Unit 8新编实用英语课堂设计

八年级英语上册-人教版-Unit 8 教学设计一. 教材分析人教版八年级英语上册Unit 8主要围绕一般过去时展开，通过讲述过去发生的事情，让学生掌握一般过去时的构成和用法。

本单元关键词包括：yesterday, today, tomorrow, yesterday morning, yesterday afternoon, yesterday evening, in the morning, in the afternoon, in the evening等。

同时，本单元还涉及到过去时的疑问句和否定句的构成。

二. 学情分析八年级的学生已经掌握了基本的英语语法知识，对一般现在时有一定的了解。

但他们对一般过去时的掌握还不够熟练，需要通过大量的练习来提高。

此外，学生们的词汇量有待扩大，需要通过阅读和听力练习来提高。

三. 教学目标1.知识目标：让学生掌握一般过去时的构成和用法，能正确运用一般过去时进行问答。

2.能力目标：提高学生的听说读写能力，使他们在实际情境中运用一般过去时。

3.情感目标：激发学生学习英语的兴趣，培养他们的自信心。

四. 教学重难点1.重点：一般过去时的构成和用法。

2.难点：一般过去时的疑问句和否定句的构成。

五. 教学方法采用任务型教学法，让学生在完成各种任务的过程中，自然而然地掌握一般过去时的知识。

同时，运用情境教学法，创设各种情境，让学生在实际语境中运用一般过去时。

六. 教学准备1.教学材料：人教版八年级英语上册教材、多媒体课件、录音机、磁带。

2.教学工具：黑板、粉笔、挂图。

七. 教学过程1.导入（5分钟）利用多媒体课件展示一组图片，图片内容为学生昨天在学校所做的事情。

引导学生用一般现在时描述这些图片，激发学生对过去时的兴趣。

2.呈现（10分钟）教师播放录音，让学生听懂一般过去时的疑问句和否定句。

然后，展示PPT，呈现一般过去时的疑问句和否定句的构成，让学生初步感知一般过去时。

3.操练（10分钟）教师分别用一般过去时提问，学生用一般过去时回答。

最新人教版初中英语八年级上册Unit8课堂教学设计一、教学目标- 培养学生对家庭关系和友谊的理解和表达能力。

- 帮助学生学会使用一般过去时表达过去的事件和经历。

- 提高学生们的听说读写能力。

- 激发学生研究英语的兴趣和积极性。

二、教学重点- 学生能够正确运用一般过去时进行句子的构建。

- 学生能够理解和表达关于家庭和友谊的事情。

- 学生能够运用所学知识进行真实情境的交流。

三、教学准备- 教材：最新人教版初中英语八年级上册Unit8。

- 多媒体设备。

- 学生的课本和笔记本。

四、教学过程步骤一：导入新课（5分钟）- 利用多媒体设备呈现与家庭和友谊相关的图片，激发学生对话题的兴趣。

- 引导学生谈论自己的家庭和朋友，为本课的研究做铺垫。

步骤二：新课讲解（15分钟）- 通过教材的课文讲解，向学生介绍一般过去时的用法和句式结构。

- 解释关键词汇和短语的意思，确保学生对课文内容的理解。

- 引导学生跟读课文，并进行口语练。

步骤三：交流与合作（15分钟）- 分组活动：将学生分成小组，让他们一起讨论一个与家庭或友谊相关的话题，并展示给全班。

- 教师轮流巡视各小组，提供必要的帮助和指导，同时注意纠正学生的语言错误。

步骤四：听力训练（10分钟）- 利用教材中的听力材料对学生进行听力训练。

- 鼓励学生多次听写，提高他们的听力理解能力。

- 分析听力材料中的语法和词汇，并提供解释和例句。

步骤五：口语练（15分钟）- 设计口语练活动，让学生运用一般过去时进行真实情境的对话。

- 提供一些话题和问题，鼓励学生用英语进行对话，同时教师进行点评和纠正。

步骤六：阅读与写作（15分钟）- 分发相关阅读材料，让学生阅读并回答问题，检查他们对一般过去时的理解。

- 引导学生使用所学知识，写一篇短文描述自己的一个冒险经历或难忘的事件。

步骤七：课堂总结（5分钟）- 教师进行课堂总结，强调本节课所学内容和重点。

- 鼓励学生提出问题和反馈意见，以便教师对下节课进行调整。

Unit 8 Applying for a Job Unit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing Grammar Section IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.”Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:●is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?●is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.●loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to letme in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.”Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform. A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn from for a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ... Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ...Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。

