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关于菜单的英语教案（精选5篇）
在教学工作者开展教学活动前，往往需要进行教案编写工作，借助教案可以恰当地选择和运用教学方法，调动学生学习的积极性。我们应该怎么写教案呢？下面是小编帮大家整理的关于菜单的英语教案，希望对大家有所帮助。
菜单的英语教案 1
教材分析
本课的主要语言项目为Can I have some …please ？Sure .Here you are .课文对话是通过一张菜单而展开的。并重点掌握四会单词 rice， fish， beef， soup， noodles， vegetable 。
学情分析
本课的学习对象是活泼好动，表演欲较强四年级的学生，他们学习了一年的英语，有些已经具备一定的英语听说基础，有良好的英语学习习惯和较强的接受能力，。但是有一部分学生因为英语基础不好，不愿意学，或者说得不够好，有的还不敢开口说。本课的学习内容是食物，与学生的生活实践联系紧密，是学生感兴趣的话题，他们在BOOK I Unit5 接触过I like …句型来表达自己喜欢的.食物以及请别人吃东西的句型，因此在这个基础上我结合学生的实际情况，课堂上我一表扬为主，注重培养学生的兴趣，让他们轻松地度过这一节课。
教学目标
一、知识目标：
1.掌握rice， fish， beef， soup， noodles， vegetable 等单词
2.掌握 Can I have some … please？ Sure. Here you are. 句型
3.了解在餐馆的一些日常用语 。
二、能力目标 能灵活运用在餐馆中常用的简单日常用语Can I have some … please？ Sure. Here you are.等
三、情感目标 培养学生学习英语的兴趣和健康的饮食的好习惯并学会和他人合作
教学重点和难点
重点单词： rice， fish， beef， soup， noodles， vegetable
重点句型：Can I have some … please？ Sure. Here you are.
教学难点：能够正确读单词vegetables。
菜单的英语教案 2
moving target: Try to open menus for others according to the special effects of vegetables and experience the joy of caring for others.
Key points and difficult points: Open menus for others according to the special functions of common vegetables preparation for event: 1. Data about vegetable nutrition and special functions have been collected in the early stage and communicated.
2, record the paper and pen Activity process: 1. Communication and discussion: (1) Communicate with their own understanding of vegetables 1. These days, we are studying vegetables. What nutrients do you know that vegetables have?
2, vegetables in addition to a lot of nutrition, you also know what are the magic skills of vegetables?
3, teacher summary vegetables are our good friends, it contains a variety of vitamins, cellulose, and calcium, iron and other indispensable things in the process of our human growth.
In addition to a variety of nutrients, there are a variety of strange effects, radish can treat cough, vegetables can make stool usually, tomatoes, cucumber can beauty (2) Discussion: Who needs to eat more vegetables more 1, the teacher show picture 1: lips cracking, mouth long bubbles (1) Teacher: This is Zhong Ying from our class. Because she does not like to eat vegetables, her lips crack and her mouth grows bubbles. Please help her, what vegetables should her eat?
(2) Some children served dishes for her, and the teacher uses the strokes to draw the corresponding dishes.
2, show picture two: thin, anemia transition: your ability is really big, according to different people to their recipes, you really love, now, please two people a group of people for our teacher here to match dishes, to match a suitable for each teacher to eat dishes.
Two, practical operation 1. Guide children to discuss with their peers how to make dishes suitable for teachers to eat.
2. Guide children to communicate with teachers in language.
3. Introduce the reasons for the side dishes on behalf of the group Teacher summary you really will care about people, is really a caring little cook, we must try, is not like you said so spirit, thank you!
(Child response) 5, please children for their own home people to prepare vegetables, row the menu.
(1) Guide children to think about their own home body what discomfort, need to eat what vegetables are good for their health?
6, please introduce some children, explain their reasons for the dishes Activity extension: You are really very caring, our family people eat your preparation of the vegetable body will be more and more healthy.
We all know that vegetables have a lot of nutrition, eat more vegetables good body, but the middle class brother and sister he does not know, some are not willing to eat vegetables, then what should we do?
Activity reflection: The success of this event: 1. The selection of activity content is in line with the age characteristics of children. The selection of content is more innovative, and organically and skillfully integrates the content of responsibility, reflecting the value of collective activities.
2. The whole activity is carried out around the target, and the key points and difficult points are well grasped.
3. In the process, I pay attention to the design of childrens questions, and the open questions give children the space for thinking and imagination.
4. In the whole process, I provided a space for free autonomy, and the children had strong autonomy.
5, can use the method of cultivating the sense of responsibility through the activities.
not enough: 1. Teachers are not flexible enough in responding to questions generated by children in time.
2, the childs experience is not enough, can not make the childs experience to be further expanded.
