下module1《unit4howisfoodmade》word学案教案
人教版新起点英语一年级下册Unit4FoodLesson教案
人教版新起点英语一年级下册Unit4 FoodLesson 教案一、教学目标1.语言知识目标：•掌握单词：noodles, rice, bread, cake, meat, vegetables, fruit。
•能够听懂、会说、认读以上单词。
•能够运用“Do you like …?”和“Yes, I do. / No, I don’t.”表达自己的爱好。
2.情感态度目标：•培养学生的食品文化意识。
•关注健康饮食，培养健康生活习惯和饮食习惯。
二、教学重难点1.掌握新单词：noodles, rice, bread, cake, meat, vegetables, fruit。
2.能够理解和使用“Do you like …?”和“Yes, I do. / No, I don’t.”进行口语交流。
三、教学准备1.PPT课件。
2.学生课本、活动本。
3.卡片：noodles, rice, bread, cake, meat, vegetables, fruit。
四、教学过程设计1. Class Opening & Review (5 minutes)•教师问学生上一课的主要内容并进行简要复习。
•引导学生回忆前面所学的食品词汇。
2. Presentation (15 minutes)•在PPT上呈现图片和单词，让学生学习新的食品名称并跟随发音。
•分别带领学生读一遍或两遍食品名称，并帮助他们理解它们的含义和珍惜食品的重要性。
3. Practice (20 minutes)•学生分成若干个小组，每个小组在老师的帮助下拿出卡片，宣布卡片上的食品名称。
•教师以“Do you like …?”的形式询问学生，学生使用“Yes, I do. / No, I don’t.”回答。
•学生通过参与动态游戏和小组讨论进行语言能力训练。
4. Production (15 minutes)•学生分小组进行对话，小组之间讨论和交流，使用模仿的方式来表达自己对食品的喜爱程度。
外研版八年级英语下module1导学案
Module one HobbiesUnit 1 课型：听说课一学习目标1,谈谈你自己的爱好?你的父母、亲友、同学的爱好又如何？2.运用已学的时态询问别人的爱好；3运用"w"开头的疑问词及how进行问答；二，学习重难点能够熟练交流自己及其他人的爱好三学习过程（一）、课前自主学习1、同桌间进行词汇的英汉互译和拼写。
2、．根据句意完成单词:I like Listening to music because it brings me great e__________.Would you like to enter that s__________ high school , Linda?The little girl showed me her doll _______________(collect).His mum has no _________________(兴趣) in his hobbies.Your room is u__________. You must clean it up.It’s difficult ________________(remember) so many words.He wants to be a ________________(职业的) basketball player like Yao Ming.Alice, you are so c________, where did you learn to draw like that?The boys like all kinds of _______________(activity) .It’s _____________(use) to learn English well.（二）、听力训练完成听力练习1，听材料一完成a12，听材料二，完成a4 ，再听一遍，将文中不明白的地方标出3，听材料三，完成a6（三）展示听力结果，并将画出的部分展示给小组成员，小组解决三精讲点拨1.Which hobby do you think takes up the least space? ( Unit 1, P2)takes up表示“占据时间或空间”。
人教版新起点小学一年级下册英语Unit 4 Food教案教学设计
人教版新起点一年级下册英语Unit 4 Food教案教学设计一、教材内容分析本课时的教学内容为：用食物的单词noodles, vegetables, eggs, fish, chicken, rice，来练习句子I am hungry. I want…这节课的教学内容和学生的日常学习和生活息息相关，加上知识点不是很难，学生会非常感兴趣。
二、学生情况分析一年级的学生通过半学期的英语学习，已经具备一定的学习英语的能力，也具备了一定的英语知识储藏，为这节课的顺利学习打下了一定的根底。
这节课的教学内容对于一年级的孩子来说，唯一比拟难的是I am hungry，hungry这个单词很多学生说不来。
在这个句子的教学过程中，教师一定要放慢速度，夸大口型，让学生听清楚，看明白之后再进行练习。
三、教学目标通过本节课的学习，学生能够到达以下目标：1. 能听懂、会说I am hungry.I want……….2. 能跟随录音大胆模仿说唱本课句子。
3. 能够简单表述自己想要的食物。
四、教学重难点教学重点：能听懂、会说I am hungry。
I want…….教学难点：能够正确读出hungry这个单词。
五、教学步骤1.Warm up 热身与学生问好。
