外研版-英语-八上-Module6：全模块作业设计教师版)

Unit 2一、根据句意及首字母或汉语提示完成单词1. We f________ the birds every day and they aren’t afraid (害怕) of seeing us at all.2. I want to be a s_______ when I grow up, because I like science very much.3. The _______ (情况；形势) of the company wasn’t very good, so many workers left.4. The _______ (政府) gave the poor children many books and bags.5. Do you know how many of the students joined in the ________ (研究）project?1. If you look _________ , you can see the sea clearly.2. The old man couldn’t work any more, so he had ________money to buy things he needed.3. Some poor people in Africa don’t have _________ to eat every year.4. They ________ new software so that they can do things better and better.5. Our pet dog _________ two lovely babies yesterday.三、根据汉语意思完成句子，每空一词1. 为了让我们的学校更加美丽，我们打算在学校周围种植更多的树木和花草。

We’ll plant more trees and flowers around our school________ ________ ________ make it more beautiful.2. 世界各地的人们都很喜欢大熊猫，大熊猫已经成为中国的象征。

八年级英语上册Module6AnimalsindangerUnit1Itallowspeopletogetclosertothem作业设计（新版）外研版一、根据句意及首字母或汉语提示完成单词1. Many w________ animals are becoming fewer and fewer.2. We should try our best to p ________ the animals. They are our friends.3. We want to __________(筹集) some money to help the sick (患病的) boy.4. Don’t swim in the lake. Look at the _________ (告示) . It says “No swimming”.5. These trees only __________（生长）in hot areas of the world.1. Your coat looks _______ than mine. You should put on more clothes.2. My mother doesn’t ________ me to eat fast food at home.3. The ________ is big and it has a very long long nose and large ears.4. The ________ are long and thin. The children are afraid (害怕的) to see them.5. Now the children don’t have ________ time to play games.三、根据汉语意思完成句子，每空一词1. 我不在家的时候，你能帮我照顾一下我的狗吗？Could you please________ ________ my dog for me while I’m away?2. 这位老人想要在乡下平静地生活。

第一学期八年级上册Module 6教学设计课题Module 6 Unit 1标题It allows people to get closer to them.课型Listening and speaking 备课人上课时间学习目标1.Key vocabulary: nake, thin, danger, interested, allows, wild, protect, grow, enough, dirty, peace, earth, raise.2.Key Expressions: in danger, at last, be interested in, think of, take away, in peace, on earth, in order to, look after.3.To learn the grammar knowledge of infinitive.4.To talk about what we can do to protect animals in danger.重难点1.To learn the grammar knowledge of infinitive.2.To talk about what we can do to protect animals in danger.教具希沃白板5，黑板，粉笔，翻页笔教学流程Step 1: Warm up1.Guessing game.Ask students to guess the animal according to the given information.E.g.I am the king in the forest.I am the cleverest animal in the sea.【Teaching Purposes】To arouse students’ interest and lead in today’s class.Step 2: Pre-listening1.Listen and answer the questions.(Activity 2 on Page 42)●What’s this week’s Animal World about?●What animals are in danger?2.Listen again and fill in the blanks. (Activity 2 on Page 42)【Teaching Purposes】To help students get familiar with today’s topic and pave a way for the following learning.Step 3: While-listening1.Listen and finish these questions.2.Read and complete the table. (Activity 3 on Page 43)【Teaching Purposes】To improve students’ listening skills.Step 3: Post-listening1.Think about “Why are some animals in danger?”2.Talk with your partner about what we can do to protect animals in danger.E.g.To protect the animals, we should stop people from killing them and cutting down the forest. 【Teaching Purposes】To improve students’ speaking and learn how to talk about how to protect animals in danger.Step 4:Language points1.Illustrate some key and difficult language points.●at last最后；终于●be interested to do sth.对做某事感兴趣●allow sb. to do sth.允许某人做某事●think of想出；想到●in danger处于危险中●take away拿走；夺去●in peace平静地；和平地●look after照顾；照管●find out发明；查明●as…as possible尽可能……地【Teaching Purposes】To help students understand and master some key and difficult language points.Step 5: Exercises & summary【Teaching Purposes】To consolidate what we have learnt in today’s lesson.作业布置板书设计Module 6 Animals in dangerUnit 1 It allows people to get closer to them.教学反思。

