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Possible article:Exploring Favorite Foods in Primary English ClassUnit 3 of the primary English textbook asks students to share their opinions about food and learn vocabulary related to different typesof cuisine. In this lesson plan, we will introduce some pedagogical activities that encourage children to talk about their favorite foods, practice basic sentence structures, and develop theircognitive and social skills.Objectives:-To enable students to communicate in English about their favorite foods using simple phrases and expressions-To enrich students' vocabulary and comprehension of food-related terms-To foster students' empathy and tolerance towards different food preferences and cultural backgrounds-To promote students' creativity and cooperation in designing and presenting their culinary creationsMaterials:-The textbook page with Unit 3 topic and vocabulary- A list of food-related questions and prompts-Pictures or samples of various foods (real or virtual)-Recipe cards or templates for a food-making activity (optional)-Feedback sheets for peer assessment (optional)Procedure:1.Warm-up: Food FlashcardsStart the lesson by showing some flashcards or images of different types of food, such as pizza, burger, sushi, noodles, chicken,carrot, apple, ice cream, etc. Ask the students to guess or name the food and tell whether they like it or not. You can also use a 5-star rating system to gather their opinions.2.Vocabulary Practice: Word AssociationUsing the vocabulary list from the textbook, ask the students to brainstorm words that are associated with food, such as taste, smell, texture, ingredients, utensils, cooking methods, etc. Write thewords on the board or on a mind map, and use them to elicit further examples from the students. You can also play a word chain game,where each student has to say a new word that starts with the last letter of the previous word.3.Speaking and Listening: Favorite Foods InterviewPair up the students and give them some interview questions to ask each other, such as:-What's your favorite food? Why do you like it?-Have you ever tried any foreign food? Which one did you like the most?-Do you prefer sweet or salty food? Hot or cold food? Spicy or mild food?-How do you usually eat your favorite food? With whom do you share it?Encourage the students to take turns asking and answering the questions, and to listen actively to their partner's answers. Youcan also provide some sentence patterns for them to use, such as:-My favorite food is ______. I like it because it tastes _______.-I haven't tried ______ before, but I'm curious about it.-I usually eat ______ for _______ meal. I share it with my _______.4. Writing and Reading: Food PoemAs a group activity, ask the students to brainstorm some adjectives that describe different foods, such as yummy, juicy, crunchy, burnt, sticky, sour, etc. Then, model a simple poem structure, such as: (Title) My Favorite Food(Line 1) (Food name) is _______ (adjective).(Line 2) It smells like _______ (noun).(Line 3) It feels _______ (adjective) in my mouth.