资源简介

Unit 3 What makes a great team
单元教学目标
【Language Abilities】 Master team-related words and modal verbs for giving advice. Understand team-related emails, passages and conversations, and grasp key information. 3.Talk about teamwork, write team stories clearly, and introduce team names/logos effectively.
【Culture Awareness】 Learn about the spirit of teamwork in different contexts (e.g, mountaineering, camping). Understand the cultural value of cooperation and respect in team work across different situations. Recognize the importance of individual responsibility and self-sacrifice for team success in various cultures.
【Quality of Thinking】 Analyze team-related texts to summarize the qualities of great teams and outstanding team members. Think critically about team conflicts and put forward reasonable solutions. Organize ideas logically when discussing teamwork, writing team stories or introducing team designs.
【Learning Abilities】 Use effective learning strategies (e.g., taking notes while listening, organizing ideas with charts). Cooperate with peers in group discussions, role-plays, and team design activities. Reflect on own learning to improve language use and understanding of teamwork.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元的主题为：团队合作与优秀团队的特质。该主题属于 “人与社会” 主题范畴下的 “社会服务与人际沟通” 主题群，对应 “交流与合作，团队精神” 这一子主题内容。本单元围绕话题 “What makes a great team ”，学习和完成多个语篇，涵盖团队冲突解决、团队领导职责、团队协作案例、团队精神内涵等内容。通过学习，学生将逐步理解优秀团队的核心要素，掌握团队协作与冲突解决的方法，培养责任意识和合作精神，为未来的社会交往与团队活动奠定基础。
Starting out
本部分通过图片观察、话题讨论和经典故事分享，激活学生对团队的已有认知。学生将识别消防员、学生剧团、科研团队等不同类型的团队，探讨团队合作的场景与意义，通过 “三兄弟与筷子” 的故事体会 “团结则强，分裂则弱” 的道理，梳理团队相关的基础词汇和表达，为后续深入学习团队相关话题奠定认知和语言基础。
Understanding ideas
本部分的阅读文本为两封往来邮件，围绕戏剧《白雪公主》的角色分配冲突展开。新上任的导演托尼因无法抉择莉萨和玛丽谁来饰演公主而陷入困境，怀特女士针对这一团队冲突给出了沟通、试镜投票和借助团队力量的具体建议。文本传递了 “团队领导应勇于承担责任，通过合理方式解决团队分歧” 的理念，引导学生学会尊重他人意见，协作解决问题。
Developing ideas
本部分包含听力、口语互动和语音训练模块。听力部分围绕露营团队遭遇猴子破坏食物和帐篷的突发状况展开，引导学生思考团队如何共同应对困难、提出解决方案；口语部分通过模拟团队突发情况（成员生病、受伤）的角色扮演，让学生练习委婉提出建议、协作解决问题的表达；语音训练聚焦 /kw/ 辅音连缀的发音，提升学生口语表达的准确性，为团队相关的口语交流提供支撑。
Reading
本部分的阅读文本《No “I” in “Team”》讲述了 1960 年中国登山队攀登珠穆朗玛峰的故事。队员刘连满在攀登 “第二台阶” 时体力不支，选择充当 “人梯” 帮助队友登顶，而其他队员则将仅有的氧气留给了他，最终团队成功从北坡登顶，创造了历史。文本以 “团队中没有‘我’，只有‘我们’” 为核心，展现了自我牺牲、互相信任、协同作战的团队精神，让学生深刻理解优秀团队的特质。
Writing
本部分聚焦团队故事写作。学生需结合所学内容，构思并撰写一个优秀团队的故事，从团队成员、故事发生地、情节发展（开头、中间、结尾）和团队优秀特质等方面组织内容，之后在班级内分享作品。通过这一过程，学生将巩固团队相关词汇和表达，提升书面叙事能力，同时深化对团队精神的理解与感悟。
Presenting ideas & Reflection
本部分以小组合作的形式开展团队名称和标志设计活动。学生需分组推选 leader，共同讨论确定团队名称和标志，结合团队精神内涵撰写设计说明并在班级展示。反思环节中，学生将总结本单元学习收获，梳理团队相关语言的运用能力，明确自身在团队协作、语言表达等方面的不足与改进方向，进一步深化对优秀团队构成要素的理解。
课时分解
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1. Identify the key information from the two emails.
2. Express personal opinions about the team conflict and the advice from Ms White.
3. Learn to respect others’ opinions and solve problems collaboratively.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show the picture on page 34 to students, and then ask them to answer the question.
What can you see in the picture
Let some students share the answers.
Starting out
Page 35，1
1.Ask students to look at the pictures and think about the questions.
2.Let some students share the answers.
Page 35，2
1.Ask students to look at the pictures and talk about the questions in pairs.
2.Encourage students to share the story in class.
3.Give students some useful expressions as language support.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 36，1
1.Ask students to look at the pictures and answer the questions.
2.Show the following words and expressions to help the students. Make sure they know the meanings.
3.Ask students to share the answers with the class.
★Step 3 While-task【过程任务】
Page 36，2
1.Ask students to read the passage and identify the problems and advice.
2.Share the right answers with the class.
Page 38，3
1.Show the three sentences to students and make sure they understand the meanings.
2.Ask students to choose the best summary of the emails and share their reasons.
3.Check answers with the whole class.
Page 38，4
1.Ask students to complete the table with the words and expressions from the emails.