U n i t8新编实用英语课堂设计Unit Eight From Fat to FitClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) If you are ill, what do you prefer to do, to go to see a doctor or just find somemedicine to take? And what’s the reason?2) If you go to see a doctor, how do you usually make complaints?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite themwithin five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3.The students discuss in groups, summarizing the words, phrases and sentencesfrequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, payingattention to the pronunciation and the intonation.1) Sentences frequently used for making complaints to a doctor:(1) I’ve come down with a bad cold.(2) I’ve got a bad cough.(3) I don’t feel like eating anything.(4) I have a bad headache and a temperature.(5) I’ve got a terrible toothache.(6) I can’t eat or sleep at all. I’m feeling weak and dizzy.(7) My leg hurts so much and I’m feeling rather weak.(8) I don’t feel very well. Perhaps I’ve got heat-stroke.(9) I have taken some aspirin, but I still feel sick.(10) The toothache is killing me.2) Sentences frequently used for inquiring about the symptoms of a patient as a doctor:(1) What’s wrong with you? You look pale.(2) What’s wrong? Is anything the matter?(3) How long has this been going on?(4) How are you feeling today?(5) Jack, are you all right? You don’t look quite yourself.(6) Have you taken any medicine?(7) Open your mouth and say “ahhhh”.(8) Do you have a temperature?3) Sentences frequently used for giving advice and writing a prescription:(1) I’ll give you an injection to bring you fever down.(2) Here is a prescription to take care of your headache and keep your temperature down.(3) You should go on taking the medicine for three more days.(4) You need a minor operation.(5) You can try some Chinese therapies.(6) You must come back for a follow-up treatment.(7) Take this pain-killer three times a day after meals.Studying Medical Instructions1. Warm-up questions:1) What are medical instructions intended for?2) Do you always read medical instructions carefully before taking a medicine? Whyor why not?2. The students read and translate the sample Medical Instructions into Chinese under the guidance of the teacher.2 Act out activitiesSample dialogues1. The students read the sample dialogues after the teacher, trying to imitate theteacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sampledialogues into four groups.1) Sentences for a patient to make a complaint to a doctor:(1) I’ve got a sore throat and a bad cough.(2) I t’s my skin. It’s so dry and rough.2) Sentences for a doctor to inquire about symptoms:(1) What’s wrong with you?(2) You don’t look well today. What’s the problem?3) Sentences for a doctor to give advice to a patient:(1) Try this throat spray.(2) Simply spray it into your throat three times a day.(3) Remember not to drink or eat anything immediately afterward.(4) You could try this skin oil treatment. Just rub the oil into you skin.(5) Keep it in a cool and dry place.4) Sentences for a doctor to comfort a patient:(1) You should feel relieved soon.(2) It will soothe and soften your skin immediately.4. Group work: Give the students several minutes to discuss what questions a doctor may ask while listening to a patient’s complaints.5. Pair work: Make a dialogue about seeing a doctor. One student acts as a patient and the other as a doctor. There will be a class performance.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the fivetasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Try to find more useful sentences and expressions for seeing a doctorand show them in the next class period.3. Pay a visit to the website http ///clips/149901/dont-touch-your –eyes to watch the video about seeing a doctor.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chineseversion. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is oncross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the followingquestions:1) What’s the matter with Jack?2) What medicine has Jack taken?3) What does Li suggest Jack should do?4) What does the doctor ask Jack to do first?4. Play the tape for the third time, and the students read the dialogues following thetape simultaneously and trying to catch up the speed and simulate the speakers’tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in medical instructions. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.The language used in medical instructions is expected to be as straightforward as possible. Short and simple sentences are preferred. Everyday words are used in order not to confuse people.The sentences used in writing medical instructions:1. Keep out of reach of children.2. Store in a cool, dry place.3. The usual dose is 2-3 tablets twice daily.4. If your symptoms persist, stop taking the medicine.5. If the injection causes soreness or irritation, apply ice for 15 minutes every four to sixhours.6. Apply drops in both eyes in the morning and at night.7. Take two tablets 3 times a day after meals.8. Take one table in the morning or as directed by your doctor.The format of the doctor’s prescription and the language used in it:Since the doctor’s prescription is crucial to the patient, it is imperative that the patient should be able to fully understand it and no ambiguity is allowed. So a prescription must be written accurately, and a universal standard language be employed as well. Accurate diagnosis; proper selection of medication, dosage form and route of administration; proper size and timing of dose; precise dispensing; accurate labeling; and correct packaging must be all provided. Written prescriptions should contain: p atient’s full name and address; prescriber’s full name, address, telephone number, and DEA number; date of issuance; signature of prescriber; drug name, dose, dosage form, amount; directions for use; refill instructions.2 Simulated writing:1. With the help of the teacher, the students read and translate the two samples ofdoctor’s prescription into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structures.There are two kinds of conjunction s—coordinating and subordinating. We use a coordinating conjunction (and, but, or, nor, for, so) to join individual words, phrases and independent clauses. A subordinating conjunction (why, what, when, where, how, who, that, since, as, because, …) introduces a dependent clause and indicates the nature of the relationship between the independent clause and the dependent clause.2 Do Exercises 4, 5, and 6 in groups.3 Assignment for this section:Group work: Try to find another two medicine instructions and translate them into Chinese. There will be a group presentation in class.SECTION IV Maintaining a Sharp EyePassage 1 Don’t Wait Until Death Does Its Part1 Warm-up questions:1. Why do we say body health is vital for us?2. How can we treat our body fairly and lovingly?2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. take sth for granted: be so familiar with sth. that one no longer appreciates itsvalue; assume sth. to be truee.g. He never praises her progress: he just takes it for granted.2. follow through: carry out or continue sth. to the end; complete sth.e.g. Starting a project is one thing, and following it through is another.3. in one’s own self-interest: for or to one’s own advantagee.g. It would be in your own self-interest to accept it.4. conform to sth.: keep to or comply with (generally accepted rules, standards, etc.)e.g. The building does not conform to safety regulations.5. impact on: strong impression or effect on sb./sth.e.g. Her speech made a tremendous impact on everyone.