小學語文微課教案
發(fā)表時間：2020-11-20Unit2Ouranimalfriends。
Unit2Ouranimalfriends（答題時間：60分鐘）
一、單詞拼寫
（A）選擇并抄寫單詞。
1.HowdoestheSPCA___________（lookafter,lookfor）sickanimals?
2.－__________（When,Where）didyougetyourpetfrom?
－Inthestreet.
3.Wemusttryto__________（keep,find）animalsfromdanger.
（B）根據(jù)漢語提示，寫出單詞的正確形式。
4.Pleaseprotectthechildrenfromtraffic_________（事故）.
5.Canyou____________（完成）thereport?
6.Ifyouaresick,youmustgotoa___________（診所）atonce.
二、閱讀并連線
三、用動詞的正確形式填空
1.Mymother（go）outanhourago.She（be）backinhalfanhour.
2.itoften（rain）inChangshainsummer?
3.There（be）anEnglishpartynextSunday.
4.Hestoodthereand（put）hishandout.
5.Ifyoudon’tworkhard,you（fall）behindtheothers.
6.InmuchofChina,winter（last）fromNovembertoJanuary.
7.It’sknownthatthemoon（turn）roundtheearth.
8.There（be）alotofgoodnewsonTVyesterdaymorning.
9.Nothing（be）difficultifyouputyourheartintoit.
10.I（give）themessagetohimassoonashe（come）backtomorrow.
11.Who（teach）youEnglishlastyear?
12.It（take）mesixhours（mend）mybikeyesterday.
13.（notwrite）onthewall,children.
14.Tomdidn’tknowwhat（do）whenhiswifewasangry.
15.Thepotisusedfor（keep）waterhot.
16.Putthecardonthetablelikethis,andyou（see）whatitis.
17.AtthattimeIwastooyoung（take）careofmyself.
18.It’snoteasy（answer）theteacher’squestions.
19.MissGaoalways（encourage）me（speak）English.
20.Don’tstop（have）arestbeforeyoufinishdoingyourwork.
四、書面表達
很多同學都喜歡小動物，你喜歡嗎？你喜歡什么樣的小動物？請用英語介紹一下你所喜歡的小動物。
要求：1、題目為：MyFavoriteAnimal。
2、簡單介紹小動物的外貌。
3、說明你喜歡的原因。
4、思路清晰，語句通順，基本無拼寫錯誤等。
一、單詞拼寫
（A）1.lookafter2.Where3.keep
（B）4.accident5.finish6.clinic
二、閱讀并連線
A—2B—3C—1
三、用動詞的正確形式填空
1.went,willbe2.Does,rain3.willbe4.put
5.willfall6.lasts7.turns8.was
9.is10.willgive,comes11.taught12took,tomend
13.Don’twrite14.todo15.keeping16.willsee
17.totake18.toanswer19.encourages,tospeak
20.tohave
四、略
精選閱讀
七年級英語上Unit2Ouranimalfriends教學設計（牛津上海版）
教案課件是老師上課做的提前準備，大家開始動筆寫自己的教案課件了。只有制定教案課件工作計劃，接下來的工作才會更順利！適合教案課件的范文有多少呢？以下是小編收集整理的“七年級英語上Unit2Ouranimalfriends教學設計（牛津上海版）”，供大家借鑒和使用，希望大家分享！
Unit2Ouranimalfriends
1教學目標
a.GetSstolearnsomebasicinformationabouttheendangeredanimals.
b.ReadapassageaboutAsianelephantfactfileandintroduceanendangeredanimalbyfollowingtheexample.
c.HelpSstoimprovetheirwritingskills.
2學情分析
本單元以“拯救瀕危動物”為話題，以介紹瀕危動物的基本信息為主線。本節(jié)課在前面聽，說，讀板塊的基礎上，要求學生介紹一種瀕危動物，并掌握說明文的寫作方法。
3重點難點
Teachingimportantpoints:
a.GetSstorealizetheimportanceofsavingtheanimalsindangerandprotectingthenature.
b.GetSstolearnhowtocallonmorepeopletorealizetheimportanceofsavingtheanimalsindangerandtakemeasurestoprotectthem.
Teachingdifficultpoints:
a.GuidetheSstousetwobasicmethodsofexposition：definitionandnumbers.
b.Enablethewriteanexpositionaboutanendangeredanimal.
