7上外研英语教案

1、Module1Myclassmates课题Unit1Nicetomeetyou.教学目标【知识目标】Keywords:Chinese,from,where,year,about,Ms,America,not,England,hi,American,he,ChinaKeyphrases:Whatabout.,howold,be/comefrom,welcometo.Keysentences:(1) Mynameis/I'm.(2) 1'mfrom.?(3) 1'm.yearsold.(4) Nicetomeetyou.【水平目标】能够听懂别人的自我介绍；能利用be”动词做

2、简单的自我介绍或询问对方个人信息【情感目标】培养良好的人际交往水干教学重难占八、重点：掌握本单元的重点词汇、短语、句型和语法难点：训练学生的听说水平教学过程4Step1Leadingin1.Listenandcheck(v)thenumberofspeakers.(Activity1)2.Listenagainandcheck(Vthewordsyouhear.(Activity2)Boysandgirls,doyouwanttoknowhowtointroduceyourself?Today,let'learnit.设计意图初步了解相关自我介绍的词汇及表达，为新课学习及下面的听力做好

3、准备工作。4Step2ListeningClosethebookandlistencarefully:1. 听第遍录音兀成卜面冋题What'sthemainideaofthisdialogue?2. 听第二遍录首完成下面冋题Check(V)thetruesentences.(1) MsLiisfromWuhan.()(2) Linglingistwelveyearsold.()(3) Damingisthirteenyearsold.()TonyisnotinClass4.()(5)BettyisfromAmerica.()3. 听第二遍录音补全句子(1) LinglingisChin

4、eseandsheisBeijing.Sheisyearsold.(2) DaminglivesinBeijingandheisyearsold.教学过程(3) Tonyis.HecomesfromEngland.,通过设计听力题目的设置要科学有效。特别是通过简单的听力问题树立学生学习英语的自信心意图主旨听力题和细节听力题，培养学生把握对话主旨、听并获取细节信息的水平，同时也为后期的说积累了语言材料。4Step3Readingandsaying(workinpairs).1.Readthedialoguebyyourselvesandactoutthedialogue2. Rememberso

5、meimportantsentences.(1) Mynameis/I'(2) 1'from.?(3) 1'.yearsold.(4) Nicetomeetyou.3. Workingroupstointroduceyourself.S1:Nicetomeetyou.S2:Nicetomeetyoutoo.S1:Whatsyourname?S2:Mynameis.S1:AreyouEnglish?S2:No,l'm.S1:Howoldareyou?S2:I'm.yearsold.设计意一是掌握重点短语，二是掌握表示自我介绍句式的用法。三是通过对话的方式,

6、巩固课堂知图识。4Step4BlackboarddesignUnit1Nicetomeetyou.(1) Mynameis/Ii(2) I'from.?(3) 1m.yearsold.4)Nicetomeetyou.4Step5PracticeI.根据句意及汉语提示完成单词1.Bobis15(年龄)old.2.Whatisthisbook（关于）?(汉语)verywell.教学过程3.TheycomefromChina,sotheycanspeak4. Thepandais(来自)Sichuan.5. (女士)Liwantstogoto(美国)nextweek.n.用所给词的适当形式填

7、空1.Nice(meet)you,Lingling.2. Howoldareyou丄ingling?I'mthirteen(year)old.3. Tonyisn'(America).He'from(English).4. TonyandBettyaren'(China),buttheyfeour(friend).5. Whatabout(go)swimmingnow?川.完成句子1. 见到你很高兴。我也是。Niceyou.meetyou.2. 李东几岁了？他十三岁了。isLiDong?Heis.3. 你也是美国人吗？一一不，我来自英国。你呢？Areyou?No

8、,l'm.you?4. 李女士来自中国，她是中国人。Liisfrom.She'5. 我是你们的老师，你们是我的学生。I'mandyoufe?答案：H.years2.about3.Chinese4.from5.Ms;Americani.tomeet2.years3.American;England4.Chinese;friends5.goingin.l.tomeet;Niceto;too2.Howold;thirteenyearsold3.Americantoo4.Ms;China;Chinese5.yourteacher;mystudents;fromEngland;W

9、hatabout4Step6Homework1.Rememberallthenewwordsandexpressionswe2.PreviewUnit2.'velearnedtoday.反思课题目标Unit2I'mWangLinglingandI'mthirteenyearsold.【知识目标】Keywords:everyone,capital,but,very,big,smallcity,first,last,allKeyphrases:firstname,lastname,thecapitalof,English/ChinesenameKeysentences:(1