2.Lead in 导入运用单词卡片进行游戏，复习和稳固本单元主要词汇。
播放歌谣，请学生听音跟唱。
四人大组练习交际用语Do you like…? Yes, I do. No, I don’t.出示调查表，四人大组调查相关喜好，完成表格。
3.Presentation 新授出示情景图片，请学生看图说一说，Binbin想要什么。
板书I am hungry. I want…Here you are.出示不完整的句子，请学生将句子补充完整。
播放录音，请学生听音跟读。
询问学生，妈妈是如何答复的。
出示句子，请学生认读。
根据PPT上内容，进行两人小组对话练习I am hungry. I want…Here you are.4.Practice 操练出示另一个场景，请学生自编对话。
【人教版】(新起点)英语一年级下册：Unit4《Food》单元教案
Unit 4Food单元教课目的：1、语言技术目标（1）能够听懂、会说与食品有关的六个词汇： noodles, vegetables, eggs, fish, chicken, rice。
（2）能够听懂、会说有关需求食品的功能句： I ’m hungry. I want 并能,在适合的情境中初步运用。
（3）能够借助平时生活图片辨别、会说大写英文字母M 、 N、 O、P。
2、感情目标（1）能够跟从录音勇敢模拟说唱歌曲和歌谣。
（2）能够从本单元认识部分小动物的饮食特色，拓展知识面。
单元教课重点：1、能够听懂、会说与玩拥有关的六个词汇： noodles, vegetables, egg, fish, chicken, rice。
2、能够听懂、会说有关需求食品的功能句：I ’m hungry. I want 并能,在恰当的情境中初步运用。
单元教课难点：1、能够简单表述食品名称，议论对事物的爱好，如：Do you like ...? Yes, I do. / No, I don’t.2、能够听懂、会说有关需求食品的功能句：I ’m hungry. I want 并能,在恰当的情境中初步运用。
课时安排：五课时第一课时教课目的：1、能够听懂、会说与食品有关的六个词汇： noodles, vegetables, egg, fish, chicken, rice。
2、学生能将读音和图形联系起来。
教课准备：单词卡片，光盘教课重难点：1、学习 6 个食品单词的读音和图形。
2、noodles, vegetables的读音。
日教课时间：年月教课过程：一、 Warm-up1、复习水果单词apple，banana, pear, 教师出示水果篮，里面装满以下玩具水果或水果图片：orange, 教师发问： What fruit can you see? 学生回答。
2、讲话活动鉴于上一活动，教师发问： Do you like apples? 学生回答： Yes, I do. / No, I don’t.二、 Presentation1、教师体现本课食品图片，边体现边说：I like fruits. But I also like eating them. 指引学生察看图片，初步感知新语言。
七下Module 1《Unit4 How is food made》word学案教案
Module 1 Food and drinksUnit 4 How is food made主备：陈耿1st period 课型：新授教学目标1. Using ‘going to’ to describe events that will occur quite soon.2. Usin g 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 project2) food in cans3) frozen vegetables4) 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。
.：Kitty and her classmates are going to do a project.I’m going to investigate food in cans.My project is going to be about frozen fish.2.‘be’动词后跟动词的过去分词，表示被动。
.：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. C hoices:1. ‘What a nice camera!’ ‘Yeah. It ________ Shanghai.’A. made inB. is made inC. is made ofD. made of2. I don’t like eating _______ vegetables.A. freezeB. freezedC. freezingD. frozen3. I’m doing a project, ___ I need to interview someone.A. soB. thatC. becauseD. and4. I’m investigating _____ orange juice is made.A. whatB. howC. thatD. which5. Because it is raining, _____ I won’t go out.A. soB. andC. /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 let ter.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 that2) take … out of …3) in refrigerated trucks4) hear from = receive a letter from5) look forward to doing sth.教学难点恰当的理解运用‘where’, ‘what’, ‘why’, ‘how’等疑问词。
