Unit 3：Starting out & Understanding ideas 教学设计--2025-2026学年八年级下册（新标准）修订版《英语》（外研社版）
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| 名称 | Unit 3：Starting out & Understanding ideas 教学设计--2025-2026学年八年级下册（新标准）修订版《英语》（外研社版） |
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| 格式 | docx | ||
| 文件大小 | 75.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-03-17 00:00:00 | ||
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8BU3 What makes a great team ：Starting out & Understanding ideas (文本解读)
教学设计
1.教学目标
通过本课时学习，学生能够：
（1）初步感知团队及团队合作的概念，对单元主题进行思考；
（2）理解课文大意，梳理故事关键情节，总结优秀团队领导者应具备的品质；
（3）学会寻求建议和恰当地为他人提供建议。
2.教学重难点
重点：掌握本节课涉及的核心词汇，如director, drama, honour, leader, give out the roles, team, go with, decide, freeze, silence, awful, advise, difficulty, teamwork, take responsibility, disagreement, strength, weakness, vote, suitable等。
难点：正确理解本课主题词汇和表达。
3.教学过程
教学目标 学习活动 效果评价
初步感知团队及团队合作的概念，对单元主题进行思考。 Lead-in A/B/C层学生根据单元标题及章首页图片，回答问题：What can you see in the picture What are they doing Are they working as a team What’s good about working as a team 进而关注章首页图片下方的单元提示，了解本单元的学习内容和目标。 Starting out 1.A层学生观察图片，回答问题：What are they doing together as a team B/C层学生观察图片，思考问题：What are they doing together as a team 将图片与表达进行匹配。 2.A/B/C层学生进行头脑风暴，思考问题：What other kinds of teams do you know Why do we work together as a team 3.A层学生观察图片，思考问题：Do you know the story of the three brothers and the chopsticks 尝试讲述故事。 B/C层学生观察图片，思考问题：Which is stronger, a single chopstick or many chopsticks 4.A/B/C层学生观看视频，回答问题：What was the old man’s trouble What did the old man do 5.A/B/C层学生进行小组讨论：What can you learn from the story 根据学生的回答情况，观察其能否参与互动和交流，评价其能否主动分享与该话题相关的已有知识。 根据学生的回答情况，评价其能否理解团队合作的意义。
理解课文大意，梳理故事关键情节，总结优秀团队领导者应具备的品质。 Before reading 1.A/B/C层学生观察图片，回答问题：Who do you think is the leader in the picture What is the team leader doing A层学生借助关键词回答问题：What is the responsibility of a team leader B/C层学生借助关键词和语言支架回答问题：What is the responsibility of a team leader 2.A/B/C层学生阅读课文标题和电子邮件标头，完成填空。 While reading 1.A/B/C层学生在教师的带领下学习电子邮件的格式，随后泛读第一封电子邮件，回答问题：Why was Tony worried 2.A层学生精读课文，根据课文内容回答问题：What’s Tony’s role in the team What problem did he meet When everyone was waiting for his decision, what did he do What was Tony thinking when he froze What was the result of Tony’s silence B/C层学生在教师的引导下精读课文，找到关键信息，回答问题：What’s Tony’s role in the team What problem did he meet When everyone was waiting for his decision, what did he do What was Tony thinking when he froze What was the result of Tony’s silence 3.A/B/C层学生泛读第二封电子邮件，回答问题：What’s the second email about 4.A层学生精读课文，根据课文内容完成表格。 B/C层学生在教师的引导下精读课文，找到关键信息，回答问题：What are some leadership qualities 5.A/B/C层学生根据课文内容选择正确的总结。 6.A/B/C层学生再次细读课文，完成表格。 7.A/B层学生根据表格内容复述课文。 C层学生熟读课文。 根据学生的回答情况，观察其能否正确理解主题词汇和表达。 根据学生的回答情况，观察其能否获取课文的关键信息，评价其对课文细节信息的理解程度。 根据学生的回答情况，观察其能否理解团队领导者应具备的品质。 根据学生的选择情况，评价其对课文主旨大意的理解程度。 根据学生的填空情况，评价其对课文内容的内化程度和对核心语言的掌握程度。
学会寻求建议和恰当地为他人提供建议。 After reading A/B/C层学生思考并回答问题：Why did Tony freeze Which piece of advice do you find most helpful What do you think of Tony What other advice would you give him 根据学生的回答情况，评价其对课文主题意义的理解程度，以及其能否运用核心语言为他人提供建议。
作业内容： A/B层 Write a paragraph. Describe one common challenge for class leaders and give your solutions. C层 Write a paragraph. Describe Tony’s experience and give your advice.
