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。
教材分析
本课的主要语言项目为CanIhavesome…please？Sure.Hereyouare.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BOOKIUnit5接触过Ilike…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CanIhavesome…please？Sure.Hereyouare.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CanIhavesome…please？Sure.Hereyouare.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：CanIhavesome…please？Sure.Hereyouare.
教学难点：能够正确读单词vegetables。
movingtarget:Trytoopenmenusforothersaccordingtothespecialeffectsofvegetablesandexperiencethejoyofcaringforothers.
Keypointsanddifficultpoints:Openmenusforothersaccordingtothespecialfunctionsofcommonvegetablespreparationforevent:1.Dataaboutvegetablenutritionandspecialfunctionshavebeencollectedintheearlystageandcommunicated.
2,recordthepaperandpenActivityprocess:1.Communicationanddiscussion:(1)Communicatewiththeirownunderstandingofvegetables1.Thesedays,wearestudyingvegetables.Whatnutrientsdoyouknowthatvegetableshave
2,vegetablesinadditiontoalotofnutrition,youalsoknowwhatarethemagicskillsofvegetables
3,teachersummaryvegetablesareourgoodfriends,itcontainsavarietyofvitamins,cellulose,andcalcium,ironandotherindispensablethingsintheprocessofourhumangrowth.
Inadditiontoavarietyofnutrients,thereareavarietyofstrangeeffects,radishcantreatcough,vegetablescanmakestoolusually,tomatoes,cucumbercanbeauty(2)Discussion:Whoneedstoeatmorevegetablesmore1,theteachershowpicture1:lipscracking,mouthlongbubbles(1)Teacher:ThisisZhongYingfromourclass.Becauseshedoesnotliketoeatvegetables,herlipscrackandhermouthgrowsbubbles.Pleasehelpher,whatvegetablesshouldhereat
(2)Somechildrenserveddishesforher,andtheteacherusesthestrokestodrawthecorrespondingdishes.
2,showpicturetwo:thin,anemiatransition:yourabilityisreallybig,accordingtodifferentpeopletotheirrecipes,youreallylove,now,pleasetwopeopleagroupofpeopleforourteacherheretomatchdishes,tomatchasuitableforeachteachertoeatdishes.
Two,practicaloperation1.Guidechildrentodiscusswiththeirpeershowtomakedishessuitableforteacherstoeat.
2.Guidechildrentocommunicatewithteachersinlanguage.
3.IntroducethereasonsforthesidedishesonbehalfofthegroupTeachersummaryyoureallywillcareaboutpeople,isreallyacaringlittlecook,wemusttry,isnotlikeyousaidsospirit,thankyou!
(Childresponse)5,pleasechildrenfortheirownhomepeopletopreparevegetables,rowthemenu.
(1)Guidechildrentothinkabouttheirownhomebodywhatdiscomfort,needtoeatwhatvegetablesaregoodfortheirhealth
6,pleaseintroducesomechildren,explaintheirreasonsforthedishesActivityextension:Youarereallyverycaring,ourfamilypeopleeatyourpreparationofthevegetablebodywillbemoreandmorehealthy.
Weallknowthatvegetableshavealotofnutrition,eatmorevegetablesgoodbody,butthemiddleclassbrotherandsisterhedoesnotknow,somearenotwillingtoeatvegetables,thenwhatshouldwedo
Activityreflection:Thesuccessofthisevent:1.Theselectionofactivitycontentisinlinewiththeagecharacteristicsofchildren.Theselectionofcontentismoreinnovative,andorganicallyandskillfullyintegratesthecontentofresponsibility,reflectingthevalueofcollectiveactivities.
2.Thewholeactivityiscarriedoutaroundthetarget,andthekeypointsanddifficultpointsarewellgrasped.
3.Intheprocess,Ipayattentiontothedesignofchildrensquestions,andtheopenquestionsgivechildrenthespaceforthinkingandimagination.
4.Inthewholeprocess,Iprovidedaspaceforfreeautonomy,andthechildrenhadstrongautonomy.
5,canusethemethodofcultivatingthesenseofresponsibilitythroughtheactivities.
notenough:1.Teachersarenotflexibleenoughinrespondingtoquestionsgeneratedbychildrenintime.
2,thechildsexperienceisnotenough,cannotmakethechildsexperiencetobefurtherexpanded.
3,givechildrentoolittleopportunitytocommunicate,emotionalstimulationisnotenough.
1.activitybackground:1.Analyzethechildrensinterestpoints:Recently,wearecarryingoutthesub-theme"greenvegetablebasket"activityaccordingtothecluesprovidedbythetheme.Inordertoexpandthechildrenslifeexperience,welaunchedtheparentstolettheirchildrenbringthevegetablesathome,andalsotookthechildrentovisitthefarmersvegetablegarden.