4教學過程
活動1 Lead in
Showtheclasssomepicturesabouttheendangeredanimalsandaskthem“WhatistheEnglishforthem?”Showapictureofthegiantpanda.Ask:Howmuchdoyouknowaboutthegiantpanda?
活動2Step II. Introduction
1.ShowaspidergramaboutAsianelephants.
2.Matchthesubtitleintheboxwiththeinformationinthespidergram.
3.Analyzethebasicmethodsofanexpositionaccordingto“Asianelephantfactfile”
設計意圖：通過蜘蛛網(wǎng)圖讓學生了解應該從哪些方面來介紹某種瀕危動物以及如何將副標題細化，列舉每個方面的細節(jié)信息。通過對亞洲象這篇范文的分析來解釋說明文的說明方法，為“寫”埋下伏筆。
活動3Step III. Writing
1.MakealistofthesubheadingsofaspidergramandenableSstodrawaspidergramaboutanendangeredanimal.
2.Fillinthespecificinformationabouteachsubheading.
3.Writeoneortwosentencestointroduceeachsubheadingoftheendangeredanimalbyusingthemethodsofanexposition.Makesuretowriteitonebyonesoastocompareeachendangeredanimal.
設計意圖：通過對每個副標題的介紹來完成對某種瀕危動物的介紹，從局部到整體，將復雜問題簡單化。
Supposeyouareanendangeredanimalandintroduceyourselfaccordingtothesubheadingsyouhavewritten.
設計意圖:通過口頭復述，對說明文中的信息進行整合和再現(xiàn)，進一步提高學生的歸納能力。通過小組討論引導學生分析問題及解決問題，激發(fā)學生熱愛動物的感情，增強保護動物的意識。
活動4Step IV. Homework
riteashortpassagetospeakforanendangeredanimalbyfollowingthepattern.
Help
Hello,Iama______.Myhomeisin_____________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Myhomeislosingbecause________________________________
_______________________________________________________________________________________________________________________________________________________________________________________.Itiskindofyoutohelpprotectmyhomebecausetheearthisahometobothyouandme.
設計意圖：引導學生學會使用語言表達自己的觀點，即學以致用。
Unit3Ouranimalfriends重要知識點整理
Unit3Ouranimalfriends重要知識點整理
1.Ablindmanandhis“eyes”inafire火中，一位盲人和他的“眼睛”
blindadj.瞎的，失明的；作定語或表語前加定冠詞the表示一類人
Eg.Heisblind.
Hewasateacheroftheblind.
(as)blindasabat視力極差的，幾乎看不見的
beblindto...對……視而不見
turnablindeyeto...對……熟視無睹
2.meanvt.過去式：meant“表示……的意思”meaningn.意思；意義
Eg.Whatdoyoumeanbysayingthat?
Whatdoesthiswordmean?=What’sthemeaningofthisword?
3.welcomeadj.“受歡迎的”
感嘆詞“歡迎”Eg.WelcometoChina!
Vt.“歡迎（人），欣然接受（意見）”
Eg.AllthestudentsandteacherswelcomeDoctorBrown.
交際用語“不用謝，不客氣”
Eg.--Thankyouforyourhelp.--You’rewelcome.
4.sorryadj.“對不起”用于對別人有傷害或做錯事時。besorry+句子“對……抱歉”
besorrytodosth.抱歉做某事Eg.I’msorrytotroubleyou.
besorryaboutsth.為某事感到遺憾
besorryforsb.為某人感到難過、同情
Eg.I’msorryaboutwhat’shappened.感到遺憾
Iamverysorryforthefamily.十分同情
交際口語聽到傷心或不愉快的消息時的回答
Eg.--I’mafraidhe’sill.--I’msorrytohearthat.
Excuseme通常用在打擾別人或吸引別人注意時，在說或做某事之前使用
Sorry在說活做這件事之后使用，表示歉意
5.anywhereadv.“任何地方；無論何處”（用于否定句、疑問句或條件從句）
Eg.Ihaven’tgotanywheretolive.沒找到住的地方。
somewhere“在某處”用于肯定句中
nowhere“無處，任何地方都不（表示否定意義，等于not...anywhere）”
6.dangerousthings“有害物品，危險物品”
dangerousadj.危險的比較級:moredangerous最高級：mostdangerous
dangern.indanger“處于危險中”
Eg.Thiskindofanimalisdangerous.動物是危險的
Thiskindofanimalsisindanger.面臨危險
7.appearvi出現(xiàn)，顯現(xiàn)反義詞：disappearn.appearance外貌、外觀
Eg.Arainbowappearedintheskyaftertherain.出現(xiàn)一道彩虹
8.helpfuladj.有用的；有幫助的helplessadj.無助的，無用的
helpsb.dosth.=helpsb.withsth.幫助某人做某事
helpsb.=givesbahand=dosb.afavor幫助某人
9.aguidedog導盲犬a(chǎn)policedog警犬a(chǎn)rescuedog救援犬
10.receptionistn.(接待員)receptv.接待receptionn.