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask two or three students to read this paragraph.2) Group work: The students have a discussion to translate this paragraph intoChinese. Then there will be a group presentation in class.2. Paragraph 2:1) The students read this paragraph loudly by themselves.2) Meanwhile the teacher writes down the following table on the blackboard orshows it with PPT. The students are asked to fill in the table without looking atKey: 1. water 2. providing nutrients, energy and strong bones3. rest4. lifting one’s spirits3. Paragraph 3:1) Ask the students to read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph twice, andthe students write them down. Afterwards, the students check them up with their partners.4. Paragraphs 4 and5.1) The students read these two paragraphs following the teacher.2) Group work: The students have a discussion to find the answers to the following questions:(1) If the author doesn’t take care of his health, what will happen to him in the future? (His medical expenses will be increased, his senses will be exhausted, and early death will occur.)2) What awareness has the author got now?(He should struggle to develop a positive relationship with his body.)3) What positive actions has the author taken now?(He has taken the actions as exercising, eating mindfully, getting enough rest and water, limiting his work hours, and scheduling recreation.)5. Paragraph 6:1) The students read this paragraph together.2) Memory training: Give the students 2 minutes to remember this paragraph, andthen ask some of the students to recite it in class.5 Summary of the passage:Group work: The students have a discussion to categorize the different actions towards people’s heath.1. Actions or habits harmful to heath:(annoying physical problems, overeating, lazy lifestyle, excessive work, overtaking drugs, becoming alcoholic, etc.)2. Actions or habits good to health:(exercising, eating mindfully, getting enough rest and water, limiting work hours, and scheduling recreation, etc.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patternsthey are going to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this passage:1. Prepare a speech of how to keep your body healthy and present it in your group inthe next class period.2. Search online after class to find some better and easier ways for people to keephealthy.3. Preview Passage II.PASSAGE II The Loving Heart Will Go On1 Warm-up questions:1. Have you heard of body organ transplantation?2. Do you think people should donate any of their organs when they die? Give your reasons.2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. be determined to do: decide firmly to do; make up one’s mind to doe.g. He is determined to give up the job and look for another one with a better salary.2. turn out to be: to be found out to be, as after an experience or trial; to end upe.g. Although Peter is a newcomer, he turned out to be the best player in the team.3. make it: (the health of a patient) be improved; to be successful; to arrive in timee.g. You wouldn’t make it without taking the correct medicine.4. be open about: be franke.g. She is open about her illness and often talks about it with her friends.5. a perfect fit for: the state, quality or way of being suitablee.g. Since he is a man of responsibility, he is a perfect fit for the position.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1 and 2:1) The students read these two paragraphs together.2) Group work: The students have a discussion to find the answers to the following questions:(1) What’s the problem with Carmen’s mother?(She has a serious heart attack and needs a heart transplant.)(2) Why were the chances of the mother’s heart transplant very small?(Because it would take years to find a suitable donor heart.)(3) What did Carmen keep doing?(She kept contacting hospitals all over the country for her mother’s heart donor.)2. Paragraphs 3 to 7:1) Ask students to read these paragraphs in groups for two times.2) Meanwhile, the teacher writes down the following sentences on the blackboard orshows them with PPT. The students are asked to rearrange the sentences in acorrect order according to these paragraphs.(1) Frank’s wife, Cheryl, had been in hospital with a brain disease.(2) Carmen told the stranger her story.(3) Cheryl suddenly fell into a deep coma.(4) Carmen was in despair and fell into a corner of the hospital and began to cry(5) Maria had trouble walking in the room.(6) Two days later, it became clear that Cheryl would not make it through the night.(Correct order of the sentences: 5 – 4 – 2 – 1 – 3 – 6)4. Paragraphs 8 to 10:1) Ask two or three students to read the three paragraphs individually.2) Practice on expressions: The teacher says out the Chinese expressions and thestudents say them out in English.(1) 一个想法闪过他的大脑(an idea comes to his mind)(2)对此事坦言无忌( be open about it)(3) 进行移植手术(carry out the transplant)(4) 为弗兰克一家祈祷(pray for Frank’s family)(5)感觉到一股神奇的情结(felt a strange bond)(6)报答你(pay you back)5. Paragraph 11:1) Students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph intoChinese. There will be a group presentation in class.5 Summary of the passage:1. The teacher shows the following dialogues with PPT. The students are asked to translate the Chinese expression into English in the interview and then read the dialogues.Interviewer: Hello, Maria. Pleased to meet you. I’m from the TV station. I’m so glad to see that you’ve recovered so soon.Maria: _______________（表示谢意）.Interviewer: Why did you need the heart transplant so urgently?Maria: I had just _____________________（逃过一次严重的心脏病发作). But my life _____________________（随时处于危险中）without a hearttransplant.Interviewer: Carmen, I’ve heard you were prepared to donate your heart to your mother in case you had an accident.Carmen: Yes, __________（我下定决心要拯救我母亲的生命）. Interviewer: Frank, your wife Cheryl had always wanted to donate something from her organs, hadn’t she?Frank: Yeah, __________________________ （她对此事坦言无忌）and had checked“yes”on her driver’s license.Interviewer: It is a miracle that Cheryl’s heart was a perfect fit for Maria. Carmen: Frank, I am clear that I_____________________（永远无法报答你们）. Maria: I will _________________（为你的一家祈祷）every day. Cheryl’s loving heart_______________（会获得永恒）.Key: 1) Thank you. 2) survived a serious heart attack 3) was in constant danger4) I was determined to save my mother’s life 5) she has been very open about it6) can never pay you back 7) pray for your family 8) will go on living 2. If there is no PPT prepared, give each group several minutes to prepare a short report of the story in about 80 words. There will be a group presentation in class.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:Rewrite the passage in about 100 words in a third person.SECTION V Appreciating Culture Tips1 Understanding of logos, business mottos and famous sayings:Ask the students to read and appreciate the logos, business mottos and famous sayings.2 Group discussion:1. Which logos, business mottos and famous sayings impress you most? Give your comments.2. Please list some other logos, business mottos or famous sayings you are familiar with.3. Search online for more logos, business mottos and famous sayings and exchangethem in the next class period.。