Inordertoletthechildrenknowmoreaboutvegetables,weletthechildrentakeoneyuantothemarkettobuyvegetables.Inthisprocess,thechildrenfeltthevarietyofvegetablesandaccumulatedrelevantlifeexperience.
Inthefollow-upactivities,Iaskedmyparentstohelpcollectalotofinformationaboutvegetablenutrition.Thechildrenexchangedtheirowninformationwitheachother,andbecameinterestedinthenutritionandmagicalroleofvariousvegetables.
OnedayShaChenjianexcitedlybroughtthecollectionofinformationsaid:"teacher,IknowtherearealotofvitaminB,vitaminCandcalciuminvegetables,carrotshavecaroteneisgoodforoureyes,mymothertoldme."Atthistime,HuiHuialsocameover,hesaid:"Mymotheralsotoldme,vegetableshavecellulose,andvitaminC,andcucumberstoeatbeauty."Theirtopicquicklyarousedthechildrentotalkabout,somesaid:celerycantreathighbloodpressure...theirwordsimmediatelyinspiredme,isntthisagoodeducationalentrance
Wecannotstartfromthenutritionalvalueofvegetablesandtheroleofthehumanbody
Sincethechildrenareinterestedinthisaspect,letthemtoexplore,tofindthecharmofvegetables,soastostimulatethechildrentoeatvegetables,andtopublicizetheiryoungerbrothersandsisters,sothattheycanalsoliketoeatvegetables.
2.Analysisofthevalueoftheactivities1)Thisactivityisapracticalsubjectactivity,Accordingtothesubjectofmygarden"thepracticalresearchofcultivatingchildrensresponsibilityinexploratorythemeactivities",Andaccordingtothegoalofchildrensresponsibilitytraining,Ifullyexplorethecontentofresponsibilitycontainedinthetextbook,Letthechildrenintheactivitiestoaccumulatemorenutritionalvalueofvegetablesandhealthtreatmentofgoodexperience,Byservingdishesforpeoplewhoarefeelingunwellbynoteatingvegetables,Toinspirechildrentocareabouttheirpeers,Willingsenseofresponsibilitytopeerservice,Then,byaskingtheteacheronthespotandworkingingroupstoservetheteacherwithdishes,Furtherletthechildexperiencethejoyofservingothers,Finally,letthechildrenpreparevegetablesfortheirfamilies,Pushthechildrensemotionstoaclimax.
Themainmethodsusedintheactivitiesincludecommunicationanddiscussionmethod,operationpracticemethod,perceptionandexperiencemethodandrealscenariomethod.
Exchangeanddiscussionmethodenableschildrentotransformindividualexperiencethroughexchangeanddiscussionintocollectiveexperience,letthechildrenunderstandmorenutritionalvalueandwonderfuleffectofvegetables,stimulatechildrentoeatmorevegetablesandhavedishesforothers,trytobealittlechefdesire.
Perceptionandexperiencemethod,Iaskthephotosofthechildrenandteacherswhoareunwellbecauseofourclassforthechildrentomakedishessuitableforthem,andexpressthemwithlanguage.
Ialsousetheoperationpracticemethod,letthechildtodoalittlecookfortheteacheronthespotwiththedishes,forthefamily,intheprocessofsuchpractice,letthechildfullyexperiencethejoyofcaringforothers,servingothers,soastopromotethechildrenssenseofresponsibility.
2)IntheagegoaloftheGuide,beabletoboldlyandclearlyexpresstheirownideasandlistentotheirpeers.
Andthedevelopmentofourclassinthisaspectisnotthebest,therefore,intheprocessofcommunicationanddiscussion,thisactivitycreatedtheopportunityforchildrentofullyexpressandexpress,andusedtheuseofstudentinteraction,teacher-studentinteractionandotherforms,letthechildrenuselanguagetoexpress,soastodevelopchildrenslanguageexpressionability.
Objective:Trytoopenmenusforothersaccordingtothespecialeffectsofvegetables,andexperiencethejoyofcaringforothers.
Keypointsanddifficultpoints:openthemenuforothersaccordingtothespecialfunctionsofcommonvegetables
preparationforevent:1.Dataaboutvegetablenutritionandspecialfunctionshavebeencollectedintheearlystageandcommunicated.