10、) MynameisLiDamingandmyEnglishnameisDavid.(2) WangHuiismyfriend,butheisnotinmyclass.(3) TonyismyfirstnameandSmithismylastname.(4) Goodtoseeyou.(5) It'nicetomeetyouall.【水平目标】能够读懂关于人物介绍的简单文章(主要句法为“主语+be动词”结构)【情感目标】能恰当准确地介绍自己，并了解相关姓名的文化知识教学重难占八、重点：掌握本单元的重点词汇、短语、句型和语法难点：训练学生的阅读分析和解决问题的水平教学过程4Step1Le

11、adinginPutthesentencesinthecorrectorderinActivity1.Thenworkinpairs.Askandanswer.设计意图本活动主要起衔接作用。通过排序和问答，既复习上一堂课所学的内容，也能够为接下来的阅读提供信息支持，使学生通过讨论明确单元主题，为下一步语篇学习作好准备。老师通过问题导入新课。4Step2阅读任务一FastreadingReadthepassageandanswerthequestion.(1) WhereisLiDamingfrom?(2) HowoldisWangLingling?(3) WhereisTonySmithfro

12、m?Ss：.设计意图通过对问题的回答，培养学生在阅读中快速寻读信息和提取关键信息的水平。冋时也对文章内容有了一个大概的了解与理解。教学过程Step3阅读任务二CarefullyreadingReadthepassageandcheck(“thetruesentences.1. HenryisDaming'Englishname.()2. Lingling'EnglishnameisLinda.()3. Damingistwelveyearsold.()4. WangHuiisfromBeijing.()5. Tonyistwelveyearsold.()6. Tonyisfro

13、mthecapitalofEngland.()Ss：Lookthroughquestionsandreadthetextcarefully.Thenchecktheiranswersinpairs.设计意通过仔细的阅读课文，让学生辨认捕捉细节信息，并完成判断，从而提升学生的阅读分析水图平。 Step4阅读任务三Segmented(分段)readingReadthepassageandtranslatethesesentencesintoChineseandrememberthem.Learnhowtointroduceyourself.(1) MynameisLiDamingandmyEngl

14、ishnameisDavid.(2) WangHuiismyfriend,butheisnotinmyclass.(3) TonyismyfirstnameandSmithismylastname.(4) Goodtoseeyou.(5) It'nicetomeetyouall.设计意图找准重点句，并实行背诵记忆，使学生加深了对本单元重点语法与重点短语的理解以及使用。 Step5BlackboarddesignUnit2I'mWangLinglingandI'thirteenyearsold.(1) MynameisLiDamingandmyEnglishnameisD

15、avid.(2) WangHuiismyfriend,butheisnotinmyclass.(3) TonyismyfirstnameandSmithismylastname.(4) Goodtoseeyou.(5) It'nicetomeetyouall.教学过程 Step6PracticeI .句型转换1.Jackisnineyearsold.(改为否定句)Jacknineyears.2. MynameisEmma.(对画线部分提问)name?3. ZhangLiliisfromBeijing.(对画线部分提问)ZhangLilifrom?4. WangLinglingisinC

16、lassThree.(改为一般疑问句并做肯定回答)WangLinglinginClassThree?Yes,.5. arefriends,good,WangDongl,and(.)(连词成句)n.单项选择()1.Whoistheboyoverthere(在那边)？It'brother.A.mineB.meC.myD.l()2.isimportanttorememberthis.A.ThatB.ThisC.lt()3.lamAllanGreen.Greenismy.A.firstnameB.middlenameC.givennameD.lastname答案：Il.isn'old2

17、.What'your3.Whereis4.ls;sheis5.WangDongandIaregoodfriends.ni3CCDStep7Homework1.Rememberallthenewwordsandexpressionswevelearnedtoday.2. Finishexercises.教学反思Module2MyfamilyUnit1lsthisyourmum?【知识目标】Keywords:erfamily,father,grandfather,grandmother,grandparent,mother,parent,sister,son,uncle,these,the

18、y,mumdad,who,womanhusband,those,cousin,phKeyphrases:infrontof,ontheleft,ontheright,nexttoKeysentences:(1) Whatabigfamily!(2) Aretheseyourgrandparents?(3) Thewomannexttoherismydad'sister,myauntLiz.【水平目标】能够听懂相关家庭介绍的简短对话，辨认对话中的人物关系；能用指示代词来介绍自己的家庭及询问他人的家庭情况【情感目标】培养对家庭的热爱和对家庭成员的关心重点：掌握本单元的重点词汇、短语、句型和