教学设计
1.教学目标
通过本课时学习，学生能够：
（1）初步感知团队及团队合作的概念，对单元主题进行思考；
（2）理解课文大意，梳理故事关键情节，总结优秀团队领导者应具备的品质；
（3）学会寻求建议和恰当地为他人提供建议。
2.教学重难点
重点：掌握本节课涉及的核心词汇，如director, drama, honour, leader, give out the roles, team, go with, decide, freeze, silence, awful, advise, difficulty, teamwork, take responsibility, disagreement, strength, weakness, vote, suitable等。
难点：正确理解本课主题词汇和表达。
3.教学过程
教学目标 学习活动 效果评价
初步感知团队及团队合作的概念，对单元主题进行思考。 Lead-in A/B/C层学生根据单元标题及章首页图片，回答问题：What can you see in the picture What are they doing Are they working as a team What’s good about working as a team 进而关注章首页图片下方的单元提示，了解本单元的学习内容和目标。 Starting out 1.A层学生观察图片，回答问题：What are they doing together as a team B/C层学生观察图片，思考问题：What are they doing together as a team 将图片与表达进行匹配。 2.A/B/C层学生进行头脑风暴，思考问题：What other kinds of teams do you know Why do we work together as a team 3.A层学生观察图片，思考问题：Do you know the story of the three brothers and the chopsticks 尝试讲述故事。 B/C层学生观察图片，思考问题：Which is stronger, a single chopstick or many chopsticks 4.A/B/C层学生观看视频，回答问题：What was the old man’s trouble What did the old man do 5.A/B/C层学生进行小组讨论：What can you learn from the story 根据学生的回答情况，观察其能否参与互动和交流，评价其能否主动分享与该话题相关的已有知识。 根据学生的回答情况，评价其能否理解团队合作的意义。
理解课文大意，梳理故事关键情节，总结优秀团队领导者应具备的品质。 Before reading 1.A/B/C层学生观察图片，回答问题：Who do you think is the leader in the picture What is the team leader doing A层学生借助关键词回答问题：What is the responsibility of a team leader B/C层学生借助关键词和语言支架回答问题：What is the responsibility of a team leader 2.A/B/C层学生阅读课文标题和电子邮件标头，完成填空。 While reading 1.A/B/C层学生在教师的带领下学习电子邮件的格式，随后泛读第一封电子邮件，回答问题：Why was Tony worried 2.A层学生精读课文，根据课文内容回答问题：What’s Tony’s role in the team What problem did he meet When everyone was waiting for his decision, what did he do What was Tony thinking when he froze What was the result of Tony’s silence B/C层学生在教师的引导下精读课文，找到关键信息，回答问题：What’s Tony’s role in the team What problem did he meet When everyone was waiting for his decision, what did he do What was Tony thinking when he froze What was the result of Tony’s silence 3.A/B/C层学生泛读第二封电子邮件，回答问题：What’s the second email about 4.A层学生精读课文，根据课文内容完成表格。 B/C层学生在教师的引导下精读课文，找到关键信息，回答问题：What are some leadership qualities 5.A/B/C层学生根据课文内容选择正确的总结。 6.A/B/C层学生再次细读课文，完成表格。 7.A/B层学生根据表格内容复述课文。 C层学生熟读课文。 根据学生的回答情况，观察其能否正确理解主题词汇和表达。 根据学生的回答情况，观察其能否获取课文的关键信息，评价其对课文细节信息的理解程度。 根据学生的回答情况，观察其能否理解团队领导者应具备的品质。 根据学生的选择情况，评价其对课文主旨大意的理解程度。 根据学生的填空情况，评价其对课文内容的内化程度和对核心语言的掌握程度。
学会寻求建议和恰当地为他人提供建议。 After reading A/B/C层学生思考并回答问题：Why did Tony freeze Which piece of advice do you find most helpful What do you think of Tony What other advice would you give him 根据学生的回答情况，评价其对课文主题意义的理解程度，以及其能否运用核心语言为他人提供建议。
作业内容： A/B层 Write a paragraph. Describe one common challenge for class leaders and give your solutions. C层 Write a paragraph. Describe Tony’s experience and give your advice.
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