2,recordthepaperandpenActivityprocess:Exchangeanddiscussion,practicaloperation,activityextensiontoimproveexperience,transferandapplication,emotionalimprovementActivityprocess:1.Communicationanddiscussion:(1)Communicatewiththeirownunderstandingofvegetables1.Thesedays,wearestudyingvegetables.Whatnutrientsdoyouknowthatvegetableshave
Inadditiontoavarietyofnutrients,thereareavarietyofstrangeeffects,radishcantreatcough,vegetablescanmakestoolusually,tomatoes,cucumbercanbeauty(2)Discussion:Whoneedstoeatmorevegetablesmore1,theteachershowsthepicture1:lipscracking,mouthlongbubbles1)Teacher:ThisisZhongYingfromourclass.Becauseshedoesnotlikevegetables,herlipscrackandhermouthgrowsbubbles.Pleasehelpher,whatvegetablesshouldhereat
2)Somechildrenservedthedishesforher,andtheteacherusedthestrokestodrawthecorrespondingdishes.
2,showpicturetwo:thin,anemiatransition:yourabilityisreallybig,canaccordingtodifferentpeopletomakethemrecipes,youreallylove,now,pleasetwopeopleagroupofpeopleforourteacherheretomatchdishes,tomatchadishsuitableforeachteachertoeat.
activitybackground:1.Analyzethechildrensinterestpoints:Recently,wearecarryingoutthesub-theme"greenvegetablebasket"activityaccordingtothecluesprovidedbythetheme.Inordertoexpandthechildrenslifeexperience,welaunchedtheparentstolettheirchildrenbringthevegetablesathome,andalsotookthechildrentovisitthefarmersvegetablegarden.
OnedayShaChenjianexcitedlybroughtthecollectionofdatasaid:"teacher,IknowtherearealotofvitaminB,vitaminCandcalciuminvegetables,carrotshavecaroteneisgoodforoureyes,mymothertoldme."Atthistime,HuiHuialsocameover,hesaid:"Mymotheralsotoldme,vegetableshavecellulose,andvitaminC,andcucumberstoeatbeauty."Theirtopicquicklyarousedthechildrentotalkabout,somesaid:celerycantreathighbloodpressure...theirwordsimmediatelyinspiredme,isntthisagoodeducationalentrance
Perceptionandexperiencemethod,Iputthephotosofthechildrenandteachersinourclasswhodonotliketoeatvegetablesandaskthechildrentomakeupsuitabledishesforthem,andexpresstheminlanguage.
Ialsousetheoperationpracticemethod,letthechildtodoalittlecookforthespotoftheteacherwithdishes,forthefamily,intheprocessofsuchpractice,letthechildfullyexperiencethejoyofcaringforothers,servingothers,soastopromotethechildrenssenseofresponsibility.
2)IntheGuide,theagestagegoalpointsoutthattheycanexpresstheirownideasboldlyandclearly,andlistentothestoriesoftheirpeers.
Andthedevelopmentofourclassinthisaspectisnotthebest,therefore,intheprocessofcommunicationanddiscussion,thisactivitycreatedtheopportunityforchildrentofullyexpressandexpress,theuseofstudentinteraction,teacher-studentinteractionandotherforms,letthechildrenuselanguagetoexpress,soastodevelopchildrenslanguageexpressionability.
Keyanddifficultpoints:Prepareformenuactivitiesforothersaccordingtothespecialfunctionsofcommonvegetables:1.Dataaboutvegetablenutritionandspecialfunctionshavebeencollectedintheearlystageandcommunicated.
2.Recordthepaperandpenactivityprocess:Exchangeanddiscussion,extendpracticaloperationactivities,enhanceexperiencetransferanduseemotionalimprovement.
Activityprocess:1.Communicationanddiscussion:(1)Communicatewiththeirownunderstandingofvegetables1.Thesedays,wearestudyingvegetables.Whatnutrientsdoyouknowthatvegetableshave
Inadditiontoavarietyofnutrients,thereareavarietyofstrangeeffects,radishcantreatcough,vegetablescanmakestoolusually,tomatoes,cucumbercanbeauty(2)Discussion:Whoneedstoeatmorevegetablesmore1,theteachershowpicture1:lipscracking,mouthlongbubbles1)Teacher:thisisourclassZhongYing,becauseshehasnotliketoeatvegetables,lipscracking,mouthgrowbubbles,youquicklyhelpher,lethereatwhatvegetables
2,showpicturetwo:thin,anemiatransition:yourabilityisreallybig,accordingtodifferentpeopletomakethemrecipes,youreallylove,now,pleasetwopeopleagroupofpeopleforourteacherheretomatchdishes,tomatchadishsuitableforeachteachertoeat.
3.Introducethereasonsforthesidedishesonbehalfofthegroup.
4,teachersummaryyoureallywillcareaboutpeople,isreallyacaringlittlecook,wemusttry,isnotlikeyousaidsospirit,thankyou!
1)Guidechildrentothinkabouttheirownhomebodywhatdiscomfort,needtoeatwhatvegetablesaregoodfortheirhealth
6,pleaseintroducesomechildren,explaintheirreasonsforthedishes3.Activityextensionyouarereallyverycaring,ourfamilypeopleeatyourpreparationofthevegetablebodywillbemoreandmorehealthy.