19、语法难点：训练学生的听说水平教学过程盖tep1Leadingin1 .LookatthepictureandtalkaboutTony'family.Askstudentstopointtothepeopleandmakesentences.S1:ThisisTony's.S2：TheseareTony'.2. Listenandcheck(V)inActivity1thepeopleTonymentions.通过对直观的图片观察和所提供的目标词汇，让学生充分熟悉本单元的重点词汇，为后面的活动作准备；听力活动能够检查学生识别听力语段中单词4Step2ListeningC

20、losethebookandlistencarefully:1. 听第一遍录音完成下面问题(1) HowmanypeoplearethereinTony'family?(2) WherebTonysmother?2. 听第二遍录音完成下面问题Choosethecorrectanswers.(1) LindaisTonyssister/cousin.(2) LizisTonysmother/aunt.(3) PaulisTonysdad/uncle.(4) MikeisTony'scousin/brother.教学过程3. 听第三遍录音完成句子(1) Tony'sdads

21、parentsareonthe.(2) ThewomannexttoLingling'smotherisTony's丄_(3) TheboyinthefrontofPaulisPaul's_训练学生从听力材料中获取细节信息的水平，把对话中的主要信息设计成阅读任务，锻炼了学生的听力，促动了学生听力水平的提升。4Step3Readingandsaying1.Readthedialogueandactoutthedialogue(workinpairs).2 .Remembersomeimportantsentences.(1)Whatabigfamily!(2) Areth

22、eseyourgrandparents?(3) Thewomannexttoherismydad'ssister，myauntLiz.3 .Workingroups.Showyourfamilyphototootherstudents.Askandanswerquestionsaboutyourfamily.S1:Isthisyourdad?S2：No,itisn't.That'smyuncle.S1:Aretheseyourgrandparents?S2：Yes，theyare./No，theyaren'.一是掌握重点短语；二是掌握含有指示代词的句型并学会使用

23、指示代词；三是通过用对话的方式，巩固课堂知识。Step4BlackboarddesignUnit1Isthisyourmum?(1) Whatabigfamily!(2) Aretheseyourgrandparents?(3) Thewomannexttoherismydad'sister,myauntLiz.Step5PracticeI.用所给词的适当形式填空1.Jim'family(be)verybig.2.Three(womanareontherightoftheroad.3. Mr.Smarthastwo(son).4. Aretheseyour(daughter)?

24、Yes,theyare.5. TheyareAlan'(cousin),BillandTom.n.完成句子1.那是你的妹妹吗？不是的。Isyoursister?No,it.教学过程2.他的家庭多么大啊！Whathehas!3. 这是你的祖父母吗？是的，他们是。Are?Yes,theyare.4. 这是一张埃米家的全家福。ThisisAmy'family.5. 紧挨着我的那位妇女是我的姑姑。Thewomanmeismy.川.单项选择()1.Thosearemy.A.parentB.brotherC.sistersD.son()2.OurfamilyChinese.A.isB.am

25、C.areD.have()3.Arethoseyoursons?Yes,.A.sheisB.heisC.thoseareD.theyare()4.Hello,_ismysister,Betty.Hi,Betty.Nicetomeetyou.A.thisB.theyC.itD.he()5.Myfatherisinfrontme.A.ofB.onC.inD.at答案：Il.is2.women3.sons4.daughters5.cousinsUl.that;isn'2.abigfamily3.theseyourgrandparents4.afamilyphotoof5.nextto;aun

26、t川.15CCDAAStep6Homework1 .Rememberallthenewwordsandexpressionswevelearnedtoday.2. PreviewUnit2.Unit2Thesearemyparents.【知识目标】Keywords:bus,stationhospital,driver,manager,nurse,policeman,we,an,job,at,hotel,police,theatre,actor,sameKeyphrases:busstationpolicestation,busdriver,hotelmanagerKeysentences:(1

27、) ThisisTony'father.(2) TheseareBetty'sparents.(3) She'sanEnglishteacherataschool.(4) What'syourmother'sjob?(5) MyfatherSjobisatapolicestation.Heisapoliceman.【水平目标】能够读懂并书写介绍人物职业和工作地点的简短文章【情感目标】促使学生了解各自的家庭成员，促动家庭和睦，提升用英语交流的水平重点：掌握本单元的重点词汇、短语、句型和语法难点：训练学生的阅读分析水平和解决问题的水平教学过程Step1Lea