外研版-英语-⼋上-Module6：全模块作业设计教师版）2011-2012外研版英语⼋（上）Module6：全模块作业设计（教师版）8(I) Worksheet of Module6 Unit1She was sitting by the river.I Write down the Chinese meaning of the words underline:1.Suddenly, a white rabbit ran past her ( )2.Alice fell down a rabbit hole. ( )3.Something strange is not usual or you don’t know it. ( )4.Look! The woman is carrying the baby in her arms. ( )5.The Cat was sitting in a tree and was smiling at everyone. ( )II．Listen and Choose the best answer:( )1.Was Alice sitting by the river? A. Yes, she was. B.No,she wasn’t. C. Yes,it was.( )2.Was Alice reading a book? A.Yes, she was. B.No,she wasn’t. C. Yes,it was.( )3.Who was playing in the garden? A. The King B.The Cheshire C. The Queen( )4.Who fell down a rabbit hole? A. The King B. The Queen C. AliceIII. Choose the best answer:( )1.Tony ______ down from his bike when he rode to school. A.falls B. fell C.felt( )2.—Wasn’t Tony doing his homework? -- _______. A.No,he wasn’t. B.No, he was.C.Yes, he was.( )3.Lingling was ______ a message for her mother. A.wrote B. writing C.written( )4.Study hard,______ you will passthe exam. A. or B. but C. and( )5.I _______ TV at eight last night. A. am watching B. watched C.was watching( )6.He saw the film,________? A.does he B.did he C. didn’t he( )7.He has no legs,_____ it? A. does B.doesn’t C. hasn’t( )8.They ________ at nine yesterday. A.was dancing B. danced C.were dancing( )9. His parents want him _____ out of school. A.drop B. to drop C. dropped( )10.It’s cold outside.______ putting on your coat? A.What about B. Why not C. Shall weIV. Complete the sentences:1当我经过的时候，男⼥⽣门正坐在草地上聊天。