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。
【人教版】新起点英语一年级下册：Unit 4《Food》教案设计(精修版)
人教新起点英语精品资料（精修版）Unit 4 Food单元教学目标：1、语言技能目标（1）能够听懂、会说与食物有关的六个词汇：noodles, vegetables, eggs, fish, chicken, rice。
（2）能够听懂、会说有关需求食物的功能句：I’m hungry. I want …, 并能在恰当的情境中初步运用。
（3）能够借助日常生活图片识别、会说大写英文字母M、N、O、P。
2、情感目标（1）能够跟随录音大胆模仿说唱歌曲和歌谣。
（2）能够从本单元了解部分小动物的饮食特点，拓展知识面。
单元教学重点：1、能够听懂、会说与玩具有关的六个词汇：noodles, vegetables, egg, fish, chicken, rice。
2、能够听懂、会说有关需求食物的功能句：I’m hungry. I want …, 并能在恰当的情境中初步运用。
单元教学难点：1、能够简单表述食物名称，讨论对事物的喜好，如：Do you like ...? Yes, I do. / No, I don’t.2、能够听懂、会说有关需求食物的功能句：I’m hungry. I want…, 并能在恰当的情境中初步运用。
课时安排：五课时第一课时教学目标：1、能够听懂、会说与食物有关的六个词汇：noodles, vegetables, egg, fish, chicken, rice。
2、学生能将读音和图形联系起来。
教学准备：单词卡片，光盘教学重难点：1、学习6个食物单词的读音和图形。
2、noodles, vegetables的读音。
教学时间：年月日教学过程：一、Warm-up1、复习水果单词教师出示水果篮，里面装满以下玩具水果或水果图片：apple，banana, pear, orange, 教师提问：What fruit can you see? 学生回答。
2、谈话活动基于上一活动，教师提问：Do you like apples? 学生回答：Yes, I do. / No, I don’t.二、Presentation1、教师呈现本课食物图片，边呈现边说：I like fruits. But I also like eating them. 引导学生观察图片，初步感知新语言。
外研版四年级《英语》下全册教案
四年级全册备课教学内容：全书共分十一个模块，内含一个期末复习模块。
Module1 FriendsModule2 LondonModule3 PicnicModule4 RobotsModule5 SizeModule6 MusicModule7 CountriesModule8 ChangesModule9 WeekendModule10 AccidentsRevie w Module教材分析：本册教材是供小学四年级下学期使用的。
全书共分 11 个模块，内含一个期末复习模块。
每一个模块分为两个单元。
一般情况下，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型练习，包括一首歌或小诗。
歌谣或小诗的学习，目的有三：一是培养学生的语感和节奏感；二是提高发音的正确性；三是通过这些英语国家儿童所熟知的歌谣，介绍一定的西方文化。
其中的一些不常用的单词，不要求学生在歌谣之外学会使用。
在本册中，我们将学习星期的表达方法，谈论有关郊游的情况，初步了解有关伦敦和美国的基础知识；我们将进一步学习如何表达能力，如何谈论将来发生的事情；我们还将学习如何描述过去的动作与状态，特别是如何在讲故事的进修讲述过去的动作与状态。
教学目的：一、培养学生的语感和节奏感。
二、提高发音的正确性。
三、通过这些英语国家儿童所熟知的歌谣，介绍一定的西方文化。
教具准备：录音机、课件等教学措施：一、确定恰当的教学目标。
二、创造良好的学习气氛。
三、在课堂上尽量使用英语，适当使用汉语。
四、鼓励、帮助学生，恰当纠正错误。
五、利用多媒体教学。
教学进度表 :本模块分两单元 Unit 1 She's a nice teacher.anUnit 2 He's cool. 整个模块介绍了怎样描述人物的性格特征？要求学生能够用简单的句子对好友的性格、外形进行描述。
同时复习了上学期学过的一些单词 fat thin small big tall short ，从而引出 naughty shy nice clever 等几个新单词。
七年级英语下：Module 1 Unit 4 How is food made教案上海牛津版