11.allowv.允許
allowsbtodosth.允許某人做某事allowdoingsth.允許做某事
12.byoneself意為“獨自地”，常用于句尾，強調(diào)沒有別人幫助、陪伴。
Don’tleavemeathomebymyself,Dad.爸爸，別把我一個人留在家里。
13.apologizev.道歉apologyn.
apologizetosb.=saysorrytosb.向某人道歉
apologize（tosb）forsth./doingsth.為（做）某事道歉用
14.lead(sb.)to帶著（某人）到……
ThereceptionistapologizedandledJohnandCharlietotheirroom.
接待員到了歉并帶著約翰和查利到他們的房間。
15.fallasleep入睡。（側(cè)重“自然而然地入睡”或“無意識地睡著”的含義）
gotosleep(入睡)，調(diào)動作，有begintosleep之意；gotobed(就寢，上床睡覺)，主要強調(diào)上床準備睡覺的動作，不能與表示一段時間的狀語連用。
Johnwasverytired.Hesoonfellasleep.約翰非常地累。他很快就入睡了。
16.wakevivt.醒；喚醒。
wakeup醒來；wakeupsb.(wakesb.up)喚醒某人。
17.withone’shelp=withthehelpofsb.在某人的幫助下
18.without介詞，意為“無，沒有”。Without是with的反義詞，其后跟名詞、代詞或動名詞。
Fishcan’tlivewithoutwater.魚兒離開水就不能活。
Heleftwithoutsayingaword.他沒說一句話就離開了。
19.getdown蹲下
★onthefloor在地板上
★nextto在……的旁邊
★fireengine消防車
★get/takesb.outofsp.帶某人逃離某地
★apologizetosomeone向某人道歉
★atthebottomof在……的底部
★assoonas一……就
★steponto踏上
★saveone’slife救了某人的命
單元語法
A.Reflexivepronouns(反身代詞)
英語中共有八個反身代詞，在使用時應注意和它所指的相應的對象在人稱、性別、數(shù)上保持一致。其基本形式如下表所示：
第一人稱第二人稱第三人稱
單數(shù)myselfyourselfhimselfherselfitself
復數(shù)ourselvesyourselvesthemselves
反身代詞的用法
1.可用作賓語，指的是賓語和主語表示同一個或同一些的人或事物。
Mariaboughtherselfascarf.瑪麗亞給自己買了一條圍巾。
Wemustlookafterourselvesverywell.我們必須好好照顧自己。
2可用作表語，指的是表語和主語表示同一個或同一些人或事物。
Sheisn’tquiteherselftoday.她今天有點不舒服。
3可用作主語或賓語的同位語，常用來加強語氣。
SheherselfwillflytoLondontomorrow.明天她自己將要坐飛機去倫敦。
Imetthewriterhimselflastweek.我上周見到了那位作家本人。
4用在某些固定短語當中。
lookafteroneself/takecareofoneself照顧自己
teachoneselfsth./learnsth.byoneself自學
enjoyoneself玩得高興，過得愉快
helponeselftosth請自用……（隨便吃/喝些……）.
hurtoneself摔傷自己
saytooneself自言自語
leavesb.byoneself把某人單獨留下
buyoneselfsth.給自己買……東西
introduceoneself介紹……自己
注意：反身代詞不能單獨做主語，但可以做主語的同位語，起強調(diào)作用。
我自己能完成作業(yè)。
（誤）Myselfcanfinishmyhomework..
(正)Imyselfcanfinishmyhomework./Icanfinishmyhomeworkmyself.
B.Prepositionsofposition(方位介詞)
我們用方位介詞來談論某人或某物在哪兒。
in在……里面
on在……上面（常指一個物體在另一個物體的垂直上方，并接觸。）
under在……下面（常指一個物體在另一個物體的垂直下方，往往不接觸）
nextto/beside緊靠；在……旁邊
infrontof在……的前面
behind在……的后面
between在（兩者）之間
above在……上面（指在某物的斜上方）
Unit2Weloveallfourseasons2
Module3Change
Unit2Weloveallfourseasons
1
Languagefocus:
Usingthesimplepresenttensetoexpressthoughts
e.g.Springmakesmethinkofrain.