28、dingin1.Labletheplacesinthepictureswiththewordsandexpressionsfromthebox.T：Askthestudentstomatchtheplacesandpicturesindividually,andthencheckwithapartner.Ss：.2.LabelthepeopleinActivity1withthewordsandexpressionfromthebox.T：Askthestudentstomatchthepeopleandpicturesindividually,andthencheckwithapartner

29、.Ss：.单词和图片匹配协助学生理解表示场所的单词，协助他们在头脑中创建两者的联系，减少汉语的干扰；通过对职业的介绍，协助学生构建一个认知领域，创的联系，为下一步语篇学习作好准备。老师通过问题导入新课。Step2阅读任务一FastreadingReadthepassageandanswerthequestion.(1)Whosefatheristhemanagerofatheatre?(2) WhatdoesTony'motherdo?(3) Whosemotherisanurse?Ss：.培养学生在快速阅读中获取关键信息的水平。教学过程Step3阅读任务二Carefullyreadi

30、ngReadthepassageandwritethelettersofthepicturesinActivity1.(1)TheseareBetty'parents.(2)TheseareLingling'motherandDaming'mother.(3)ThisisTony'father.(4)ThisisTony'mother.(5)ThisisDaming'father.(6)ThisisLingling'father.Ss：Lookthroughthequestionsandreadthetextcarefully.Thenc

31、hecktheiranswersinpairs.通过阅读和练习，使学生对文章内容有了更深一步的理解和理解。Step4阅读任务三Segmented(分段)readingthis,that,these,thoseReadthepassageandtranslatethesesentencesintoChineseandrememberthem.Learnhowtouse(1) ThisisTony'father.(2) TheseareBetty'sparents.(3) She'anEnglishteacherataschool.(4) What'syourmot

32、her'job?(5) Myfather'jobisatapolicestation.Heisapoliceman.巩固课堂知识，掌握关键句的理解，使学生知道如何使用指示代词，同时提升了学生的阅读分析水平。Step5BlackboarddesignUnit2Thesearemyparents.(1) ThisisTony'father.(2) TheseareBetty'sparents.(3) She'anEnglishteacherataschool.(4) What'syourmother'job?(5) Myfather'

33、sjobisatapolicestation.Heisapoliceman.Step6PracticeI.根据句意及汉语提示完成单词_（司机）.（相同的）school._（医院）.（剧院）.1.Jackisthe(经理)ofahotel.2 .Theyarebus3.BettyandLucyareinthe4.Sheworksinthe5.Sheisanactoratthe教学过程n.用所给词的适当形式填空1.(this)areLucy'parents.2.Thisisaphotoof(Lily)family.3 .Therearemany(womanintheroom.4.Isyou

34、runclea(work)?5.What'your(aunt)job?川.单项选择()1.Mr.SmartisEnglishteacher.A.aB.anC.theD./()2.Where_ypictures?_areinyourbag.A.is;TheseB.are;TheyC.are;ThoseD.is;Their()3.Thosearefatherandfather.A.Jack's;BillB.Jack;BillC.Jack;Bill'D.Jack'Bill'()4.Myfatherworksapolicestation.A.onB.forC.a

35、tD.of()5.What'sLiuYang'?Heisapoliceman.A.workB.jobC.nameD.friend答案：I.manager2.drivers3.same4.hospital5.theatren.1.These2.Lily'3.women4.worker5.aunt'川.15BBDCBStep7Homework1.Rememberallthenewwordsandexpressionswevelearnedtoday.2.Finishexercises.Module3Myschool课题Unit1Therearethirtystude

36、ntsinmyclass.教学目标【知识目标】Keywords:computer,furniture,mappicture,television,wall,thirty,forty,sixty,seventy,eightyninety,really,manythere,any,world,tree,ohKeyphrases:howmany,alotof,therebe,amapoftheworld,atthefrontofKeysentences:(1) What'yourclassroominEnglandlike?(2) Therearethirtystudentsinmyclas

37、s.(3)HowmanystudentsarethereinyourclassinBeijing?(4)Istherealotoffurniture?Yes,thereis.【水平目标】能够听懂介绍学校的简短对话；能利用“herebe”句型介绍自己的班级和学校【情感目标】培养学生对学校的热爱之情教学重难占八、重点：掌握本单元的重点词汇、短语、句型和语法难点：训练学生的听说水平教学过程盖tep1Leadingin1.Lookatthepicturesandtalkaboutthem.Askthestudentstoreadthewordsintheboxanddescribethepicture