Module 1 Food and drinksUnit 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 plete 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 plete 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 playerPreparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bee 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 specific informati on 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. Understand 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:Student’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 bee 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 e forward and talk about the food item they are going toinvestigate, 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 e 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 informatio n 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 information 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 abouttheir 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 Eddie’s questions for the fr ozen 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 e 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? How do 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 plete 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 bee 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 plimentary closing which usually indicate whether a letter is in a formal or informal 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 paragraphswhich present ideas logically. Revise and edit short texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response 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 plete 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 informationMaterials: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 read. 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。
【人教版】(新起点)英语一年级下册：Unit4《Food》单元教案
Unit 4Food单元教课目的：1、语言技术目标（1）能够听懂、会说与食品有关的六个词汇： noodles, vegetables, eggs, fish, chicken, rice。
（2）能够听懂、会说有关需求食品的功能句： I ’m hungry. I want 并能,在适合的情境中初步运用。
（3）能够借助平时生活图片辨别、会说大写英文字母M 、 N、 O、P。
2、感情目标（1）能够跟从录音勇敢模拟说唱歌曲和歌谣。
（2）能够从本单元认识部分小动物的饮食特色，拓展知识面。
单元教课重点：1、能够听懂、会说与玩拥有关的六个词汇： noodles, vegetables, egg, fish, chicken, rice。
2、能够听懂、会说有关需求食品的功能句：I ’m hungry. I want 并能,在恰当的情境中初步运用。
单元教课难点：1、能够简单表述食品名称，议论对事物的爱好，如：Do you like ...? Yes, I do. / No, I don’t.2、能够听懂、会说有关需求食品的功能句：I ’m hungry. I want 并能,在恰当的情境中初步运用。
课时安排：五课时第一课时教课目的：1、能够听懂、会说与食品有关的六个词汇： noodles, vegetables, egg, fish, chicken, rice。
2、学生能将读音和图形联系起来。
教课准备：单词卡片，光盘教课重难点：1、学习 6 个食品单词的读音和图形。
2、noodles, vegetables的读音。
日教课时间：年月教课过程：一、 Warm-up1、复习水果单词apple，banana, pear, 教师出示水果篮，里面装满以下玩具水果或水果图片：orange, 教师发问： What fruit can you see? 学生回答。
2、讲话活动鉴于上一活动，教师发问： Do you like apples? 学生回答： Yes, I do. / No, I don’t.二、 Presentation1、教师体现本课食品图片，边体现边说：I like fruits. But I also like eating them. 指引学生察看图片，初步感知新语言。