3, give children too little opportunity to communicate, emotional stimulation is not enough.
1. activity background: 1. Analyze the childrens interest points: Recently, we are carrying out the sub-theme "green vegetable basket" activity according to the clues provided by the theme. In order to expand the childrens life experience, we launched the parents to let their children bring the vegetables at home, and also took the children to visit the farmers vegetable garden.
In order to let the children know more about vegetables, we let the children take one yuan to the market to buy vegetables. In this process, the children felt the variety of vegetables and accumulated relevant life experience.
In the follow-up activities, I asked my parents to help collect a lot of information about vegetable nutrition. The children exchanged their own information with each other, and became interested in the nutrition and magical role of various vegetables.
One day Sha Chenjian excitedly brought the collection of information said: " teacher, I know there are a lot of vitamin B, vitamin C and calcium in vegetables, carrots have carotene is good for our eyes, my mother told me."At this time, Hui Hui also came over, he said:" My mother also told me, vegetables have cellulose, and vitamin C, and cucumbers to eat beauty."Their topic quickly aroused the children to talk about, some said: celery can treat high blood pressure... their words immediately inspired me, isnt this a good educational entrance?
We can not start from the nutritional value of vegetables and the role of the human body?
Since the children are interested in this aspect, let them to explore, to find the charm of vegetables, so as to stimulate the children to eat vegetables, and to publicize their younger brothers and sisters, so that they can also like to eat vegetables.
2. Analysis of the value of the activities 1) This activity is a practical subject activity, According to the subject of my garden "the practical research of cultivating childrens responsibility in exploratory theme activities", And according to the goal of childrens responsibility training, I fully explore the content of responsibility contained in the textbook, Let the children in the activities to accumulate more nutritional value of vegetables and health treatment of good experience, By serving dishes for people who are feeling unwell by not eating vegetables, To inspire children to care about their peers, Willing sense of responsibility to peer service, Then, by asking the teacher on the spot and working in groups to serve the teacher with dishes, Further let the child experience the joy of serving others, Finally, let the children prepare vegetables for their families, Push the childrens emotions to a climax.
The main methods used in the activities include communication and discussion method, operation practice method, perception and experience method and real scenario method.
Exchange and discussion method enables children to transform individual experience through exchange and discussion into collective experience, let the children understand more nutritional value and wonderful effect of vegetables, stimulate children to eat more vegetables and have dishes for others, try to be a little chef desire.
Perception and experience method, I ask the photos of the children and teachers who are unwell because of our class for the children to make dishes suitable for them, and express them with language.
I also use the operation practice method, let the child to do a little cook for the teacher on the spot with the dishes, for the family, in the process of such practice, let the child fully experience the joy of caring for others, serving others, so as to promote the childrens sense of responsibility.
2) In the age goal of the Guide, be able to boldly and clearly express their own ideas and listen to their peers.
And the development of our class in this aspect is not the best, therefore, in the process of communication and discussion, this activity created the opportunity for children to fully express and express, and used the use of student interaction, teacher-student interaction and other forms, let the children use language to express, so as to develop childrens language expression ability.
Objective: Try to open menus for others according to the special effects of vegetables, and experience the joy of caring for others.
Key points and difficult points: open the menu for others according to the special functions of common vegetables
菜单的英语教案 3
preparation for event: 1. Data about vegetable nutrition and special functions have been collected in the early stage and communicated.
2, record the paper and pen Activity process: Exchange and discussion, practical operation, activity extension to improve experience, transfer and application, emotional improvement Activity process: 1. Communication and discussion: (1) Communicate with their own understanding of vegetables 1. These days, we are studying vegetables. What nutrients do you know that vegetables have?
2, vegetables in addition to a lot of nutrition, you also know what are the magic skills of vegetables?
3, teacher summary vegetables are our good friends, it contains a variety of vitamins, cellulose, and calcium, iron and other indispensable things in the process of our human growth.
In addition to a variety of nutrients, there are a variety of strange effects, radish can treat cough, vegetables can make stool usually, tomatoes, cucumber can beauty (2) Discussion: Who needs to eat more vegetables more 1, the teacher shows the picture 1: lips cracking, mouth long bubbles 1) Teacher: This is Zhong Ying from our class. Because she does not like vegetables, her lips crack and her mouth grows bubbles. Please help her, what vegetables should her eat?
2) Some children served the dishes for her, and the teacher used the strokes to draw the corresponding dishes.
2, show picture two: thin, anemia transition: your ability is really big, can according to different people to make them recipes, you really love, now, please two people a group of people for our teacher here to match dishes, to match a dish suitable for each teacher to eat.
Two, practical operation 1. Guide children to discuss with their peers how to make dishes suitable for teachers to eat.