38、sbyusingthewords.Ss：.2丄istenandchoosethecorrectpictureinActivity1.AndlearnhowtoreadandwritethenumbersinActivity2.设计通过图片展示的方式，有利于学生掌握词汇，创建表达对象与其英语表达方式之间的联系；听力活动训练学生从听力材料中获取意图相关教室情况的信息，同时为下面的听力做适当准备。然后顺利导入新课。4Step2ListeningClosethebookandlistencarefully:1. 听第一遍录音完成下面问题What'sLinda'classroominEn

39、glandlike?2. 听第二遍录音完成下面冋题Completethetable.ClassNumberofstudentsPicturesTypeofmapLinda'classDaming'class教学过程3. 听第三遍录音完成句子(1)TherearestudentsandacomputerinLinda'class.(2)ThereareboysandgirlsinDamingsclass.(3)There'amapoftheinDaming'classroom.设计意图训练学生从听力材料中获取相关教室的大体情况；冋时熟悉therebe句型的

40、用法，为后期的说积累了语言材料。4Step3Readingandsaying1.Readthedialoguebyyourselvesandactoutthedialogue(workinpairs).2 .Remembersomeimportantsentences.(1)What'syourclassroominEnglandlike?(2)Therearethirtystudentsinmyclass.(3) HowmanystudentsarethereinyourclassinBeijing?(4) Istherealotoffurniture?Yes,thereis.3 .

41、Workingroups.Talkaboutyouridealclassroom.S1:Howmany.arethereinyourclassroom?S2：Thereare.S1:Istherea.?S2：Yes,thereis./No,thereisn'.S1:Arethere.?S2：Yes,thereare/No,therearen'.设计意图一是掌握重点短语；二是掌握therebe句型的用法；三是通过用对话的方式，充分使用therebe句型（谈论自己学校）把所学知识输出。4Step4BlackboarddesignUnit1Therearethirtystudents

42、inmyclass.(1) What'syourclassroominEnglandlike(2) Therearethirtystudentsinmyclass.(3)HowmanystudentsarethereinyourclassinBeijing(4) Istherealotoffurniture?Yes,thereis.Step5PracticeI.根据句意及汉语提示完成单词1.Thisisa(照片)ofmyfamily.2.Ihavea(电脑)lessontoday.3.TVisshortfor(电视机).4.Thereisa(地图)ofthe(世界)onthe(墙).5

43、.Thereisalotof(家具)inhislivingroom.教学过程n.句型转换1.Thereisacomputerinmyroom.（改为否定句）acomputerinmyroom.2.Therearesomepicturesonthewall.(改为一般疑问句)picturesonthewall?3.0urschoolisreallybigandbeautiful.(对画线部分提问)yourschool?4 .Therearefifty-twobooksonthedesk.(对画线部分提问)booksonthedesk?5.Aretheretwocatsonthechair?(做否

44、定回答)川.单项选择()1.Aretheretwopicturesintheclassroom?A.Yes,thereisB.No,theyaren'C.No,thereisn'D.No,therearen'()2.Theresomeoldpeopletakingawalkinthepark.A.isB.areC.haveD.has()3.Therearulerandsomepensinmypencil-box.A.areB.isC.amD.have()4.Therechildrenintheroom.Wherearethey?A.isn'anyB.aren&#

45、39;someC.aren'anyD.isn'some()5.Thereisamapthewall,frontoftheclassroom.A.in;inB.on;inC.on;attheD.in;atthe答案：Iputer3.television4.map;world;wall5.furnituren.1.Thereisn'2.Arethereany3.What'like4.Howmany;arethere5.No,therearen'川.15DBBCCStep6Homework1.Rememberallthenewwordsandexpressio

46、nswevelearnedtoday.2. PreviewUnit2.教学反思课题Unit2Thelibraryisontheleftoftheplayground.教【知识目标】学Keywords:building,hall,gate,library,office,playground,scienee,lab,behind,between,middle,near,with,for,room目Keyphrases:between.and.,dininghall,sportshall,scieneelab,infrontof,inthemiddleof标Keysentences:(1)1nthe

