Unit 3 understanding ideas课件 2025-2026学年外研版八年级英语下册

第一课时 Unit 3 What makes a great team? Starting out & Understanding ideas （Reading） P34-40 《英语》（新标准） 初中修订版 Stage1 Lesson 1-2 Text Your Task Today Checklist What can I do? (Reading) 1.Have a discussion and choose a leader. 2.Search for ideas about team names and team logos. ✅ Decided team name ✅ Drew leadership symbol Stage 1 Lessons 1-2 Leadership Stage 2 Lessons 3-4 Cooperation Stage 3 Lessons 5-6 Team Spirit Stage 4 Lesson 7 Showcase TEAM NAME & LOGO 1. What can you see in the picture? 2. What are they doing? 3. Are they working as a team? They are doing an experiment. Look at the picture and answer the questions. Yes, they are. I can see some students. 学习活动 学习理解 应用实践 迁移创新 设计意图：通过图片观察与简单问答，激活学生对 “团队合作” 的初步认知，快速切入单元话题。 Look at the picture and answer the questions. 学习活动 学习理解 应用实践 迁移创新 What’s good about working as a team? Together Everyone Achieves More. TEAM It helps everyone achieve more. 设计意图：拆解 “TEAM” 字母含义，帮助学生直观理解“团结成就更多” 的团队价值。 学习活动 学习理解 应用实践 迁移创新 What are you going to learn in this unit? qualities of a good leader team cooperation putting the team first 设计意图：梳理单元三大子话题，让学生构建单元学习框架，明确后续学习重点。 Look at the pictures and answer the questions. 学习活动 学习理解 应用实践 迁移创新 What are they doing together as a team? putting out a fire practising for a play completing a reading task doing research carrying food playing volleyball 设计意图：通过图片与活动匹配，让学生了解团队的不同形态与合作场景，丰富团队认知。 Look at the pictures and match. 学习活动 学习理解 应用实践 迁移创新 putting out a fire practising for a play completing a reading task doing research carrying food playing volleyball What are they doing together as a team? 设计意图：通过图片与活动匹配，让学生了解团队的不同形态与合作场景，丰富团队认知。 Brainstorm 学习活动 学习理解 应用实践 迁移创新 1.What other kinds of teams do you know? Medical team, game team,volunteer team, football team, ... 2. Why do we work together as a team? 设计意图：通过头脑风暴拓展团队类型，引导学生思考合作的必要性，激活已有知识储备。 Teamwork helps us finish tasks more efficiently. Working together allows us to share advantages and make up for shortages. ... Watch the video and answer the questions. 学习活动 学习理解 应用实践 迁移创新 What can you learn from the video? 设计意图：通过观看动物团结合作趣味视频，深化对 “团结力量大” 的认知，为后续语篇中团队意义的探讨铺垫思想与语言基础。 The power of working together. The proverbs about Teamwork Two heads are better than one. 人多智广。 One tree does not make a forest. 独木不成林。 Unity is strength. 团结就是力量。 Many hands make light work. 众人拾柴火焰高。 A single arrow is easily broken, but not ten in a bundle.‌ 一箭易断，十箭难折 学习活动 学习理解 应用实践 迁移创新 设计意图：呈现中西方团队合作谚语，渗透 “团结力量大” 的朴素理念，强化团队合作意识。 Look at the picture and answer the questions. 学习活动 学习理解 应用实践 迁移创新 1. Who do you think is the leader in the picture? 2. What is the team leader doing? The one on the left. The team leader is perhaps working with the team members to analyse a problem and share possible solutions. 设计意图：通过图片观察，引导学生初步感知团队领导者的外在表现与角色定位。 Look at the picture and answer the questions. 学习活动 学习理解 应用实践 迁移创新 3. What is the responsibility of a team leader? team member problem teamwork advice guide the team members help solve problems give useful advice encourage teamwork to achieve the team’s goals assign tasks reasonably listen to teammates' ideas ... 设计意图：为 A 层学生设计开放性问题，引导其全面梳理团队领导者的核心职责。 Option 1 Look at the picture and answer the questions. 学习活动 学习理解 应用实践 迁移创新 The responsibility of a team leader is to guide the ______________, help solve _________, give useful _________ and encourage__________ to achieve the team’s goals. team members problems advice 3. What is the responsibility of a team leader? team member problem teamwork advice teamwork 设计意图：通过语言支架辅助 B/C 层学生完成领导职责表达，落实基础语言运用。 