(Line 4) I could eat it _______ (number) times a day.(Line 5) It reminds me of _______ (memory).Have the students work in pairs or small groups to create their own food poems, using the vocabulary and sentence structures they have learned. You can provide some examples or scaffolding sentences to help them, such as:-Pizza is cheesy and crispy.-It smells like fresh-baked bread.-It feels greasy and hot on my tongue.-I could eat it every day for a week.-It reminds me of my birthday party.5. Project and Presentation: Food FaceThis is a fun and creative art project that also involves some food decoration skills. Give each group a blank paper plate and someedible materials, such as fruits, vegetables, sauces, cheese, bread, etc. Explain that they have to design a face or a character usingthe food ingredients and present it to the class, explaining their choices and creativity. You can use some themes or challenges tomake it more engaging, such as:-Make a healthy food face.-Make a funny food face.-Make a traditional food face from your own culture.-Make a food face inspired by a famous person or character.After the presentations, ask the students to give feedback to each other, using some criteria such as creativity, effort, taste,variety, etc. You can also provide some reflective questions forthem to think about, such as:-How did you feel about making and sharing your food faces?-What did you learn from your classmates' presentations?-Did you discover any new favorite foods or combinations today?-How can you use English to talk about food in your daily life? Assessment:The students' performance can be assessed through various means,such as observation, participation, oral and written tasks, and peer feedback. You can use a rubric or a checklist that includes the learning objectives and some criteria for success, such as fluency, accuracy, vocabulary range, coherence, pronunciation, creativity, cooperation, etc.Conclusion:This lesson plan offers a variety of activities that cater todifferent learning styles and language skills. By exploring thetopic of favorite foods, students can enhance their communicative competence in English, broaden their cultural awareness, and develop their artistic and culinary abilities. Through collaborative and reflective tasks, students can also experience a sense of belonging and achievement in the classroom. The teacher's role is tofacilitate and scaffold the learning process, while encouraging and guiding the students to express themselves and learn from each other.。
小学英语人教版新起点（一起）三年级上册Unit 3《Food》第一课时教案教学目标1．能够听说读写本课有关食物的单词。
2．能够用英文提问并回答对某种食物是否喜欢。
3．元音字母i在闭音节中的发音规律及单词的书写与记忆。
教学重点1．本课重点单词.2．字母i在闭音节中的发音规律及单词的书写与记忆。
教学难点1．本课重点单词。
2．字母i在闭音节中的发音规律及单词的书写与记忆。
课前准备1．教学录音磁带。
2．食物卡片。
3．教学课件。
4．课堂学习评价表。
课时安排1课时教学过程一、Warming-up1．播放第二单元的歌曲，进入本课课堂。
2．教师播放学过的食物图片rice, noodles, fish,chicken,egg，引入Food的话题。
二、Presentation1．师：今天我们要学习一些新的食物名称了，我们一起到超市看一看吧。
2．听录音，学生跟读单词。
3．教师领读，边领读边把单词写在黑板上。
4．根据音标读单词：cake蛋糕[keɪk] bread面包[bred] ice-cream冰淇淋['aɪskri:m] meat肉[mi:t] potato土豆[pəˈteɪtəʊ] tomato西红柿[təˈmɑ:təʊ] fruit水果[fru:t] 土豆和西红柿两个词一般用复数形式，其复数就是在单词后加es. 读音为[z].三、Pair work学生自编歌谣读单词：蛋糕cake香又甜，面包bread软绵绵，，，，可以让学生自由发挥，同桌两人相互说一说。