外研版英语三下《module4food》word学案
外研版英语三下《module4food》word学案Module 4 Unit 1 Do you like meat?一、学习目标1.学习新单词rice / noodles / meat / milk / fish / pass / mum2.学会习如何使用Do you like …? 如此的语言结构来询问他人喜好，以及如何样表达自己和他人的喜好。
二、预习学案1.通过听录音等方式预习本单元将要学习的新单词、课文。
将可不能读的单词和句子进行标注，不明白的地点找出来。
2.小组调查；本组同学喜爱什么包含、体育项目、玩具、颜色、课文中的人物、学习活动等，然后向全班陈述；询问外国小朋友喜爱什么饮食、体育项目、玩具、颜色等，然后向他人说明。
三、导学案（一）课前延伸——预习检测1. 小组长带领检查预习单词情形。
2. 假如你想问你同桌他喜爱什么食物，你应该问：_____假如喜爱应该如何来回答，假如不喜爱应该如何样来回答。
（二）课内探究1. 自主学习（1）点明本课的教学目标（2）展现导学案，学生讨论，小组展现（可小组长带领，也可组内成员轮番），（3）个人学习学生在学习新单词后，自主学习新课文。
遇到不明白得地点可在小组内交流解决。
记录好重点、难点。
2. 合作探究（1）小组内解决刚才自己找到的可不能读和不明白的地点。
（2）讨论如何谈论自己喜爱的东西。
“Dou you like … ? Yes, I do. / No, I don’t.”3. 精讲点拨（1）注意“noodles”的读音。
（2）问别人喜爱什么东西，应用句型“Dou you like … ? Yes, I do. / No, I don’t.”四、课堂检测（一）依照图片写单词________ ________ _________ _________ （二）依照图意填空1.A: Do you like _______________B:_________________________2. A: Do you like _______________B:_________________________五、课后作业1. 自制一张调查表，调查家人或朋友喜好的事物。
人教版新起点小学一年级下册英语Unit 4 Food教案教学设计
人教版新起点小学一年级下册英语Unit4 Food教案教学设计人教版新起点小学一年级下册英语Unit 4 Food教案教学设计一、教材内容分析本课时的教学内容为：与食物有关的六个词汇noodles, vegetables, eggs, fish, chicken, rice。
这节课的教学内容和学生的日常学习和生活息息相关，加上知识点不是很难，学生会非常感兴趣。
二、学生情况分析一年级的学生通过半学期的英语学习，已经具备一定的学习英语的能力，也具备了一定的英语知识储备，为这节课的顺利学习打下了一定的基础。
这节课的教学内容对于一年级的孩子来说，唯一比较难的是单词vegetables的发音。
在这个单词的教学过程中，教师一定要放慢速度，夸大口型，让学生听清楚，看明白之后再进行练习发音。
三、教学目标通过本节课的学习，学生能够达到以下目标：1. 能听懂、会说与食物有关的六个词汇：noodles, vegetables, eggs, fish, chicken, rice。
2. 能跟随录音大胆模仿说唱本课歌谣。
3. 能够简单表述食物名称，讨论对食物的喜好。
四、教学重难点教学重点：能听懂、会说与食物有关的六个词汇noodles, vegetables, eggs, fish, chicken, rice。
教学难点：能够正确读出vegetables。
五、教学步骤1. 热身活动（1）教师利用课件，出示水果的照片，教师提问What fruit can you see? 学生回答。
（2）教师提问：Do you like apples? 学生回答：Yes, I do. / No, I don’t.设计意图：这是一年级下学期第四单元的第一节英语课。
为了在最短的时间内唤醒学生已有的知识，迅速进入学习英语的氛围中，在这节课，采用了听听做做和谈话，为新课的学习做下良好的铺垫。
2. 情境创设，新知呈现（1）教师使用课件出示本课时食物图片，边呈现边说：I like fruits, and I also like eating them. 引导学生观察图片，初步感知新语言。
英语Module1《Foodanddrinks》(综合教案)
Module 1 Food and drinksUnit 1 A surprise birthday party主要内容：（注：所有单词可参照目录中的Vocabulary及后面的Word List.）I.常用词组：be free, on Saturday , at the party, watch cartoons, dress up, look forward to sth/ doing sth, have chicken wings/ fish fingers/ orange juice…, make him a chocolate cake,II.有用句型：1.A: May I speak to …, please :? B: This is …speaking.2.Shall we have some…?3. Let’s have some…4.That’s a good idea.5.I’d like to…III.语言难点：1.I’d rather have more snacks.2.I’d like to take some photos at Ben’s birthday party.这两个句型中的”’d”都是would, 区别在于would rather后面是do的形式,而would like 后面是to do形式，学生经常会混淆。