Option 2 Think and share 学习活动 学习理解 应用实践 迁移创新 1. Have you ever been a team leader？ 2. What challenges or problems did you meet when leading the team? 3. How did you try to solve them? 设计意图：结合学生自身领导经历，搭建生活与话题的桥梁，深化对领导困境的认知。 Look and say. 学习活动 学习理解 应用实践 迁移创新 The first email is from _______ to _________. The subject of the email is ________________. Tony feels ____________________________. Tony Ms White “What can I do?!” unhappy / worried / ... header 设计意图：分析邮件头信息，让学生初步感知邮件语境、收发对象及Tony的情绪状态。 Fast Reading： Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 Why was Tony worried? A problem appeared when he was giving out the roles. He didn’t know what he should do. subject greeting body closing signature 设计意图：引导学生快速浏览邮件，提炼Tony的核心困境，培养速读抓主旨的能力。 二、根据课文内容回答问题，将答案写在横线上。 1. What was the disagreement during giving out roles of the drama? 2. Which one did Tony prefer for the role of the princess, Lisa or Mary? 3. Why didn’t Tony tell the team his opinion? 目标P21—阅读表达 设计意图：通过细节提取、原因探究与开放评价类问答，训练学生阅读理解与逻辑表达能力，引导学生思考 “团队责任与沟通” 的核心话题。 学习活动 学习理解 应用实践 迁移创新 Option 1 17 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 1. What was the disagreement during giving out roles of the drama? Lisa and Mary both wanted to play the princess. Some of the team thought Mary was better. The others went with Lisa. subject greeting body closing signature 设计意图：为学生提供文本支撑，帮助其精准定位托尼的角色与核心问题。 Option 1 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 2. Which one did Tony prefer for the role of the princess, Lisa or Mary? Mary. / Tony thought Mary was better. subject greeting body closing signature Option 1 设计意图：为学生提供文本支撑，帮助其精准定位托尼的角色与核心问题。 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 3. Why didn’t Tony tell the team his opinion? Because he wasn’t sure if he was right and he was afraid to hurt Lisa’s feelings. subject greeting body closing signature Option 1 设计意图：为学生提供文本支撑，帮助其精准定位托尼的角色与核心问题。 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 1. What’s Tony’s role in the team? He is the director of a drama. 2. What problem did he meet? Lisa and Mary both wanted to play the princess. 3. When everyone was waiting for his decision, what did he do? He froze. 4. What was Tony thinking when he froze? He was thinking, “What if I was wrong? What if I hurt Lisa’s feelings?” 5. What was the result of Tony’s silence? Lisa felt angry and stormed off. Then the whole team was silent. 设计意图：设计细节问题，引导 学生深入提取Tony的角色、问题、行为等关键信息。 Option 2 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 1. What’s Tony’s role in the team? He is the director of a drama. 设计意图：为学生提供文本支撑，帮助其精准定位托尼的角色与核心问题。 Option 2 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 2. What problem did he meet? Lisa and Mary both wanted to play the princess. 设计意图：为学生提供文本支撑，帮助其精准定位托尼的角色与核心问题。 Option 2 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 3. When everyone was waiting for his decision, what did he do? He froze. 追问：Why did Tony freeze? He froze because he wasn’t sure about his idea and he didn’t want to hurt Lisa’s feelings. 设计意图：通过追问与文本定位，帮助学生理解托尼 “僵住” 的原因，渗透换位思考策略。 Option 2 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 4. What was Tony thinking when he froze? He was thinking, “What if I was wrong? What if I hurt Lisa’s feelings?” 设计意图：引导学生梳理托尼的心理活动，深入理解文本信息。 