外研版英语八年级上册单元教案Module 6Animals in dangerUnit 1It allows people to get closer to them.Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To master the basic words and expressions and try to understand the infinitive.2．To use vocabulary and grammar to communicate with others.3．To know more about protecting animals.Ⅲ.Teaching aidsTape－recorder，PPTⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Have a dictationT：Animals are our friends.We should learn to live together with animals.Many families now have pets at home.That is，human beings are living with animals.They are pet animals.Then show some pictures to the students and ask them if they know these words.Step 2：Ask and answer1．Ask and answer questions about animals：T：What pet animals do you know?S：Cats，dogs，rabbits，etc.T：Do any family keep tiger，lion，elephant，etc as pet animals?S：No.T：Do you know why?S1：Because they are dangerous.S2：Because they are too difficult to keep.T：Where do these animals live?S：In the zoo.…2．Encourage students to speak out what they have in mind.Step 3：Listening1．Work on Activity 1 on Page 42.(1)Show some pictures to the students and ask them to look at the pictures.Let them describe the animals in the pictures by asking and answering.T：What does it look like？/Where does it live？/What does it eat?S：…(2)Elicit some of the students' ideas and then tell them they are going to do a quiz to see if they are right.(3)Repeat the words in the box.(4)Read the quiz，and decide what the animals are and complete the quiz.(5)Check the answers.2．Ask students to read the questions in Activity 2.T：There are two children talking about Animal World.What's happening next?3．Play the recording.4．Play again for the students to check the answers.Step 4：Listening and reading1．First ask students to read the conversation in Activity 3.2．Then ask them to listen to the conversation between Lingling and Betty carefully with their books closed.3．Work in pairs and read the conversation repeatedly and then ask some pairs to act out the conversation.4．Ask students to find out the infinitive structures in the conversation and read them together.5．Ask students to complete the table individually，and then check with their partners.6．Call back the answers from the whole class.7．Read it and underline all the points which are important with the partner.8．Show the points to the class，and the teacher explains some difficulties for them.9．Work in pairs and act out the conversation.Step 5：Everyday English…at last!Help!What can we do?Step 6：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1It allows people to get closer to them.1．interesting，interested2．in danger 处于危险中，在危险之中3．allow 允许；许可(1)allow (doing) sth.允许(做)某事(2)allow sb. to do sth.允许某人做某事(3)allow sb. sth.给予某人某物(尤指钱或时间)4．take away 夺去；拿走5．enough adj.足够的adv.充分地；足够地6．look after 照顾；照管第二课时(Activity 4－Activity 7)Step 1：Have a dictationGet the students to write the words and phrases in Unit 1，and check the answers to see if they have grasped the usages of the points.Step 2：Practice1．Read the conversation in Activity 3 again.2．Let them act out the conversation.3．Tell the students to look at the words and expression in the box and predict what the passage is about.allows，danger，enough，in peace，protect，raise4．Ask them to complete the passage and check whether their predictions are correct.5．Ask them to complete the passage individually and check the answers in pairs.6．Elicit answers from the whole class.Step 3：Pronunciation1．Ask the students to read the sentences individually.(1)It allows people to get closer to them.(2)We want to save animals in danger，and we need your help.(3)We can give money to help protect the animals.2．Play the recording for them and ask them to focus on the pronunciation and pauses.3．Play again and pause at the end of each sentence for the students to decide where the speaker pauses.4．Check the pauses together.5．Play the recording one more time and ask them to repeat chorally and individually after each sentence.6．Nominate some students to read out the sentences.Remind them to pay attention to the pauses.Step 4：Speaking1．Ask the students to read the question individually.(1)Why do you visit the zoo?(2)Do you think animals are happy in the zoo?(3)Where do most animals live?(4)What can we do to help the animals?2．Put them in pairs to ask and answer.Encourage them to say what they really think and tell them they can disagree with each other.3．Tell them to pick up any errors and encourage them to correct them by themselves when they are asking or answering the questions.4．Talk with the partner about what they can do to protect animals in danger.—To protect…we should…—We need to…to protect…5．Share their ideas with the rest of the class.Step 5：Homework1．Revise all the check points in this unit.2．Finish off the workbook exercises.Blackboard DesignUnit 1It allows people to get closer to them.It allows people to_get_closer_to_them．主语谓语宾语宾语补足语(1)danger(2)protect(3)enough(4)allows(5)in peace(6)raiseUnit 2The WWF is working hard to save them all.Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．To master vocabulary and understand the infinitive.2．To grasp the skills of reading passage and expressing their ideas.3．To guide the students to try their best to protect animals.Ⅲ.Teaching aidsTape－recorder，video，OHP，multimediaⅣ.Teaching steps第一课时(Activity 1－Activity 2)Step 1：Have a dictation1．In this procedure，get students to do Activity 1，and check what they know about pandas.T：Hello，everyone.In the first period，we talked about animals in danger.Today，we will learn something about our lovely “panda”．First I'd like you to say something about it.2．Let them say as much as possible.For example：S1：I know that pandas only live in China.S2：There aren't many pandas living in the world.And our government has made many reserves to protect them.S3：The most important point is that everyone should love pandas and protect them.…Step 2：Pre－reading1．Play a video about pandas.2．Show the new words in Activity 2，and let the students spell，understand and write them.Step 3：Reading1．Look through the headings in Activity 2.a) Nature parks for pandasb) WWF and animals in dangerc) The panda's homed) An animal in danger2．Read the passage quickly and then match the headings with paragraphs.3．Check up the answers together.4．The teacher explains some key points to the students and asks them to take notes.5．Play the tape，and let them read after it.6．Let four students read the four paragraphs in front of the class.Step 4：Explain1．Students find the difficulties while reading.If necessary，ask the teacher for help.2．The teacher explains some useful expressions and grammar points to the students.Step 5：Homework1．Read the words and the passage.2．Copy the words and expressions.3．