(共39张PPT)
Understanding ideas
(Reading)
Unit 3 What makes a great team
外研版英语（新教材）八年级下册
CONTENTS
Lead in
1
Pre-reading
2
While-reading
3
Post-reading
4
Language points
5
Exercises
6
Summary
7
Homework
8
01
Lead in
Watch and answer
What makes a team win the game
Teamwork.
[ ti mw k] n. 合作，协作，配合
1
Look at the picture and answer the questions. Use the words and expression to help you.
1 What is the team leader doing in the picture
2 What is the responsibility of a team leader
[r sp ns b l ti] n. 职责
He is perhaps working with the team members to analyse a problem and share possible solutions.
The responsibility of a team leader is to guide the team members, help solve problems, give useful advice and encourage teamwork to achieve the team’s goals.
02
Pre-reading
Read & Think
1. Who was the email from and
to whom was it addressed
It was from Tony to Ms White.
2. What was the sender’s feeling
Tony was worried.
Why was Tony worried
03
While-reading
Read the first email and answer
Why was Tony worried
A problem appeared when he was giving out the roles.
He didn’t know what he should do.
What’s the second email about
It’s about Ms White’s advice.
Read the seond email and answer
How many parts are there in an email
1. subject
2. greeting
3. body
4. closing
5. signature
Q1: What’s Tony’s role in the team
He is the director of a drama.
n. 导演
n. 领导者
n. 角色
n. 戏剧
对我来说，这是莫大的荣幸。
The first email
Q2: What problem did he meet
Lisa and Mary wanted to play the princess.
分配
与……持
统一看法
The first email
Q3: When everyone was waiting for his decision,
what did he do
He froze.
v. 突然停住，
呆住
The first email
Q4: What was Tony thinking when he froze
He was thinking, “What if I was wrong
What if I hurt Lisa’s feelings ”
The first email
The first email
Q5: What was the result of Tony’s silence
Lisa felt angry and stormed off.
Then the whole team was silent.
我不参加了！
气冲冲地离开
Ms White’s advice Leadership qualities
... you should discuss the matter with Lisa.
... You should work with her to find out.
... why not have Lisa and Mary both try two roles
All the team members can vote for the most suitable person for each role.
... you don’t have to deal with all the problems yourself.
Communication / Empathy
Creativity / Flexibility
Respect / Fairness
Trust / Teamwork spirit
Read the second email and complete the table.
3
Choose the best summary of the emails.
a Tony made a wrong choice and doesn’t feel like a real leader.
b Tony isn’t a confident team leader and Ms White encourages him.
c Tony has a problem as a team leader and Ms White makes suggestions.
04
Post-reading
4
Complete the table with the words and expressions from the emails.
4
Complete the table with the words and expressions from the emails.
giving out
the roles
team
went with
decide
angry
4
Complete the table with the words and expressions from the emails.
advice
responsibility
discuss
the matter
both try
two roles
vote for
1 Why did Tony freeze
2 Which piece of advice do you find most helpful
Learning to think for question 1 To understand another person’s feelings, you need to “put yourself in that person’s shoes”. That is, try to imagine your feelings in his / her position.
He froze because he wasn’t sure about his idea and he didn’t want to hurt Lisa’s feelings.
I think asking the team to vote is the most helpful piece of advice, because a good leader trusts the team. This also encourages members to share responsibility.
设身处地为别人着想
05
Language points
1. leader
n. 领导者；领袖；首领
【派生词】lead v. 领导
leadership n. 领导能力，领导层
【同义词】head, chief
【例句】
（1）她是我们班一位优秀的领导者。
She is a good leader in our class.
（2）这位领袖要求每个人努力工作。
The leader asked everyone to work hard.
2. responsibility
n. 责任；职责
【派生词】responsible adj. 有责任的，负责的
【固定搭配】take responsibility for (doing) sth.
对（做）某事负责
【同义短语】be responsible for 对……某事负责
【例句】：
（1）每个人都必须为自己的行为负责。
Everyone must take responsibility for their actions.
（2）保护环境是我们的责任。
It is our responsibility to protect the environment.
3. weakness
n. 弱点；缺点；虚弱
【派生词】weak adj. 虚弱的，弱的
【反义词】strength n. 优点，力量
【例句】
（1）每个人都有自己的弱点。
Everyone has his weakness.
（2）害羞是他最大的缺点。
Shyness is his biggest weakness.
4. give out
v. 分配；分发；散发；用完
【同义短语】hand out 分配，分发
【相似短语】give up 放弃
give away 赠送，泄露
【例句】
（1）老师下课后会分发试卷。
The teacher will give out the papers after class.
（2）不要轻易泄露你的个人信息。
Don't give out your personal information easily.