Option 2 Read the first email and answer. 学习活动 学习理解 应用实践 迁移创新 5. What was the result of Tony’s silence? Lisa felt angry and stormed off. Then the whole team was silent. 设计意图：引导学生梳理托尼的心理活动与事件结果，理解沉默对团队的影响。 Option 2 Discuss 学习活动 学习理解 应用实践 迁移创新 1. If you were Tony, what would you do to solve the role problem between Lisa and Mary? 2. Would you make a decision alone or ask the team for help? Why? 3. How would you talk to Lisa after she stormed off? 设计意图：通过情境讨论，引导学生为托尼设计解决方案，培养问题解决与语言表达能力。 Read the second email and answer. 学习活动 学习理解 应用实践 迁移创新 What’s the second email about? It’s about Ms White’s advice. 设计意图：引导学生快速获取怀特老师的核心建议，为后续领导力品质分析做铺垫。 Read the second email and complete the table. 学习活动 学习理解 应用实践 迁移创新 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.Ask the team! Communication / Empathy Creativity / Flexibility Respect / Fairness Trust / Teamwork spirit 设计意图：通过表格关联建议与领导力品质，让学生直观理解每条建议背后的品质内涵。 三、根据课文内容选择最佳选项。 2. Why did Ms. White suggest that both Lisa and Mary try two roles? A. To find out who is more suitable for the role of the queen. B. To make the drama performance longer and more interesting. C. To let the team compare them fairly and make a collective(集体的）decision. D. To keep Tony from making the decision by himself and to save his time. 目标P22—阅读理解 学习活动 学习理解 应用实践 迁移创新 设计意图：通过追问建议背后的原因，引导学生理解公平比较与集体决策的领导智慧。 30 三、根据课文内容选择最佳选项。 3. What can we learn from Ms. White’s email? A. A leader should make all the important decisions by themselves. B. The success of a team depends only on the talent of its members. C. It is better to avoid arguments than to face and solve them directly. D. A leader’s role is to help the team work and make use of the team’s ideas. 学习活动 学习理解 应用实践 迁移创新 目标P22—阅读理解 设计意图：通过提炼邮件主旨，帮助学生领悟领导者的核心职责是整合团队力量而非独断专行。 31 三、根据课文内容选择最佳选项。 4. What will Tony most probably do next after reading the email? A. Tell Lisa that she can’t be in the drama. B. Ask Ms. White to come and help him directly. C. Decide that Mary is the best princess by himself. D. Ask his teammates for their ideas to solve the problem. 学习活动 学习理解 应用实践 迁移创新 目标P22—阅读理解 设计意图：通过推断后续行为，考查学生对建议的内化程度，渗透“善用团队智慧”的解决问题策略。 32 Discuss——目标P21 （二、根据课文内容回答问题） 学习活动 学习理解 应用实践 迁移创新 4. According to Ms. White, who should Tony ask for help when facing problems? 5. What do you think of Ms. White’s advice? Why? (Please give two reasons.) 设计意图：通过提取信息与评价建议，培养学生的批判性思维，深化对领导力品质的理解与表达。 Read along with the recording. 学习活动 学习理解 应用实践 迁移创新 设计意图：引导学生模仿录音的语音语调，巩固语篇知识。 Think and share. 1. Which piece of advice do you find most helpful? 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. 2. What other advice would you give him? He should be more confident and express his opinions and feelings more openly. 学习活动 学习理解 应用实践 迁移创新 设计意图：引导学生评价托尼的性格特点并补充建议，培养批判性思维与情态动词运用能力。 Think and share. 学习活动 学习理解 应用实践 迁移创新 设计意图：引导学生评价托尼的性格特点并补充建议，培养批判性思维与情态动词运用能力。 He is thoughtful/caring. He is inexperienced. He is g grateful. He froze when he needed to make a decision as a leader for the first time. He e hesitated to assign the princess role as he didn’t want to hurt Lisa’s feelings. He thanks Ms White for making him the director of the drama. 3. What do you think of Tony? Give some facts to support your opinions. Blind Box Challenge: Solve the Problem What are some common challenges for class leaders? The English presentation group leader 01 Two members both refuse to be the speaker, saying they’re too shy. 