IV.教学建议：1.掌握Tommy Target所列内容。
2.教育学生同学过生日时不必铺张浪费，可以送些自己制作的小礼物。
3.可以让学生真正动手学做蛋糕，以激发兴趣，也可培养动手能力，同时可以让他们给自己的父母一个惊喜。
Unit 2 Growing smart, growing strong主要内容：（注：所有单词可参照目录中的Vocabulary及后面的Word List.）I.常用词组：go to a concert, be on, go cycling, enjoy swimming, have a barbecue, fall asleep, have toothache, bad habits, used to run/ smoke/ eat…, not…any longer,II.有用句型：1．So/ Neither do I.2. Let’s (not ) go to a concert.3. Why don’t we go to see a film instead ?4. I used to….Now I…III .语言难点：1.too much/ many , more, less, 注意提醒学生后面带可数名词与不可数名词。
Unit 4 Food Lesson 1(教案)人教新起点版英语一年级下册
Unit 4 Food Lesson 1 (教案)一、教学目标1.1 知识与技能•能正确朗读并理解本课单词和短语：fruit, vegetable, apple, banana, potato, tomato。
•能辨认并运用所学词汇进行简单的交往，如会问对方喜欢吃什么水果和蔬菜等。
•听、说、读、写能力得到提高。
1.2 过程与方法•学习新单词、短语进行记忆和练习。
•通过练习正确的发音和朗读方式提高英语口语表达能力。
•运用小组合作学习模式，让学生充分参与，提高他们的合作精神和交际能力。
1.3 情感态度•培养学生对英语学习的热情和兴趣。
•培养学生爱好水果蔬菜和健康饮食的习惯。
•培养学生的自信心和积极上进的态度。
二、教学重点和难点2.1 教学重点•学会新单词及短语：fruit, vegetable, apple, banana, potato, tomato。
•能正确发音并掌握听、说、读、写这些单词和短语。
2.2 教学难点•学生初次接触英语，需要较长时间的学习和练习才能理解单词的意义和发音。
三、教学过程设计3.1 Warm-up以水果与蔬菜为主题展开，让学生通过观察、回忆、讨论等方式，回顾之前所学内容，并引导学生进入本节课的学习氛围。
3.2 Presentation介绍本节课单词及短语，并通过图片和动作帮助学生理解这些单词的意义，注重学生听、说、看、做的全方位体验，提高学生对新单词的学习兴趣。
教师可以设计习题帮助学生记忆单词。
3.3 Practice3.3.1 创意绘画将学生分为小组，让他们各举一个蔬果，自由画出图形，并根据图片的特征给出单词，以此加深学生对本节课单词的理解。
3.3.2 表演角色扮演分组进行角色扮演，让每组学生按照教师给的提示说出有关水果和蔬菜的英文，以此增强学生的口语表达能力。
3.3.3 小组讨论教师组织小组讨论，介绍各类水果与蔬菜，学生按需求表达对自己和家人喜欢的水果和蔬菜，通过讨论引导学生了解谷物、奶制品、蛋白质食品并了解食物搭配。
外研版英语三下《module4food》word教案2篇
外研版英语三下《module4food》word教案2篇Module 4 FoodUnit 1 Do you like meat?Period 1I.Objectives:1.New words: noodles，milk，meat，fish，rice2.Sentence pattern: “Do you like….?”3.Answer: “Yes,I do/No,Idon’t.But I like….”.II.Teaching key points:1.Learn the new words and the sentence patterns.2.Practice the pronunciationIII.Teaching diffulties:Use the new word and sentence pattern skillfullyIV.Teaching aids:PicturesV.Teaching methods:1.Show pictures2.Enquirement3.Group discussionVI.Teaching proceduresStep1 lead-in 5’1.Show pictures and ask one student: what is this?2.Ask one student a question: “what do you like?”Step 2 Study new words 5’1.Study new words by the picture: noodles、milk、meat、fish、rice2.Read and write the new wordsStep 3 Study sentenc e patterns 5’1.问学生喜爱吃什么？引出句型“Do you like ….?”2.问“假如喜爱如何回答？”引出“Yes,I do.”“假如不喜爱如何回答？”引出“No,Idon’t. But I like….”Step 4 Group discussion 5’1.Two students make a dialogue2.Stand up and show the dialogueStep 5 Read the textbook 10’1.The teacher lead to the student reading book2.Read together3.Ask several students to act the roleStep 6 Game 5’1.先找一个同学上讲台背对全班同学。