2. Guide children to communicate with teachers in language.
3. Introduce the reasons for the side dishes on behalf of the group Teacher summary you really will care about people, is really a caring little cook, we must try, is not like you said so spirit, thank you!
(Child response) 5, please children for their own home people to prepare vegetables, row the menu.
菜单的英语教案 4
activity background: 1. Analyze the childrens interest points: Recently, we are carrying out the sub-theme "green vegetable basket" activity according to the clues provided by the theme. In order to expand the childrens life experience, we launched the parents to let their children bring the vegetables at home, and also took the children to visit the farmers vegetable garden.
In order to let the children know more about vegetables, we let the children take one yuan to the market to buy vegetables. In this process, the children felt the variety of vegetables and accumulated relevant life experience.
In the follow-up activities, I asked my parents to help collect a lot of information about vegetable nutrition. The children exchanged their own information with each other, and became interested in the nutrition and magical role of various vegetables.
One day Sha Chenjian excitedly brought the collection of data said: " teacher, I know there are a lot of vitamin B, vitamin C and calcium in vegetables, carrots have carotene is good for our eyes, my mother told me."At this time, Hui Hui also came over, he said:" My mother also told me, vegetables have cellulose, and vitamin C, and cucumbers to eat beauty."Their topic quickly aroused the children to talk about, some said: celery can treat high blood pressure... their words immediately inspired me, isnt this a good educational entrance?
We can not start from the nutritional value of vegetables and the role of the human body?
Since the children are interested in this aspect, let them to explore, to find the charm of vegetables, so as to stimulate the children to eat vegetables, and to publicize their younger brothers and sisters, so that they can also like to eat vegetables.
2. Analysis of the value of the activities 1) This activity is a practical subject activity, According to the subject of my garden "the practical research of cultivating childrens responsibility in exploratory theme activities", And according to the goal of childrens responsibility training, I fully explore the content of responsibility contained in the textbook, Let the children in the activities to accumulate more nutritional value of vegetables and health treatment of good experience, By serving dishes for people who are feeling unwell by not eating vegetables, To inspire children to care about their peers, Willing sense of responsibility to peer service, Then, by asking the teacher on the spot and working in groups to serve the teacher with dishes, Further let the child experience the joy of serving others, Finally, let the children prepare vegetables for their families, Push the childrens emotions to a climax.
The main methods used in the activities include communication and discussion method, operation practice method, perception and experience method and real scenario method.
Exchange and discussion method enables children to transform individual experience through exchange and discussion into collective experience, let the children understand more nutritional value and wonderful effect of vegetables, stimulate children to eat more vegetables and have dishes for others, try to be a little chef desire.
Perception and experience method, I put the photos of the children and teachers in our class who do not like to eat vegetables and ask the children to make up suitable dishes for them, and express them in language.
I also use the operation practice method, let the child to do a little cook for the spot of the teacher with dishes, for the family, in the process of such practice, let the child fully experience the joy of caring for others, serving others, so as to promote the childrens sense of responsibility.
2) In the Guide, the age stage goal points out that they can express their own ideas boldly and clearly, and listen to the stories of their peers.
And the development of our class in this aspect is not the best, therefore, in the process of communication and discussion, this activity created the opportunity for children to fully express and express, the use of student interaction, teacher-student interaction and other forms, let the children use language to express, so as to develop childrens language expression ability.
moving target: Try to open menus for others according to the special effects of vegetables and experience the joy of caring for others.
Key and difficult points: Prepare for menu activities for others according to the special functions of common vegetables: 1. Data about vegetable nutrition and special functions have been collected in the early stage and communicated.
2. Record the paper and pen activity process: Exchange and discussion, extend practical operation activities, enhance experience transfer and use emotional improvement.
Activity process: 1. Communication and discussion: (1) Communicate with their own understanding of vegetables 1. These days, we are studying vegetables. What nutrients do you know that vegetables have?
2, vegetables in addition to a lot of nutrition, you also know what are the magic skills of vegetables?
3, teacher summary vegetables are our good friends, it contains a variety of vitamins, cellulose, and calcium, iron and other indispensable things in the process of our human growth.
In addition to a variety of nutrients, there are a variety of strange effects, radish can treat cough, vegetables can make stool usually, tomatoes, cucumber can beauty (2) Discussion: Who needs to eat more vegetables more 1, the teacher show picture 1: lips cracking, mouth long bubbles 1) Teacher: this is our class Zhong Ying, because she has not like to eat vegetables, lips cracking, mouth grow bubbles, you quickly help her, let her eat what vegetables?
2) Some children served the dishes for her, and the teacher used the strokes to draw the corresponding dishes.
2, show picture two: thin, anemia transition: your ability is really big, according to different people to make them recipes, you really love, now, please two people a group of people for our teacher here to match dishes, to match a dish suitable for each teacher to eat.