教师使用学乐APP录音，把学生自编歌谣分享给全班同学。
四、Let’s talk1.教师示范，手拿一张食物卡片：Do you like ice-cream?引导学生肯定回答为：Yes, I do.否定回答为：No,I don’t.2.学生手拿食物图片，二人为一组进行调查活动。
在课本上打上对或错。
教师使用学乐APP录像，然后分享给全体同学。
五、Let’s write1．出示食物单词卡，教师边读边写在黑板上的四线三格里。
人教版一年级英语下册《FOOD》课件含讲稿一、教学内容本节课选自人教版一年级英语下册《FOOD》章节，详细内容包括：基本词汇（食物名称如apple, bread, milk等），日常用语（如"I like", "I don't like"等），以及简单的句型（如"What do you like to eat?"等）。
二、教学目标1. 让学生掌握基本的食物词汇，并能正确运用。
2. 培养学生运用日常用语表达喜好和需求的能力。
3. 提高学生的听说能力和交际能力。
三、教学难点与重点教学难点：食物词汇的发音和拼写，以及日常用语的运用。
教学重点：掌握食物词汇和日常用语，以及运用句型进行问答。
四、教具与学具准备1. 教具：PPT课件，实物食物模型，卡片。
2. 学具：学生用书，练习册，文具。
五、教学过程1. 引入：展示实物食物模型，引导学生用英语说出食物名称，激发兴趣。
2. 呈现：通过PPT课件展示食物图片，教授食物词汇和日常用语。
3. 练习：学生分组进行角色扮演，用所学词汇和句型进行问答。
4. 互动：教师提问，学生回答，巩固所学知识。
5. 例题讲解：讲解练习册中的典型题目，指导解题方法。
6. 随堂练习：学生完成练习册上的练习，教师及时反馈。
六、板书设计1. 食物词汇：apple, bread, milk, egg, cake, water, rice, fish。
2. 日常用语：I like, I don't like, What do you like to eat?3. 句型： What do you like to eat? I like七、作业设计1. 作业题目：完成练习册上的相关练习。
答案：参照练习册答案。
2. 课后拓展：收集更多食物图片，用所学词汇进行描述。
八、课后反思及拓展延伸1. 反思：关注学生的学习情况，及时调整教学方法，提高教学效果。
舌尖上的课堂--小学四年级英语Food教学设计邓蕴【期刊名称】《中国信息技术教育》【年(卷),期】2014(000)003【总页数】4页(P86-89)【作者】邓蕴【作者单位】湖北省武汉市洪山区街道口小学【正文语种】中文第十一届NOC活动教学实践评优·恩欧希教育信息化发明创新奖● 创新整合点将电子白板、学习网站、云笔记、APP应用四种信息技术整合，运用“云”技术，使学生相互交流、分享知识。
运用教师自主设计的APP应用，实现与课堂无缝对接，与课外有机结合，学生在学习中培养自主、合作、探究与创新的能力。
● 教材分析本课内容为自选内容。
学生在学习网站上进行自主学习。
网站主要介绍了十个食物单词：bread、butter、cheese……通过单词听音跟读与单词游戏进行学习。
所学内容贴近生活，游戏训练符合学生的认知习惯。
● 学生分析本课的教学对象为四年级学生。
学生在三年级已经接触过一年的英语，有一定的基础。
能够听懂教师的指令，表达简单的想法。
同时，他们天真活泼，对新鲜事物充满兴趣。
教师选择孩子们喜爱的食物话题作为文本，利用电子白板、学习网站、云笔记和APP让学生通过自主学习体验探究与分享的乐趣。
● 教学目标知识与技能目标：学习食物单词：bread、cake、butter等；学生能听说读写、在生活中广泛运用到单词。
过程与方法目标：通过电子白板，专题网站，云笔记学生能够自主学习，自主探究，能够进行小组交流。
能初步使用云笔记，并掌握网络化学习的方法。
情感态度与价值观目标：在学习中，学生能管理知识、分享快乐。
通过见识各种新奇的“食物国旗”拓宽视野。
形成正确的饮食观念。
● 教学环境与准备网络环境、电子白板。
● 教学过程1.热身导入T：Which county is it?Ss：Italy！T：How about this one?Ss：China！接着，教师通过电子白板呈现一段魔术视频（如图2），视频中圆形的苹果变成了正方体，落在地上的牛奶变成了甜甜圈，要学习的单词都暗藏在魔术中了，学生学习的积极性一下就调动了起来，迫不及待想马上开始学习新单词。
小学四年级英语说课稿《Food》一.说教材1.教材内容理解课文内容，使学生了解钱塘江大潮的壮丽与雄奇，激发学生热爱大自然、热爱祖国大好河山的思想感情。
本节课主要学习食物和饮料的单词和相关句型，并通过完成一个puzzle，让学生学会运用(Maria)likes…的句型，通过学习初步领会第三人称单数动词和第一人称单数动词的区别，同时通过课文重点句子的学习，进一步提高学生听，说，读，写的综合语言运用能力。
在教学中用食物和卡片进行呈现，让学生用英语对食物进行描述，并在此基础上进行语言交流，展开交际活动。
六、多么可亲爱再见我明白多么好看的一个玩具熊猫过来in a toy shopthis pencil that pencil case my purse her ruler2.教材的地位本节课是本单元的第一课时，也是本单元的重点。
本单元的其他课时都是围绕本课时的食物词汇展开的chant,exercises,story a拓展，只有牢固的掌握了本课的食物词汇，才有可能开展其他的学习形式。
这些词汇都是和学生生活密切相关，都比较简单，易于上口，学生乐学，积极性非常高。
由于学生经常会吃到这些食物，潜移默化中想起这些单词，在真实的情景中会运用这些单词，这体现了新课程标准所倡导的发展学生语言运用能力的目的。
二.说目标1.教学目标：新课程强调知识与技能、过程与方法、情感态度价值观三个角度的有机结合，本着这样的认识和教材的特点，我对本课设计了如下教学目标：〔情感目标〕：培养学习积极参与交流的意识，树立学好英语的自信心。
将重心前移贯彻在日常教学中，充分发挥学生学习的主体地位，设计符合学生年龄及认知能力的预习学案，帮助学生在学习新课之前对将学内容产生整体上的了解与感知。
〔知识目标〕：能听，说，认读和写单词popcorn/chicken/apples/ice cream/bananas/fish/hamburger/orange juice/milk;pizza/spaghetti/cheese/hot chocolate/cola;能运用句型：(Maria)likes…进行口语交际。
《英语》（新标准）（小学三起）四年级上册M4U1教学设计教材分析本模块的教学内容是谈论食物及购物。
其中第一单元的教学任务是通过Amy 和Daming在快餐店就餐的经历，复习现在进行时并引出核心句型：Do you wantsome…? 第二单元则是通过Amy和Daming购物的情境，学习用英语购物。