Finish some exercises in workbook.Blackboard DesignUnit 2The WWF is working hard to save them all.research－do a lot of researchscience－scientistproduce，southwest，in order to，government，set up，nature park，develop，feed，symbolwork hard to save…第二课时(Activity 3－Activity 6)Step 1：Review1．Read the passage in Activity 2 again.2．Ask and answer about the passage.(1)How many pandas are there in the wild today?(2)Where do pandas live?(3)What is our government doing to protect pandas?(4)What do pandas eat every day?Step 2：Have a dictationGet the students to write the words and phrases in Unit 2，and check the answers to see if they have grasped the usages of the points.Step 3：Practice1．Read the passage in Activity 2 again.2．Complete the sentences individually，and then check with their partners.3．Let them read the sentences aloud，then finish Activity 3 and the teacher explains the infinitive to the class.4．Read through the words and expressions in the box with the whole class and have the students repeat them chorally and individually.baby，government，nature，produce，save，Scientists，situation，symbol5．Ask students complete the passage individually，and then check with partner.6．Call back the answers from the whole class and read the passage again.Step 4：Writing1．Ask the students to work in pairs and make a list of endangered animals.2．Ask them to read the questions first and then choose an animal they like and want to save from their list.(1)What is the animal?(2)Where does it live?(3)What does it feed on?(4)Why is it in danger?(5)How difficult is the situation?(6)What can we do to save it?3．Tell them to answer the question about the animals they've chosen and make notes.Tell them to use their imagination too.4．Nominate some pairs to ask and answer the questions.5．Ask students to read the short passage about pandas individually.6．Write down some useful conjunctions on the board：First…，Second…，So…7．Ask them to write a passage following the model passage.Remind them that they may use the full sentences they've written and the notes they've made for Activity 7 in Unit 1 to help them.Tell them to try to use the conjunctions.8．Ask them to exchange and read their passages，and correct any errors they made.Step 5：Homework1．Copy the words and expressions they didn't remember well.2．Copy the exercises they made mistakes in.3．Revise the language points and grammar.Blackboard DesignUnit 2The WWF is working hard to save them all.1)to help pandas produce more babies and help baby pandas live2)to protect pandas in the wild3)to be in symbol4)to save them allUnit 3Language in useⅠ.Teaching modelRevision and applicationⅡ.Teaching aims1．To learn and understand the topic words through talking and listening.2．Enable students to use infinitive correctly.3．To realize how important to protect the animals in danger.Ⅲ.Teaching aidsTape recording，OHP，handouts，multimediaⅣ.Teaching steps第一课时(Activity 1－Activity 6)Step 1：Review1．Review the infinitive and the text.2．Ask some students to summarize the usage of the infinitive first，then the teacher summarizes it with the class.Step 2：Language practice1．Fill in the blanks with proper words.(1)It allows people________ ________ closer to them.(2)We all need________ ________ animals live in peace.(3)Let's find out what else we can do________ ________ as many animals as possible.(4)In order ________ ________ pandas in the wild，the government is setting up nature parks.2．Read the sentences aloud.Step 3：Practice1．Finish Activity 1：(1)Get students to finish the exercises about infinitive and check the answers.(2)Ask students to read the sentences together or in groups after checking.2．Finish Activity 2：(1)Complete the sentences with the correct form of the words in the box.(2)Let students read the sentences aloud.3．Finish Activity 3：(1)Complete the sentences.(1)I went to the nature park to…(2)They asked the children…(3)Let's help them…(4)We want…(2)Let them make as many sentences as they can and read them aloud.4．Finish Activity 4：(1)Ask the students to practise the conversation in Activity 4 in pairs and then change roles.(2)Ask different pairs to act it out.(3)Have half of the class be Tony and the other half be Daming.Ask them to act the conversation out in pairs.5．Finish Activity 6：(1)Read the words in the box.believe，make，protect，stop，think(2)Complete the passage with the correct form of the words in the box.(3)Check the answers and read the passage.(4)Explain some key points to the students.Step 4：Homework1．Finish the workbook.2．Copy the words and expressions.3．Revise all the check points in this unit.Blackboard DesignUnit 3Language in use(1)to get(2)to help(3)to save(4)to protect1．(1)d)(2)e)(3)b)(4)c)(5)a)2．(1)to develop(2)to tell(3)to save(4)to feed4．(1)d)(2)b)(3)c)(4)e)(5)a)6．(1)to believe(2)to protect(3)to think(4)To make(5)to stop第二课时(Activity 7－Activity 12)Step 1：Expression practice1．Read the expressions in the box and recite them.in danger，in order to，in peace，in the wild2．Let them complete the sentences with the expressions in the box.3．Check the answers and read the sentences.Step 2：Listening practice1．Ask students to read through the poster to understand what to listen for.2．Play the tape while they are listening.3．Play it again for them to answer.4．Then check the answers.Step 3：Reading1．Ask students to read through the email and the questions.2．Nominate some students to share their ideas about the main ideas of the email and tell them to check later.3．Read again，then check whether their guesses about the main idea of the email are correct and underline any information that helps them choose the correct answers.Step 4：Around the world1．Ask students to read the passages by themselves.2．Finish the following exercises.(1)The largest animal in the world is ________.(2)It lives in ________ and eats ________ for food.(3)The wild Bactrian camel lives in ________ and________.It is the ________ in the world with two humps.3．Read the passage again，then check the answers.4．Then ask a few students to read it，and translate it into Chinese at last.5．Solve the problems which the students meet in reading.Step 5：Module taskMaking a plan to set up a wildlife club.1．Work in groups.Discuss what they want people to know about the wildlife club：what animals you are going to helpwhat you are going to dowhen you are going to meetwhere you are going to meet2．Make a poster about their wildlife club.3．Find out the animals they want to help and add the information to the poster to make it more interesting.4．Share their posters with the class.Step 6：Homework1．Finish the workbook.2．Revise all the check points.Blackboard DesignUnit 3Language in use7．(1)in danger(2)in the wild(3)in peace(4)in order to8．(1)help animals in danger(2)get more ideas(3)come to our meeting(4)which kind of animals to help(5)animals in danger9．(1)b(2)a(3)c。