Two, practical operation 1. Guide children to discuss with their peers how to make dishes suitable for teachers to eat.
2. Guide children to communicate with teachers in language.
3. Introduce the reasons for the side dishes on behalf of the group.
4, teacher summary you really will care about people, is really a caring little cook, we must try, is not like you said so spirit, thank you!
(Child response) 5, please children for their own home people to prepare vegetables, row the menu.
1) Guide children to think about their own home body what discomfort, need to eat what vegetables are good for their health?
6, please introduce some children, explain their reasons for the dishes 3. Activity extension you are really very caring, our family people eat your preparation of the vegetable body will be more and more healthy.
We all know that vegetables have a lot of nutrition, eat more vegetables good body, but the middle class brother and sister he does not know, some are not willing to eat vegetables, then what should we do?
Teaching evaluation and analysis: The success of this event: 1. The selection of activity content is in line with the age characteristics of children. The selection of content is more innovative, and organically and skillfully integrates the content of responsibility, reflecting the value of collective activities.
2. The whole activity is carried out around the target, and the key points and difficult points are well grasped.
3. In the process, attention pays attention to the design of childrens questions, and open questions give children space for thinking and imagination.
4. In the whole process, I provided a space for free autonomy, and the children had strong autonomy.
5, can use the method of cultivating the sense of responsibility through the activities.
not enough: 1. Teachers are not flexible enough in responding to questions generated by children in time.
2, the childs experience improvement is not enough, can not make the childs experience to be further expanded.
3, give children too little opportunity to communicate, emotional stimulation is not enough.
菜单的英语教案 5
moving target: 1. Children know the basic components of the menu.
2. Through activities, stimulate childrens interest in art creation.
3, combined with their own life experience, will use simple symbols and patterns to show the common food in life.
preparation for event: 1. Knowledge and experience preparation: children have eaten or seen common snacks or cakes.
2, material preparation: PPT courseware, drawing paper, watercolor pen (or oil painting stick), a variety of snacks, cakes, fruit pictures.
Activity process: 1. Picture import.
The teacher shows the picture of the menu of the Pooh breakfast shop, asks questions, and guides the children to observe and discuss.
Teacher: Pooh breakfast shop business is very good, the small animals are attracted by the interesting menu of the breakfast shop.
Lets take a look at the menu together!
Teacher: Whats in Nernie Poohs menu?
What do these foods look like?
Teacher: Whats in every food meal?
How much do these packages cost separately?
Teacher: What is the menu of Nernie the Pooh composed of?
(Representative icons and prices of food) Teacher: Rabbit cloth cloth also wants to design such a special menu for his cake shop, what should it do?
Please help it!
2. Observation and discussion.
1. Teachers guide children to describe the color, shape, fragrance and other aspects of the pastry, so that children can know that no matter which pastry, it has its color, shape and taste, so as to pave the way for their own creation.
For example, some cakes need a complete shape of raw materials, while some raw materials need to be processed into a variety of beautiful shapes, and some use the color contrast and shape arrangement of raw materials to promote our appetite.
Teacher: Children, what kind of cake do you like to eat?
Why do you like eating these cakes?
Do you like its shape, taste, or color?
Teacher: How can these delicious cakes be drawn?
2. Teachers inspire children to recall their favorite types of cakes.
Teacher: Besides the cake, what other snacks have you seen?
What are these snacks made from?
What are their shape, what taste and what color are they?
Teacher: How can I draw these snacks?
Third, the creative process.
1. Teachers shall demonstrate the creation method according to the childrens situation, and guide the children to create independently.
Teacher: Next, lets divide it into groups. Members of each group will discuss and make the menu together.
Draw delicious cakes on the drawing paper, then write down the price, and help Little Rabbit cloth to design the menu of its cake shop.
2. Matters for attention: (1) Teachers should emphasize the classroom routine when distributing oil painting sticks or watercolor pens.
(2) In order to ensure the effect of the picture, before children draw, the teacher demonstrates the correct posture of holding the pen (pinch the oil painting stick, the index finger push forward) and the coloring method (from top to bottom, from left to right).
(3) Teachers should not impose their own ideas on the childrens picture when giving individual guidance.
Four, expand and strengthen.
The teacher shows the color map of various kinds of dishes, ask questions, guide children by its color, beauty.
Teacher: What are these dishes?
What are the main courses and side dishes in these dishes?
How did they make it?
What is the method used?
Teacher: Which dish do you think is the most beautiful?
Which one is placed in the most distinctive position?
why?
Summary: teachers from the emphasis on color collocation, decoration on the plate, dish modeling design, let children feel the fun and clever cooking, but also to understand that cooking is also rich in artistic, indirectly let children understand the relationship between art and life is so close.
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