5. storm off
v. 气冲冲地离开；愤然离去
【同义短语】storm away, walk off in a huff
【例句】
（1）他很生气，一言不发地愤然离开了。
He was angry and stormed off without a word.
（2）她不想争论，就气冲冲地走了。
She didn't want to argue and just stormed off.
06
Exercises
选词填空。
Tony was excited to be the (1) _______ of a drama Snow White, but his first day as a (2) ______ was awful. When (3) ______ out roles, both Lisa and Mary wanted to play the princess. Tony (4) ______, unable to make a decision, which made Lisa angry. She stormed (5) ____, leaving the whole team in (6) _______. Then Tony wrote to Ms White for (7) ______. She gave him some good (8) __________. First, she advised him to talk to Lisa to understand her strengths and (9) ___________ and why she wanted the role. Then, she suggested having both Lisa and Mary try out for different parts, like Snow White and the queen, and let the team (10) _____. She also advised Tony to ask his team for help.
suggest, silence, lead, direct, advice, give, vote,off, froze, weak
director
leader
giving
froze
off
silence
advice
suggestions
weaknesses
vote
07
Summary
08
Homework
基础作业：运用本课所学单词、短语、句子，用第三人称复述文中的其中一封电子邮件。
拓展作业：以小组单位，联系自身实际，讨论作为班干部可能会遇到的问题(Challenges)并提出解决方案(Solutions)。
Homework
新外研版 英语 八年级 下册
Thanks for listening!
板书设计
Unit 3 What makes a great team
Understanding ideas (Reading)
director
drama
leader
role
silence
teamwork
strength
weakness
queen
suggestion
give out the roles
go with sb.
expect sb. to do sth.
storm off
take responsibility
should
have to基于课程标准的“教-学-评”一体化课堂教学设计
科目 英语 授课教材 新外研版八年级上册
授课题目 Unit 3 What makes a great team Understanding ideas (Reading) 课时 课型 第 2 课时阅读课
主题情境 人与社会——社会服务与人际沟通 授课教师
语篇研读 【What】 本课的核心语篇为两封往来电子邮件。Tony 首次担任戏剧《白雪公主》导演，分配角色时因 Lisa 和 Mary 争抢公主角色、团队意见分歧，自己因犹豫未决策导致 Lisa 生气离场，遂向 Ms White 求助。Ms White 针对该问题，从沟通、试演、借助团队力量三方面给出具体建议。 【Why】 帮助学生理解“优秀团队”的核心要素，学会在团队冲突中承担责任、有效沟通；培养学生用英语表达困境、寻求建议和给出解决方案的能力；渗透“领导力不是独断专行，而是协同协作”的价值观。 【How】 结构上采用“困境陈述→求助→ 问题共情→分层建议”的邮件逻辑，格式规范；语言上以“建议句型、责任表达、情感描述”为核心，词汇（director, responsibility 等）和句型（You should... / Why not... ）贴合八年级学生表达需求，语境真实。
学情分析 学生已掌握基础邮件格式和简单建议句型，能读懂日常邮件，但对“承担责任、解决团队冲突”的高阶表达运用不足。具备初步的略读、扫读能力，但精准提取细节、逻辑分析问题的能力需强化。因常参与小组合作，对“团队分歧”有切身体验，易代入语篇情境，适合通过实践活动内化知识。
课标要求 能快速获取邮件中“问题”和“建议”的关键信息；能运用核心词汇和建议句型进行简单口语交际。 能分析 Tony 陷入困境的原因，对 Ms White 的建议进行合理性判断。 能在课堂中完成分层阅读任务，通过小组合作解决模拟团队问题。
教学目标 通过本节课学习，学生能够： 1. 掌握 director, role, responsibility, storm off 等核心词汇；读懂邮件，提取 Tony 的问题和 Ms White 的 3 条建议。（学习理解）
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2. 能运用 You should... / Why not... 等句型，针对团队小冲突给出 2 条以上建议。（应用实践） 3. 理解团队合作的重要性，树立“遇到问题主动沟通、共同解决”的意识。（迁移创新）
教学重难点 重点：快速提取邮件中“Tony 的问题”和“Ms White 的建议”核心细节，掌握核心词汇和建议类句型的基础运用。 难点：在模拟团队冲突情境中，准确运用所学语言给出合理、具体的建议
核心语言 【核心词汇】 director, drama, leader, role, freeze, silence, awful, advise, teamwork, weakness, queen, vote, suggestion 【核心短语】 give out the roles, go with sb., expect sb. to do sth., storm off, take responsibility 【核心句型】 1. What should I do 2. You should ... 3. Why not do sth. 4. You don’t have to ...