Unit Eight FarewellI. Aims and RequirementsAfter learning this unit, students should grasp:1 Read and understand farewell letter2. How to write farewell letter3. How to say goodbye to someone4. Useful words, expressions and language pointsII. Introduction1. At the airport or station, we often see our friends off. What should we do for the farewell? This unit we will learn how to say goodbye to your friends.2. A letter of farewell is often written to express your thanks to somebody for the hospitality and kindness you’ve received from him or her. Let’s begin with a farewell letter.III.Teaching PlansTask 1 Talking face to face: A farewell letterL istening comprehensionPart 1 Read and translate some farewell lettersPart 2Read some dialogues about farewell and try to learn how to say goodbye to your friendsPart 3 Useful expressions and sentence patterns about farewellPart 4 PracticesPart 1 Read and translate some farewell lettersA letter of farewell is often written to express your thanks to somebody for the hospitality and kindness you’ve received from him or her.The farewell letter in page 131 is for you to translate, after translation you may be know more about this kind of letter, and this kind of knowledge will help a lot whenever you write one.Part 2 Read some dialogues about farewell and try to learn how to say goodbye to your friendsSample 1 How to say goodbye for different places?1. To learn the sentences to express your greetings, thanks, saying goodbyes, talking about future of business and so on.2. Tasks after class, try to make dialogues according to the giving message on page 133.Part 3 Useful expressions and sentence patterns about farewell1. Patterns for hostWe hope you’ll visit China again.Have you got everything ready for the trip?Did you enjoy your stay here?Can you stay a little longer?I wish you a pleasant journey.I’m sorry to see you go. I hope you’ll come back again.I wish you a very pleasant journey home. 祝您回国一路顺风。