七年级英语下册 Module 1 Unit 4 How is food made重
Module 1 Food and drinksUnit 4 How is food made?LanguageI. Words1. freeze v.（使）冷冻 frozen adj. 冷冻的freeze the fish 使鱼冷冻 frozen fish 冷冻的鱼2. hear from sb （通常指通过信件）得到某人的消息I heard from him last w eek. 上星期我接到他的信。
II. Language Structure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 goin g 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 fish.A: Why are they going to do it?B: It is because they want to raise money for the SPCA. A: Where are they going to do it?B: They’re going to do it at their school.A: When are they going to do it?B: They’re going to do it on Saturday, I March.A: How are they going to do it?B: Th ey’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.III. Notes1. 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。
2022年人教版(新起点)英语一下Unit 4《Food》word单元教案
Unit 4 Food单元教学目标：1、语言技能目标〔1〕能够听懂、会说与食物有关的六个词汇：noodles, vegetables, eggs, fish, chicken, rice。
〔2〕能够听懂、会说有关需求食物的功能句：I’m hungry. I want …, 并能在恰当的情境中初步运用。
〔3〕能够借助日常生活图片识别、会说大写英文字母M、N、O、P。
2、情感目标〔1〕能够跟随录音大胆模仿说唱歌曲和歌谣。
〔2〕能够从本单元了解局部小动物的饮食特点，拓展知识面。
单元教学重点：1、能够听懂、会说与玩具有关的六个词汇：noodles, vegetables, egg, fish, chicken, rice。
2、能够听懂、会说有关需求食物的功能句：I’m hungry. I want …, 并能在恰当的情境中初步运用。
单元教学难点：1、能够简单表述食物名称，讨论对事物的喜好，如：Do you like ... Yes, I do. / No, I don’t.2、能够听懂、会说有关需求食物的功能句：I’m hungry. I want …, 并能在恰当的情境中初步运用。
课时安排：五课时第一课时教学目标：1、能够听懂、会说与食物有关的六个词汇：noodles, vegetables, egg, fish, chicken, rice。
2、学生能将读音和图形联系起来。
教学准备：单词卡片，光盘教学重难点：1、学习6个食物单词的读音和图形。
2、noodles, vegetables的读音。
教学时间：年月日教学过程：一、Warm-up1、复习水果单词教师出示水果篮，里面装满以下玩具水果或水果图片：apple，banana, pear, orange, 教师提问：What fruit can you see 学生答复。
2、谈话活动基于上一活动，教师提问：Do you like apples 学生答复：Yes, I do. / No, I don’t.二、Presentation1、教师呈现本课食物图片，边呈现边说：I like fruits. But I also like eating them. 引导学生观察图片，初步感知新语言。
人教版新起点一年级英语下册《Unit 4 Food》教案
人教版新起点一年级英语下册《Unit 4 Food》教案
Unit4Food
单元教学目标：
1、语言技能目标
（1）能够听懂、会说与食物有关的六个词汇：noodles,vegetables,eggs,fish,chicken,rice。
（2）能够听懂、会说有关需求食物的功能句：Imhungry.Iwant,并能在恰当的情境中初步运用。
（3）能够借助日常生活图片识别、会说大写英文字母M、N、O、P。
2、情感目标
（1）能够跟随录音大胆模仿说唱歌曲和歌谣。
（2）能够从本单元了解部分小动物的饮食特点，拓展知识面。
单元教学重点：
1、能够听懂、会说与玩具有关的六个词汇：noodles,vegetables,egg,fish,chicken,rice。
2、能够听懂、会说有关需求食物的功能句：Imhungry.Iwant,并能在恰当的情境中初步运用。
单元教学难点：
1、能够简单表述食物名称，讨论对事物的喜好，如：Doyoulike...?Yes,Ido./No,Idont.