教学工具 PPT ，教材
教学策略 任务型教学法，情境教学法
教学过程
教学环节 教学活动 学生活动 设计意图
Part 1： Lead in （2min） T shows a video and asks Ss to answer a question after watching it: what makes a team win the game 观看视频并回答问题。 通过播放一个关于学生通过团队合作赢得比赛的歌曲视频，引出本课主题，激发学生的学习兴趣。
效果评价： 自评、师评。教师观察学生能否根据视频内容主动分享个人对该话题已具备的知识，了解学生对该主题的语言储备，并根据学生回答问题的表现，适当调整设问方式，及时给予鼓励。
Part 2： Pre-reading 1. Look at the picture in Activity 1 and answer two questions. 观察课本上的图片，使用提示词汇回答 2个问题。 通过图片展示和学生讨论，激发学生对该话题的兴趣，引导学生主动对该话题进行初步探究。
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（5min） 2. Read through the email and think about 2 questions. 3. Predict: why was Tony worried 快速浏览电子邮件，思考并回答 2 个问题。预测语篇内容。 培养学生读前预测的阅读技能。
效果评价： 自评、师评。教师观察学生能否根据图片拓展思维，对本单元核心话题进行初步的讨论。
Part 3： While-reading （15min） 1. Read the first email and answer: why was Tony worried 2. Read the second email and answer: what’s the second email about 3. Learn the parts of an email. 4. Read the first email and answer 5 questions. 5. Read the second email and complete the table. 6. Choose the best summary of the emails. 快速阅读第一 封电子邮件， 找 出 Tony 遇 到的问题。 快速阅读第二 封电子邮件， 获 取 邮 件 主 题。 学习电子邮件 的基本格式。 阅读第一封电 子邮件并回答 5 个问题。 阅读第二封电 子邮件并完成 表格信息。 选择两封电子 邮件的主旨。 指导学生运用略读（快速判断语篇主旨）、寻读（定位具体细节信息）等阅读策略 , 培养学生的阅读理解能力。 指导学生学会用英文写电子邮件。 指导学生运用精读等阅读策略，对文本进行详细解读。
效果评价： 自评、师评。教师观察学生能否运用阅读策略，对文本进行深度解读。
Part 4: Post-reading （5min） 1. Complete the table with the words and expressions from the emails. 3. Have a discussion according to two questions. 从文章中选择合适的单词或短 语 完 成 表格。 根据两个问题 指导学生根据语篇内容分析作者遭遇的问题，培养逻辑分析 能力； 能结合 Ms White 的建议，思考解决问题的办法，提升批判性思维。
Why did Tony freeze Which piece of advice do you find most helpful 展开思考和讨论。
效果评价： 自评、师评。教师观察学生在深度理解文本内容后概括主旨，并进一步地进行归纳和思考、讨论。
Part 5: Language points （5min） T encourages Ss to learn some new words and phrases with the help of word formation, examples, etc. 通过构词法、例句等方式学习阅读语篇中出现的部分新单词及短语。 引导学生学会根据词根、词缀、联系上下文等方式掌握新单词。
效果评价：教师观察学生能否掌握新单词的词义及常见用法，必要时给予更深入的讲解。
Part 6： Exercises （6min） T asks Ss to complete a passage with the right forms of the given words in the box. 用方框内所给单词的正确形式完成一篇选词填空练习。 通过一篇与中考题型一致的选词填空练习，对学生进行所学新知识的巩固及训练。
效果评价：教师观察学生能否将新知识学以致用，并及时给予指导及鼓励，评价教与学的实际效果。
Part 7： Summary （1min） Summarize the key contents in this lesson. 跟随老师一起对本课所学内容进行总结。 总结本课所学内容，巩固加深印象。
效果评价：教师观察学生能否对所学新知识进行梳理及总结，逐步形成自主学习能力。
Part 8： Homework （1min） 基础作业：运用本课所学单词、短语、句子，用第三人称复述文中的其中一封电子邮件。 拓展作业：以小组单位，联系自身实际，讨论作为班干部可能会遇到的问题 (Challenges)并 提 出 解 决 方 案 (Solutions)。 认真记录课后 作业内容，并 根据自己的实 际情况完成不 同 层 次 的 作 业。 充分关注学生的个体差异，根据学情进行分层作业设计，帮助不同层次的学生在原有基础上实现发展。
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板书设计
教学反思 本节课以“解决问题”为主线，40 分钟内实现了“输入—分析—输出”的闭环，阅读任务分层清晰，学生活动耗时短、参与度高，有效落实了语言输出目标。但精读环节时间偏短，部分基础薄弱学生对“Tony 犹豫的深层原因”分析不够深入；小组讨论后的口语展示组数有限，无法覆盖所有小组。下次课堂可以增加一个复述环节，让学生通过运用所学词汇、句型等知识，对两封电子邮件的内容进行复述，以检测学生对文本的理解程度。
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