8年级上Unit8教案（提高学生英语口语表达的教学方法）一、教学目标：1. 知识目标：学生能够掌握Unit8中的重点词汇和短语。

学生能够理解并运用Unit8中的重点句型进行口语表达。

2. 能力目标：学生能够提高自己的英语口语表达能力，流利地运用所学知识进行交流。

学生能够通过小组合作和角色扮演等方式，提高自己的口语互动能力。

3. 情感目标：学生能够积极参与课堂活动，增强自信心和团队合作意识。

二、教学内容：1. 词汇和短语：引导学生复习Unit8中的重点词汇和短语，如“travel”、“tourist”、“attraction”等。

2. 句型：学生能够运用“Where are you from?”, “What do you do?”等句型进行自我介绍和询问他人信息。

三、教学过程：1. 热身活动（5分钟）：教师与学生进行简单的英语对话，检查学生对之前学过的知识的掌握程度。

2. 词汇复习（10分钟）：教师引导学生复习Unit8中的重点词汇和短语，可以通过游戏、闪卡等方式进行。

3. 句型练习（10分钟）：教师提供一些情景，让学生运用所学句型进行口语表达。

例如，让学生模拟在机场相遇，用“Where are you from?”进行交流。

4. 小组合作（15分钟）：学生分组，每组选择一个旅游地点，用英语介绍该地点的吸引力和特色。

学生可以运用所学词汇和句型进行口语表达。

5. 角色扮演（10分钟）：学生分组，每组扮演不同的角色，如导游和游客，用英语进行对话。

教师可以提供一些问题，引导学生运用所学句型进行口语表达。

教师对学生的口语表达进行评价和反馈，鼓励学生积极参与课堂活动，并提出改进建议。

四、课后作业：学生可以选择一个旅游地点，用英语写一篇简短的介绍，包括该地点的吸引力和特色。

五、教学评估：通过学生在课堂上的口语表达和作业完成情况进行评估，关注学生的词汇运用和句型掌握程度。

观察学生在小组合作和角色扮演中的表现，评估其团队合作和口语互动能力。

Unit 8 Applying for a JobUnit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.” Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:● is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?● is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.● loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to let me in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.” Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform. A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn from for a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ...Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ...Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。

Unit 8 Applying for a Job Unit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.”Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:●is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?●is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.●loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to let me in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.”Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform.A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn fromfor a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ...Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ... Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。