47、middleoftheschoolisabigplayground.(2)Thelibraryisontheleftoftheplaygroundneartheschoolgate.(3)Betweenthisbuildingandthedininghallistheclassroombuildingwithtwenty-fourclassrooms?(4)Where'stheplayground?It'sbehindthesportshall.【水平目标】能用表示方位的词来描述图中物体的位置关系【情感目标】培养学生的方向感教学重难占八、重点：掌握本单元的重点词汇、短语、句型和

48、语法难点：训练学生的阅读分析水平和解决问题的水平教学过程Step1Leadingin1.Labelthepictureswiththewordsandexpressionsfromthebox.(Activity1)2.ReadBettySwords,andwriteherclassmates'namesontheirdesks.(Activity2)设计意图通过直观的图片激发学生的学习兴趣，便于学生在阅读前明确文早的主旨；通过活动2让学生掌握behind,between,怡frontof”，ontheright”这4个方位词的用法，为下面的阅读理解做好准备。Step2阅读任务一Fas

49、treadingReadthepassageandlabelthemapoftheschool(Activity3).Ss：.设计意图让学生找出各个建筑物之间的位置关系并在地图上标出。教学过程Step3阅读任务二CarefullyreadingAnswerthequestionsafterreadingagain.(1) Howmanybuildingsarethereintheschool(2) What'sontherightofthelibrary(3) What'sinthelibrary?(4)Howmanyclassroomsarethereintheclassro

50、ombuilding(5)WherearethecomputerroomsandscieneelabsSs：Lookthroughquestionsandreadthetextcarefully.Thenchecktheiranswersinpairs.设计意图通过阅读和练习，要求学生根据文章内容辨认捕捉细节信息。Step4阅读任务三Segmented(分段)readingReadthepassageandtranslatethesesentencesintoChineseandrememberthem.(1)Inthemiddleoftheschoolisabigplayground.(2)

51、Thelibraryisontheleftoftheplaygroundneartheschoolgate.(3)Betweenthisbuildingandthedininghallistheclassroombuildingwithtwenty-fourclassrooms(4)Where'stheplayground?It'behindthesportshall.设计意图使学生知道如何使用表示方位的词。Step5BlackboarddesignUnit2Thelibraryisontheleftoftheplayground.(1)Inthemiddleofthescho

52、olisabigplayground.(2)Thelibraryisontheleftoftheplaygroundneartheschoolgate.(3)Betweenthisbuildingandthedininghallistheclassroombuildingwithtwenty-fourclassrooms(4)Where'stheplayground?It'behindthesportshall.Step6PracticeI.单项选择()1.isthebirdIt'inthetree.A.HowB.WhatC.Where教学过程)2.Myschoolis

53、thattallbuilding.A.toB.onC.nextD.behind)3.Themapisyoursister'room.A.inB.onC.underD.of)4.IsthegymnexttotheofficeA.Yes,thegymisB.ItVbehindtheofficeC.No,itisn'（）5.Howmanyarethereinyourschool?A.librarysB.libraryC.librariesn.句型转换1.Therearesomephotosonthewall.（改为否定句）Therephotosonthewall.2.Thereisa

54、dictionaryonLiLei'desk.（改为一般疑冋句，并做肯疋回答）adictionaryonLiLei'sdesk?Yes,.3.Therearesomeflowersonourteacher'desk.（对画线部分提问）onyourteacher'sdesk?4.DamingVfriendisinfrontofthetree.（对画线部分提问）DamingVfriend?5.JackisonmyleftandJohnisonmyright.1'mJackJohn.答案：115CDACCn.1.aren'tany2.1sthere;t

55、hereis3.What's4.Whereis5.between;andStep7Homework1.Rememberallthenewwordsandexpressionswe'velearnedtoday.2.Finishexercises.教学反思Module4HealthyfoodUnit1We'vegotlotsofapples.【知识目标】ddrink,candy,fruit,meat,vegetable,apple,bean,beef,carrot,chickenchocolate,coffee,juice,milk,potato,tea,tomato,w

56、ater,have,has,someso,baKeyphrases:goshopping,lotsof,havegot,toomuchKeysentences:一Havewegotany.?Yes,wehave.Wevegotsome./No,wehaven'（2）Tony,let'sgoshoppingforfoodanddrink.(3) Toomuchchocolateisn'goodforyou.(4) Wehaventgotanyoranges.(5) How/Whataboutsomeorangejuice?【水平目标】能够听懂关于食物和饮料的对话；能分辨健康和不健康食品【情感目标】增强对健康食品重要性的理解重点：掌握本单元的重点词汇、短语、句型和语法难点