4个点。前面加“....”，表示该菜单项为下一级的菜单项。假如选定了某菜单项后，再按“←”按钮，前面的省略号将取消，表示该菜单是上一级的菜单项。
英语任务型教学活动案例《点菜》教学设计 精品
英语任务型教学活动案例《点菜》教学设计英语教育的目标是培养学生综合语言运用能力。
“培养学生为交际运用语言的能力很大程度上取决于英语教学的组织形式。
”而为交际运用外语的能力正是设计任务的指导思想。
“任务是学习者在处理或理解语言的基础上完成的一个活动。
”任务型教学要求学生有目的地使用语言来完成各种不同的任务，解决实际问题，注重发挥学生的主人翁精神，让每个学生都能积极地参与语言实践并强化相互协调与合作。
任务型教学下的交际活动强调、突出了信息沟，这是与语言知识操练和假交际的典型区别。
任务型活动案例设计活动名称：点菜活动目的：创设真实情景，让学生运用有关用餐的英语句型，在食店点菜. 使学生在轻松愉快的氛围中掌握英语，激发学生的学习兴趣，并做到学以致用。
根据学生的年龄特点和认知能力，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践和形成自主学习能力活动材料：英语菜单若干份语言技能：Listening and speaking语言知识：食物名称和价格的表达方法提示词语及句型：1、必备单词和句型句型rice, hot dog,hamburger,fish, beef, soup, noodles,Coke,coffe, pear,aple,watermelon…What would you like?I’like some milk…2、扩展词汇与句型sandiwiches（三明治）, toufu(豆腐)，pork（猪肉），mutton（羊肉），cabbage（白菜）,cucumber（黄瓜）,chili（辣椒）, white ground （冬瓜）,carrot（胡萝卜）,onion （洋葱）,spinach（菠菜）.Can I help you?How much is it? It’s…How much are they? They’re…Wait a minute.活动形式：四人小组案例活动：1.课前教师和学生把教室布置成中国餐厅或麦当劳店或肯德基店；2.课前教师用单词rice, hot dog,hamburger,fish, beef, soup, noodles,Coke,coffe, pear,aple,watermelon，sandiwiches（三明治）, toufu(豆腐)，pork（猪肉），mutton（羊肉）,tomato(番茄),potato(马铃薯),cabbage（白菜）,cucumber（黄瓜）,chili（辣椒）, white ground （冬瓜）,carrot（胡萝卜）,onion（洋葱）,spinach（菠菜）, 做成英文菜单若干份。
小学英语菜单教案模板及范文
教案标题：My School Menu课时：2课时年级：四年级教学目标：1. 学生能够听懂并说出日常食物的英文表达。
2. 学生能够运用所学词汇和句型描述学校的菜单。
3. 培养学生的口语表达能力和合作学习意识。
教学重点：- 食物名称的英文表达。
- 描述菜单的句型。
教学难点：- 学生能够灵活运用所学词汇和句型进行交流。
教学准备：- 多媒体课件- 学校菜单图片或实物- 食物图片卡片第一课时：一、热身活动（Warm-up）1. Greetings- Teacher: Good morning, class! How are you today?- Students: Good morning, teacher! I'm fine, thank you!2. Singing a song- Students sing a song about food, such as "The Eat, Eat, Eat Song."二、新授内容（Presentation）1. 展示食物图片，引导学生说出对应的英文。
- Teacher: Look at this apple. It's an apple. In English, we say "apple."- Students repeat: Apple.2. 引导学生学习更多食物的英文表达。
- Teacher: Now, let's learn some more foods. (展示食物图片卡片，如：banana, orange, sandwich, pizza, etc.)- Students learn and repeat the words: banana, orange, sandwich, pizza, etc.3. 教授描述菜单的句型。
- Teacher: What do you have for lunch today?- Students: I have a sandwich and an apple.三、练习活动（Practice）1. 小组活动：学生分组，每组选择一张学校菜单图片，用英语描述菜单内容。
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Chapter 11 Eating at restaurantsTeaching aims:1. Language pointsEnable the students master some new words and phrases.Words (menu, chicken, steak , specialties and so on.)Useful expressions(May I take your order now? Do you have any special dishes today?and so on) Revise countable nouns and uncountable nouns.2. Communication skillsEnable the students to talk about ordering and serving in a restautant by using the words and phrases learned in this lesson.3. Ability goalsImprove the stud ents‟ four skills of listening, speaking, reading and writing.Foster students‟ abilities of using English to comunicate .4. Moral educationLead the students to realize that being a polite guest is very important in our daily life and help them to know more about the table manners.Teaching Key Points and Difficulties:1.How to master the words about all kinds of food that are served at restautants.2. How to server and order at.restautants.3.How to make situation dialogue to practice ordering and serving at restautants.Teaching Methods:Five-Step Method, Communication Method, Discussion Method, Introduction Method, Aural-oral Method.Teaching methods:1. Task-based approaches.2. Co-operative learning.3. Individual, pair work, group work to make everyone work in the classTeaching aids:Multi-mediaTeaching procedures:Step 1: Lead in1 A free talk.T: Do you like any delicious food? Can you name some of them? (Brainstorming) Where