英语八年级下册（2024））Unit 3 What makes a great team?Starting out表格教学设计

这是一份英语八年级下册（2024））Unit 3 What makes a great team?Starting out表格教学设计，共3页。
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directr, drama, hnur, leader, give ut the rles, team, g with, decide, freeze, silence, awful, advise, difficulty, teamwrk, take respnsibility, disagreement, strength, weakness, vte, 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 yu see in the picture? What are they ding? Are they wrking as a team? What’s gd abut wrking 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 ut
1.A层学生观察图片，回答问题：What are they ding tgether as a team?
B/C层学生观察图片，思考问题：What are they ding tgether 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 ther kinds f teams d yu knw? Why d we wrk tgether as a team?
3.A层学生观察图片，思考问题：D yu knw the stry f the three brthers and the chpsticks?尝试讲述故事。
B/C层学生观察图片，思考问题：Which is strnger, a single chpstick r many chpsticks?
4.A/B/C层学生观看视频，回答问题：What was the ld man’s truble? What did the ld man d?
5.A/B/C层学生进行小组讨论：What can yu learn frm the stry?
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。
Befre reading
1.A/B/C层学生观察图片，回答问题：Wh d yu think is the leader in the picture? What is the team leader ding?
A层学生借助关键词回答问题：What is the respnsibility f 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 respnsibility f 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 Tny wrried?
2.A层学生精读课文，根据课文内容回答问题：What’s Tny’s rle in the team? What prblem did he meet? When everyne was waiting fr his decisin, what did he d? What was Tny thinking when he frze? What was the result f Tny’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 Tny’s rle in the team? What prblem did he meet? When everyne was waiting fr his decisin, what did he d? What was Tny thinking when he frze? What was the result f Tny’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 secnd email abut?
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 sme 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 Tny freeze? Which piece f advice d yu find mst helpful? What d yu think f Tny? What ther advice wuld yu 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 ne cmmn challenge fr class leaders and give yur slutins.
C层
Write a paragraph. Describe Tny’s experience and give yur advice.