单击此处输入你的正文，文字是您思想的提炼，为了最终演示发布的良好效果，请尽量言简意骇的阐述观点，以便观者准确理解你的信息。 Group work (4-6) 1.Pick one blind box (a team leader’s problem) for your group. 2. Act out the problem. 3. Brainstorm solutions as a group and share your solutions with the whole class. 4. Try to use the useful sentence patterns： you should... you shouldn't... you don't have to... why not... The class party planner 02 Half the class wants to watch a movie, and the other half wants to play games. The class concert organizer 03 Two classmates both want to be the lead singer. Everyone waits for your decision. The sports meeting captain 04 No one wants to run the last leg, fearing they will let the team down if they are slow. 学习活动 学习理解 应用实践 迁移创新 设计意图：通过小组合作解决真实领导困境，综合运用目标句型提建议，强化团队合作与语言实践能力。 Evaluation Criteria for Blind Box Challenge Content 1. Act out the blind box problem completely with clear, logical details. (2’) 2. Put forward practical, targeted solutions to the problem. (2’) Language 1. Use at least 2 target sentence patterns (e.g., you should..., why not..., you don’t have to...). (2’) 2. Express ideas accurately and fluently. (1’) Cooperation 1. Clear role division; every member participates actively in discussion/performance. (1’) 2. Show good teamwork during the task. (1’) Performance Present confidently, speak loudly, and engage the audience. (1’) Total score(10’): ________ 学习活动 学习理解 应用实践 迁移创新 设计意图：明确活动评价维度与分值，让学生清晰任务要求，规范展示与表达行为。 学习活动 学习理解 应用实践 迁移创新 Homework Must-do 1. 朗读课文：跟读录音，熟读课文。 2. 完成目标P23——四、补全句子 Choose-to-do 1. 从 PPT 中的盲盒问题里选择 1 个，为该问题撰写 3 个解决方案。至少使用 2 个目标句型 (you should... / why not...等). 设计意图：设计分层作业，必做题巩固基础，选做题拓展能力，促进知识内化与语言应用。 Homework—目标P23 四、补全句子 四、根据中英文提示完成句子，将答案写在横线上。 1. 你是导演，但是你没必要亲自处理所有问题。 You’re the director, but you ________________________all the problems yourself. 2. 托尼应该和莉萨讨论这件事，了解她的优点和缺点。 Tony ___________________________with Lisa and find out her strengths and weaknesses. 3. 西蒙今天开会迟到了。所有团队成员都在等他。 Simon is late for the meeting today. All the team members ___________________________. 4. 托尼不必凡事都自己做决定。 Tony _____________________________________ on his own. 5. 我们是一个团队。你可以随时向我们求助。 We are a team. You can ___________________________. 6. 托尼做得很好。他不必对自己太苛刻。 Tony has done a good job. He _____________________________________________. don’t have to deal with should discuss the matter are waiting for doesn’t have to make every decision/all the decisions feel free to turn to us (for help) doesn’t have to be too hard Thank you for (doing) sth. make sb. sth. It is a great honour for sb. give out the roles go with sb. freeze what if storm off take responsibility 感谢某人 (做) 某事 任命某人为……，委派某人为…… 对某人来说是莫大的荣幸 分配角色 同意，支持某人 突然停止，呆住 要是…… 怎么办？ 气冲冲地离开 承担责任 Language in times of disagreement discuss the matter with sb. strengths and weaknesses vote for deal with be willing to be too hard on oneself on one's own 在出现分歧时 与某人讨论此事 优点和缺点 投票支持 处理，应对 愿意做…… 对自己太严格 独自，靠自己 Language Self Reflection for the Lesson  Standard 1. I can use words and expressions in the lesson 2. I I can summarize Tony’s main problem (role-sharing conflict) as a drama director and his request for help by skimming his email to Ms White.       3.I can get key details by carefully reading the two emails.       4. I can use modal verbs (should, have to) to give suggestions for Tony’s dilemma.       5. I can discuss at least 2 qualities of a good team leader and link them to Ms White’s advice or life examples. 设计意图：引导学生对照学习标准进行自评，总结学习成果，明确后续改进方向。 null 152909.67 $