【正文】 hat day is it today? What’s the date? When were you born? When was he born? 。教學(xué)過程： 第一步：。：觀察周圍,用所學(xué)的詞描述周圍物品的形狀,如:This is my pencil is green and is a rectangle? ,完成2b。第二步：呈現(xiàn),今天是某某的生日,老師想送她／他一件禮物,但你們要先猜一猜是什么,從而引出本課目標語言。,介紹自己的出生時間、出生地點、年齡,越詳細越好。,教師舉起寫有各種資料的卡片引導(dǎo)學(xué)生說出類似的句子。,回答下列問題：（1）When was she born?（2）When was her daughter born?（3）Where was her daughter born? 答案：（1）She was born in June,1970.（2）She was born on October 22nd,1996.（3）She was born in 。四、掌握下列重點句型： were you born? I was born in June, you born in Hebei? Yes, I was./No, I wasn’ was your daughter born? She was born on Octorber was he born? He was born in she born in Hebei, too?No, she wasn’： 第一步：復(fù)習(xí)：如：I’m on duty is ? It’s my ,讓學(xué)生匯報上一節(jié)課學(xué)過的知識,談?wù)撊掌凇⑻鞖獾茸鰹橐粋€課前2分鐘的free talk?！痵 chant,讓學(xué)生稍微放松一下。數(shù)數(shù)時可用基數(shù)詞也可用序數(shù)詞。第四步：練習(xí)、月份,對1部分做替換練習(xí)。,提醒學(xué)生注意first,second,third,fifth,eighth,ninth,twelfth, twentieth。第二步：呈現(xiàn)：Could you tell me the way to Kangkang’s home? We want to celebrate his ：celebrate ：When is Kangkang’s birthday?學(xué)生聽錄音1,找出問題的答案。第三篇：七年級英語下冊unit7 教案七年級英語下冊Unit7 教案Section A 主要活動：1,2和3a 課時建議：1～2 教學(xué)目標：一、：first, second, third, fourth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, twentieth ：January, February, March, April, May, June, July, August, September, October, November, December：birthday, celebrate, party, date, alone二、學(xué)習(xí)1－100的基數(shù)詞和序數(shù)詞以及日期的表達法和讀法。傳統(tǒng)的英語教學(xué)模式已經(jīng)日漸不適應(yīng)當前素質(zhì)教育的發(fā)展要求。在英語篇章教學(xué)過程中，教師通常指導(dǎo)學(xué)生在任務(wù)型教學(xué)中完成閱讀任務(wù)。從篇章結(jié)構(gòu)去培養(yǎng)學(xué)生的英語文化意識，要準確把握英語篇章的結(jié)構(gòu)，即演繹式結(jié)構(gòu)，重視開門見山。另外，培養(yǎng)學(xué)生的英語文化意識還可以從語言本身著手。詞匯教學(xué)是篇章教學(xué)的一個方面，影響著學(xué)生的閱讀理解能力。初中英語教學(xué)不但要讓學(xué)生形成良好的閱讀能力，還要讓他們掌握正確的閱讀方法，讓他們在閱讀中形成英語文化意識。只有這樣，教師才能發(fā)現(xiàn)學(xué)生在閱讀中存在的問題，方便教師調(diào)整閱讀教學(xué)任務(wù)，方便指導(dǎo)學(xué)生認真閱讀。通過不斷的閱讀活動來提高學(xué)生對閱讀的理解能力以及閱讀速度。因此，英語教師必須要重視篇章教學(xué)，多給學(xué)生分析和指導(dǎo)篇章教學(xué)，讓學(xué)生能夠多了解一些語篇，多學(xué)習(xí)一些寫作方法。 master the modal verb “would” and “what” master the usage of countable nouns and uncountable ).Ability objects use “would like” to talk about the need for improve students? ability of munication and social ).Sensibility objects: Let the students experience the happiness of learning English, cultivate their ability to do things and foster the spirit of cooperation in group difficult points and focus: 1)To learn the names of food and the countable and uncountable )To learn how to order )To use “would like” to express their need for food and learn how to order Language 1)what would you/he/they like to eat? I?d /He?d /They?d like some...2)What kind of noodles would you/he/they like? I?d/He?d /They?d like beef and tomato noodles noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like… Time 45 minutes Procedures Step )Show some pictures about sports and let the students answer the questions below: After doing these sports, what?s your feeling? Are you tired ? Are you hungry? 2)Let the students thinking the question: If you are hungry, what would you like to eat? 3)Show some pictures of food that they have )T: “No food left!But don?t worry, let?s go to the restaurant to have a big !What can you see in the restaurant? Yes, There are many kinds of food ca