Teachingevaluationandanalysis:Thesuccessofthisevent:1.Theselectionofactivitycontentisinlinewiththeagecharacteristicsofchildren.Theselectionofcontentismoreinnovative,andorganicallyandskillfullyintegratesthecontentofresponsibility,reflectingthevalueofcollectiveactivities.
3.Intheprocess,attentionpaysattentiontothedesignofchildrensquestions,andopenquestionsgivechildrenspaceforthinkingandimagination.
2,thechildsexperienceimprovementisnotenough,cannotmakethechildsexperiencetobefurtherexpanded.
movingtarget:1.Childrenknowthebasiccomponentsofthemenu.
2.Throughactivities,stimulatechildrensinterestinartcreation.
3,combinedwiththeirownlifeexperience,willusesimplesymbolsandpatternstoshowthecommonfoodinlife.
preparationforevent:1.Knowledgeandexperiencepreparation:childrenhaveeatenorseencommonsnacksorcakes.
2,materialpreparation:PPTcourseware,drawingpaper,watercolorpen(oroilpaintingstick),avarietyofsnacks,cakes,fruitpictures.
Activityprocess:1.Pictureimport.
TheteachershowsthepictureofthemenuofthePoohbreakfastshop,asksquestions,andguidesthechildrentoobserveanddiscuss.
Teacher:Poohbreakfastshopbusinessisverygood,thesmallanimalsareattractedbytheinterestingmenuofthebreakfastshop.
Letstakealookatthemenutogether!
Teacher:WhatsinNerniePoohsmenu
Whatdothesefoodslooklike
Teacher:Whatsineveryfoodmeal
Howmuchdothesepackagescostseparately
Teacher:WhatisthemenuofNerniethePoohcomposedof
(Representativeiconsandpricesoffood)Teacher:Rabbitclothclothalsowantstodesignsuchaspecialmenuforhiscakeshop,whatshoulditdo
Pleasehelpit!
2.Observationanddiscussion.
1.Teachersguidechildrentodescribethecolor,shape,fragranceandotheraspectsofthepastry,sothatchildrencanknowthatnomatterwhichpastry,ithasitscolor,shapeandtaste,soastopavethewayfortheirowncreation.
Forexample,somecakesneedacompleteshapeofrawmaterials,whilesomerawmaterialsneedtobeprocessedintoavarietyofbeautifulshapes,andsomeusethecolorcontrastandshapearrangementofrawmaterialstopromoteourappetite.
Teacher:Children,whatkindofcakedoyouliketoeat
Whydoyoulikeeatingthesecakes
Doyoulikeitsshape,taste,orcolor
Teacher:Howcanthesedeliciouscakesbedrawn
2.Teachersinspirechildrentorecalltheirfavoritetypesofcakes.
Teacher:Besidesthecake,whatothersnackshaveyouseen
Whatarethesesnacksmadefrom
Whataretheirshape,whattasteandwhatcolorarethey
Teacher:HowcanIdrawthesesnacks
Third,thecreativeprocess.
1.Teachersshalldemonstratethecreationmethodaccordingtothechildrenssituation,andguidethechildrentocreateindependently.
Teacher:Next,letsdivideitintogroups.Membersofeachgroupwilldiscussandmakethemenutogether.
Drawdeliciouscakesonthedrawingpaper,thenwritedowntheprice,andhelpLittleRabbitclothtodesignthemenuofitscakeshop.
2.Mattersforattention:(1)Teachersshouldemphasizetheclassroomroutinewhendistributingoilpaintingsticksorwatercolorpens.
(2)Inordertoensuretheeffectofthepicture,beforechildrendraw,theteacherdemonstratesthecorrectpostureofholdingthepen(pinchtheoilpaintingstick,theindexfingerpushforward)andthecoloringmethod(fromtoptobottom,fromlefttoright).
(3)Teachersshouldnotimposetheirownideasonthechildrenspicturewhengivingindividualguidance.
Four,expandandstrengthen.
Theteachershowsthecolormapofvariouskindsofdishes,askquestions,guidechildrenbyitscolor,beauty.
Teacher:Whatarethesedishes
Whatarethemaincoursesandsidedishesinthesedishes
Howdidtheymakeit
Whatisthemethodused
Teacher:Whichdishdoyouthinkisthemostbeautiful
Whichoneisplacedinthemostdistinctiveposition
why
Summary:teachersfromtheemphasisoncolorcollocation,decorationontheplate,dishmodelingdesign,letchildrenfeelthefunandclevercooking,butalsotounderstandthatcookingisalsorichinartistic,indirectlyletchildrenunderstandtherelationshipbetweenartandlifeissoclose.