2、能够听懂、会说有关需求食物的功能句：Imhungry.Iwant,并能在恰当的情境中初步运用。
课时安排：五课时
编辑推荐：一年级英语下册教案。
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主备：陈耿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 project2) food in cans3) frozen vegetables4) 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。
.：Kitty and her classmates are going to do a project.I’m going to investigate food in cans.My project is going to be about frozen fish.2.‘be’动词后跟动词的过去分词，表示被动。
.：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 inB. is made inC. is made ofD. made of2. I don’t like eating _______ vegetables.A. freezeB. freezedC. freezingD. frozen3. I’m doing a project, ___ I need t o interview someone.A. soB. thatC. becauseD. and4. I’m investigating _____ orange juice is made.A. whatB. howC. thatD. which5. Because it is raining, _____ I won’t go out.A. soB. andC. /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 that2) take … out of …3) in refrigerated trucks4) hear from = receive a letter from5) look forward to doing sth.教学难点恰当的理解运用‘where’, ‘what’, ‘why’, ‘how’等疑问词。
课前预习Preview the format of a letter.听力训练Listen to the recording of page 22 & 23.课后巩固I. Choices:1. Are you looking forward to ______ to America?A. travelB. travelingC. leaveD. leaving2. Before we end our letters, we usually write, “_______ sincerely”.A. YourB. YouC. YoursD. Ours3. ______ did the old woman come here just now?A. WhereB. WhenC. WhyD. What4. Does anyone know ________?A. how is cheese madeB. how cheese is madeC. how made is cheeseD. how cheese made isII. Words in their proper forms:1. __________ trucks are used to take frozen food to shops. (refrigerator)2. I would like _________ your dairy. (visit)3. Eddie _______ the frozen fish factory. (visit)4. We ________ the skin and bones out of the fish. (take)III. Rewrite the sentences as required:1. We get the fish from fishermen.(划线提问)2. We freeze the fish. The fish will be fresh for a long time. (连成一句)3. I got a letter from my cousin this morning. (保持原意)4th period教学目标1. Using imperatives to give instructions.2. Using adverbs to express time sequence.教学重点1. Learn to use adverbs to express time sequence.. First, …/ Secondly, …/ Next, … / Then / After that,… / Finally, …2. Expressions and phrases:1) powdered milk2) two spoons of3) on the stove4) take … off = take … down from5) stir… with a spoon6) close the lid7) pour into …教学难点Learn to use imperatives to give instructions.. Mix, Take, Add, Pour, Open课前预习Preview page 25.听力训练Listen to the recording of page 25 and read the new words.课后巩固I. Words in their proper forms:1. The cook put the __________ in a pot. (mix)2. I want to make a chocolate cake. My aunt ___________ me. (help)3. Please buy some __________ milk to make cake. (powder)4. Let the milk _______. (cool)5. Cakes and bread are made in __________. (factory)6. __________ some fruit. (addition)7. __________ the lid. (close)II. Rewrite the sentences as required:1. The book on that desk is mine. (划线提问)_______ book is _______?2. I need to investigate someone at a factory. (划线提问)________ ________ you _________ ________ investigate?3. He got up early so that he could catch the first bus. (划线提问) _________ _________ he _______ up so early?。