can we enjoy the best food? Have you ever been to a restaurant before?2 Show some pictures to lead in some new words..T: Do you know what it is ? It‟s a …‟menu‟‟ of a restautant.With the help of the pictures, teaches some other words steak, fried rice and eggs and so on.3 Ask Ss to read these words once again,check some of them.4 Ask ss to listen and match the pictures with English names on the booksStep2: Useful expressions .1 T: When we go into a restaurant .Do you know who will greet us first?Ss: A waiter/waitress.T: What will he/she say to us first? Help the students to get the answer:”Good morning/good evening.Sir/Madam.Here is the menu.”After a while,what will he/she say?Work in pairs to practice the dialogue.2. Almost every restaurant has its own specialities, if you want to have a try, what will yousay?;Let’s listen to the tape and find the answer.Repeat after the tape, then check a group one by one.3.Sometimes the waiter/waitress will recommend us something special, he/she will say:With the help of a picture of “steak”, lead in the following and explain well-done,rare andmedium.Ask the students to practise reading the dialogue in group of four,using theform like:A-B-C-D-A.Then check one or two groups.4.T: Besides some delicious food , what else will we need?Ss: Some drinks.T: What kind of drinks can you name?Ss:milk,wine bee r …Divid the students into two groups, one ask one answer then exchange.5.Show a picture to lead in the word “leftover”, explain that sometimes we cann‟t eat up the food on the table ,what shall we do?Let the students to work together to practise.Step3.Listen and say:T: Now, le t‟s listen to the tape and try to answer the following question.1.What would the guest like to eat?2.What kind of drink does he order ?T: Now, let‟s read after the tape.Then practise in groups/ in pairs.Listen again and follow the tape, do some reading about the dialogue.Practise the dialogue in groups ,then in pairs. Change their role to practice the dialogues once againStep4 :Situation dialogue:T: During the 29th Olympic Games in Beijing, lots of foreign friends come to visit China.Suppose Kobe Bryant, a famous basketball playerof the USA is one of them, you are serving him at a restaurant, what will you say? Try to make a dialogue with you partner.Give them a sample to imitate.Ask some pairs to act their dialogues in front of the class.Step 5 DiscussionHow to behave with good manners when you are having a dinner?Tips for table manners:1.Before sitting down to a meal, when food starts to arrive, you can’t just dig in.2.It’s considered rude to start eating before everyone at the table has received his or her meal.3.Once you start to chow down, it’s important to remember to keep your elbows off the table and keep your mouth closed as you chew.4. Never pick up your bowl or plate as you eat. This is considered rude beyond all belief.5.You cannot stick your chopsticks upright in your bowl of rice. Furthermore, you should never gesture with your chopsticks.Step 6: SummaryAsk ss to tell the classical sentences and write them on the blackboardT: Today, we‟ve learnt how to ser ve customers and how to order in a restautant. Everyone works very well.How do you feel about yourself ?Step7. Homework1. Review the words and classical sentences.2. Make some similar dialogues with your partners.3. Fill in the blanks about reflection.4. We are going to have a Food Festival (美食节)next month at school.Can you design a nice menu with any specialities?Work in groups of four, then ask one of your group members to give a report like this:Step 8. Design of Blackboard。