模块教学目标一、知识目标1. 熟练掌握本模块的重点单词和短语：fast food, make, want, some, juice, ice,also, tomato, egg, potato, How much...? flower, dumpling, help, buy2. 掌握本模块句型：Do you want some...? Yes, please. / No, thank you.Can I help you? I want some...How much is it? It’s ten yuan.二、能力目标能运用所学语句询问他人想要的食物，会用英语交际用语购物。
三、情感目标了解在多种食物可以选择的情况下，要先询问他人的爱好再提供食物，了解餐桌礼仪。
教学重点及难点灵活运用本模块重点单词和句型谈论食物及购物，培养学生的综合语言运用能力。
教学辅助OHP，课文动画及相关视频，单词卡片等教学策略尝试阅读英语故事及其他英语课外读物。
教学过程第一课时教学设计教材分析Let’s listen and chant.The students listen to the chant.By watching a flash, let the students understand thephrase:juice with ice.juice with ice。
Step 3:Presentation(about 20 minutes)1. 文本背景介绍。
Now it’s twelve o’clock. Daming and Amy arehungry. They find a Chinese fast food restaurant.(Teach: fast food)2. 观看视频，回答问题。
外研版小学四年级英语第三册Module5 Food Unit1 Do you want some rice ?教学设计与反思教材分析本课是新标准英语三年级起点第三册第五模块的第一单元，本单元通过询问对方的饮食情况，要求对方做出正确的回答。
学情分析学生能用能用Do you want some rice ?来询问，并且能用Yes,please.和No,thank you.来进行回答。
有一定的英语语言运用能力，在课堂上采用情景式教学，引发学生的兴趣以达到教学目标。
教学目标一、创设对话情景，感知对话环境1.运用图片和实物,通过视听法和交际法等教学方法，创设情景对话，引导学生在感知、体验和参与中学习英语,激发兴趣。
2.培养学生关爱弱势同学，同学之间互助友爱的精神。
二、教学过程与方法1.学习新单词。
2.初步认识some的用法。
三、知识与技能1.会使用Do you want some rice?以及做出回答。
2.培养学生自主探究学习的能力。
结合生活实际进行对话。
教学重点和难点1.Do you want some rice ?的使用条件及回答方式。
2.Yes,please.和No,thank you.的使用场景。
3. Some后面的名词形式。
.1）Chant: This is a little girl.1复习食物名称如rice bread fish banana Apple orange pear peach milk water tea coffee2指出可数名词与不可数名词.;rice bread fish milk water tea coffee是不可数名词，而banana apple orange pear peach 是可数名词(数量超过1时要用复数).。
而noodles .dumplings 常用复数。
...3在黑板上写出句型Do you want some rice?让学生使用Yes,please.和No,thank you.来进行回答。
四年级上英语常用单词汇总表一、名词1、人物：children kid people men star 2、事物: picture chess clock flower light plane 3、食物：meat rice noodles soya milk juice food fast food tomato egg potato dumpling sweets soup bread vegetable fruit peanut 4、服装：sock 5、身体部位：face 6、地点：classroom school zoo park street supermarket cinema station hill house sky sea family 7、科目：English Chinese subject 8、时间:tomorrow sports day month 9、动物：panda monkey tiger lion elephant horse sheep chicken bear pig 10、国家：China UK 11、节日：Halloween Chinese New Year the Spring Festival Christmas 12、单位：metre二、代词my your he his she her it they we this that these三、动词: ride swim play eat sleep live read take listen talk see row drink draw jump sing dance make help buy run give climb visit fish四、形容词：interesting hungry high far long strong dark五、数词：one two three four five six seven eight nine ten eleven twelve some hundred every六、介词：behind about by beside near between from七、疑问词：what how many how old who where how much八、短语：go straight on turn left turn right play football play basketball play table tennis play chess play with a toy train read a book read a book about China take pictures watch TV fly a kite ride a bike ride a horse listen to music talk to my friend do taijiquan row a dragon boat drink soya milk draw pictures make noodles make dumplings climb a tree eat vegetables eat fruit eat rice eat lots of food swim in the sea visit Hainan visit grandma visit the zoo have a look have a sports day have a big family dinner have a Christmas tree sing songs give presents turn on the light come in come on get up jump high jump far ride fast run fast fly high long jump long jump。