Usingadjectivestodescribeevents.
e.g.Itisawfultowalkintensetoexpressionsimpletruths.
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Theweatherstartsgettingwarm.
Usingpropernounstorefertoevents
e.g.Easterisspring.
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately
Identifydetailsthatsupportamainidea
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks.
Materials:
Student’sBook7Bpage53
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Playtherecording:Lookandread.StopafterPicture2.Studentslistenandfollowintheirbooks.
2.Playtherecordingagain.Studentslistenandrepeat.
3.Ask:Whatdoesspringmakeyouthinkof?toelicit:Springmakesmethinkof…Encouragestudentstovolunteeranythingthatcomestomind.Helpthemwritealistontheboard.ThendrawaspidergramliketheoneintheStudent’sBookandinviteamoreablestudenttocomeforwardandcompletethespidergramwiththeinformationgivenonthelist.
Consolidation
GrammarPracticeBook7Bpage41.
2
Languagefocus:
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Inwriter,theweatherstartsgettingcoldanddry.
Usingadjectivestoshowquantities
e.g.Someleavesbecomebrown,redoryellow.
Usingadjectivestodescribeevents
e.g.Itisfuntogotothebeachinsummer.
Languageskills:
Listening
Identifythemainideasofanewtopic
Identifydetailsthatsupportamainidea
Listenforspecificinformation
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings
Reading
Readwrittenlanguageinmeaningfulchunks
Recognizerecurrentpatternsinlanguagestructure
Skimatexttoobtainageneralimpressionandthemainideas.
Writing
Developwrittentextsbyexpressingownideasandfeelings
Writeoutpieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary
Materials:
Student’sBook7Bpages53and54
Cassette7Bandacassetteplayer
Workbook7Bpage27
Photocopiablepages47and48
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepages47and48foreachstudent.
Pre-taskpreparation
1.PlaytherestoftherecordingforLookandread.Studentslistenandfollowintheirbooks.
2.Playtherecordingagain.Studentslistenandrepeat.
3.Writethefollowingadjectives:awful,interesting,nice,fun,important,hadanddangerousontheboard.Askforstudents’opinions:Isitawful/interesting/nice/fun/important/bad/dangerousto…?
4.Writethreeverbs:start,likeandloveontheboard.Say:Istartworkingat8a.m.Ilikewalkingtoschool.Ihavedoingexercise.Ask:Whatformofverbshouldweuseafter‘start’,‘like’and‘love’?toelicit:Weshouldusethe-ingformofverb.Inviteafewofthemoreablestudentstothinkofsomemoresamplesentencesusingthethreeverbs.
Post-taskactivity
Workbookpage27
Consolidation
GrammarPracticeBook7Bpages42and43.
3
Languagefocus:
Asking‘Wh-’questionstofindoutaboutaspecificobject
e.g.Whichonecouldbethefirstslide?
Usingadjectivestoshoworder.
e.g.Picture2couldbethefirstslide.
Usingthesimplepresenttensetoexpresspreferences
e.g.IpreferPicture11toPicture4.
Languageskills:
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestions
Maintainaninteractionbyagreeingordisagreeing,replying.
Maintainaninteractionbyaskingandrespondingtoothers’opinions
Writing
Gatherandshareinformation,ideaandlanguagebyusingstrategiessuchasbrainstorming,listing.
Planandorganizeinformationandideasbydecidingonthesequenceofcontent
Developwrittentextsbyexpressingownideasandfeelings
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.
Materials:
Student’sBook7Bpage55
Cassette7Bandacassetteplayer
Workbook7Bpage28
Photocopiablepage49
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage49foreachstudent.
Pre-taskpreparation
1.Introducethetwonewlanguagestructurestostudents:‘either…or…’and‘prefer…to…’Tointroducethefirststructure,say:I’velostmypen.Itcouldeitherbeinthestaffroomorinthelaboratory.Tointroducethesecondstructure,say:Iprefercoffeetotea.Giveafewmoreexamplesyoucanthinkof.
2.Alsoreviewtheordinalandcardinalnumberswithstudentsifnecessary.
Post-taskactivity
Workbookpage28
Consolidation
GrammarPracticeBook7Bpage44,46and47.