学习主题外研版八年级上册M6课型语法课时1设计者课标要求课标摘录义务教育《2022英语课程标准》语言技能三级标准：1.听：【6】能听懂有关熟悉话题的语段；【1】能识别不同句式的语调，如陈述句、疑问句和指令等。

【7】能借助提示听懂教师讲的故事。

2.说：【1】能在课堂活动中，用简短的英语进行交流；【2】能就熟悉的话题进行简单的交流。

【6】能利用所给提示简单描述一件事情。

【8】能在上述口语活动中做到语音、语调基本正确。

3.读：【1】能正确地朗读课文。

【2】能理解并执行有关学习活动的简短书面指令。

【3】能读懂简单的故事和短文并抓住大意。

课标分解1.能通过听对话，选择或说出对话的主题、情节等关键信息；2.能通过阅读文章，找出文章的关键信息信息并深入思考；3.能根据图片说出保护动物的措施；教材分析Unit 1 主题属于“人与自然”范畴，涉及“人与环境，人与动植物”。

【What】本课语篇由两段对话组成，第一段对话通过两位同学对《动物世界》节目内容的讨论展开，提出了有关动物的两个问题（How do they live and why are they in danger?）, 引发听者主动思考。

第二段对话由两位主人公对动物园和自然保护区中接触熊猫的距离展开，自然引出第一段对话中提出的动物濒危的话题，具体讨论了动物的生存现状，动物濒危的原因以及如何保护动物。

【Why】两位主人公从陈述濒危动物的生存现状，到探究原因，再到思考解决措施，层层递进，引导听者主动思考与探究，激发学生更详细地了解动物生存现状的兴趣，鼓励学生探索其深层原因，进而探索行之有效的保护动物的措施。

【How】本单元以Tony 和Betty 的对话展开，第一段对话作为话题导入，通过两位主人公的对话，提出问题，第二段对话中两位主人公由panda 引入，按照发现问题-分析问题成因-积极解决问题的顺序层层递进。

对话中呈现了allow sb. to do，give money to do 等多种动词不定式作宾语补足语、目的状语的语言现象。

外研版英语八年级上册Module 6《Animals in danger》（Unit 2）教学设计一. 教材分析《Animals in danger》是人教版英语八年级上册Module 6的第二单元，本节课主要讨论动物保护的问题。

教材通过介绍濒危动物，让学生学会谈论动物的特点以及保护动物的重要性。

内容主要包括对话和阅读材料，对话内容是围绕两个学生在讨论他们最喜欢的动物，并讨论了动物濒危的原因。

阅读材料是一篇关于大熊猫的文章，介绍了大熊猫的生活习性和保护现状。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。

但他们在阅读和写作方面还存在一定的困难，因此需要教师耐心引导，逐步提高他们的阅读和写作能力。

此外，学生对于动物保护这个话题可能比较感兴趣，因此教师可以利用学生的兴趣，激发他们的学习积极性。

三. 教学目标1.知识目标：学生能够掌握有关动物的词汇和表达方式，如endangered, habitat, protection等；学生能够理解对话和阅读材料的内容，并能够进行简单的交流和讨论。

2.能力目标：学生能够运用所学的词汇和句型进行阅读和写作，提高阅读和写作能力。

3.情感目标：学生能够认识到保护动物的重要性，增强环保意识。

四. 教学重难点1.重点：学生能够掌握有关动物的词汇和表达方式，理解对话和阅读材料的内容。

2.难点：学生能够运用所学的词汇和句型进行阅读和写作，提高阅读和写作能力。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中学习和运用英语。

2.情境教学法：通过创设情境，让学生在真实的环境中学习和运用英语。

3.小组合作学习：通过小组讨论和合作，提高学生的参与度和合作能力。

六. 教学准备1.教师准备教材、教案、课件等教学材料。

2.学生准备课本、笔记本等学习用品。

七. 教学过程1.导入（5分钟）教师通过向学生展示一些濒危动物的图片，引导学生谈论动物保护的话题。