2.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 38，Think and share
1.Ask students to think about the following questions:
①Why did Tony freeze
②Which piece of advice do you find most helpful
2.Give some prompts to the students.
3.Let some students share their answers.
★Step 5　Language points　【语言要点】
1. Thank you for making me director of our drama,Snow White.
感谢您让我成为我们的戏剧《白雪公主》的导演。
(1) thank sb for (doing) sth表示“感谢某人(做)某事”。例如:
Thank you for bringing me the umbrella.感谢您给我带了雨伞。
(2) make sb sth表示“任命某人为……，委派某人为……"
例如: She has been made team leader.她被任命为队长。
2. It is a great honour for me.
这对我来说是莫大的荣幸。
It is a great honour for sb to do sth.表示“对某人来说做某事是一种很大的荣幸”。
honour为元音音素开头，句中如果不使用形容词great修饰时，在honour前应用不定冠词an，即It is an honour...。例如:
It is a great honour for the students to perform on stage.
能够在舞台上表演对学生们来说是一种巨大的荣幸。
It is an honour for him to win the prize.能够获奖是他的荣幸。
3. But a problem appeared during the very first task—giving out the roles.
但是在第一项任务中就出现了一个问题——分配角色。
give out在此处表示“分发”。其他常见含义请看例句:
After running a marathon, his legs gave out.跑完马拉松后，
他的双腿都挪不动了。(表示“变得无力”)
The speaker gave out a loud and clear sound.扬声器发出响
亮而清晰的声音。(表示“发出或产生某物，例如光或声音")
4. Some of the team thought Mary was better. The others went with Lisa.团队中有些人认为Mary更好。另一些人支持Lisa。
(1) some of... the others...通常表示在一组人或物中，有一部分
人或物属于某一类，而其他人或物属于另一类。也可以用于
描述意见、倾向或选择的分歧等，表示某些人支持一种观
点，而其他人支持另一种观点。例如:
Some of the students want to go to the play, but the others prefer to stay at home.一些学生想去看戏，但其他学生想待在家里。
(2) go with sb / sth表示“同意，接受(某人的看法或计划)。
例如:
Let's go with John's original idea.
我们还是采用John原来的建议吧。
5. But I just froze. 但我只是僵在那里。
请注意freeze作动词时的多重含义，此处意为“突然停止，呆住。
请看下面的句子:
The lake had frozen overnight.湖水一夜之间就结了冰。(表示“结冰，冻结”)
I froze and listened; someone was in my flat.我突然停下来仔细听:有人在我的公寓里。(表示“突然停止，呆住”)
6. But what if I was wrong What if 1 hurt Lisa's feelings
如果我错了怎么办 如果我伤害了Lisa的感情怎么办
what if用于引出假设、猜测或对可能情况的探索性讨论。它常常用于提出假设性问题，探索潜在的结果或影响。
例如:
What if it rains tomorrow Should we cancel the outdoor picnic 如果明天下雨怎么办 我们应该取消户外野餐吗
7. "I'm out!" she shouted and stormed off. “我退出!”她叫喊着，怒气冲冲地离开了。
(1) out在此处意为“不包括在内。例如:
James played guitar in the band for five years, but today he decided to be out and get a new job.詹姆斯在乐队担任了五年吉他手，但今天他决定退出乐队并找一份新工作。
(2)storm在此处作动词，意为“气冲冲地疾走”。例如:
David stormed out of the room. David气呼呼地冲出房间。
8. So the leader should take responsibility in times of disagreement.
所以，在意见不合的时候，领导者应该承担起责任。
in times of表示“在某一时期” 例如:
In times of war, brave men and women fight for peace and
freedom.在战争时期，勇敢的人们为和平与自由而战。
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson activated students’ understanding of teamwork through stories and email reading. Most students identified Tony’s problems and Ms White’s advice clearly. However, some struggled to use expressions like “take responsibility” properly. Group discussions on team conflicts lacked depth. Next, I’ll add more practice for key phrases and guide students to share personal experiences, enhancing their ability to solve problems collaboratively.
第二课时　Grammar
Teaching Objects　【教学目标】
1. Master the usage of the modal verbs.
2. Use the target language to talk about the qualities of a good leader.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　
Page 39，5
Present the two sentences and ask students to read and translate.
First, you should discuss the matter with Lisa.
You're the director, but you don't have to deal with all the problems yourself.
Guide students to pay attention to the verbs in bold and their meanings.
Have students find more sentences with these structures in the reading passage.
★Step 2　Grammar focus learning【语法学习】
情态动词(1)
情态动词本身有一定的含义，表示说话人对有关行为或事物的态度和看法。情态动词所表示的情态有:命令、允诺、义务、可能、需要等。我们所熟悉的can和may都属于这类词。情态动词一般无人称和数的变化，后面接的动词需用原形，否定式是在情态动词后面加not。
1. should
should表示建议或劝告，意为“应当”，可用于肯定句、否定句和疑问句。否定形式should not (shouldn't)表示“不应”的意思。例如:
You should listen to the doctor's advice.你应当听从医生的建议。
You shouldn't eat too much junk food if you want to stay healthy. 如果你想保持健康，就不应该吃太多垃圾食品。
2. must
must意为“必须”，可用于肯定句、否定句和疑问句。否定形式must not(mustn't)表示“不应该”或“禁止”的意思。例如:
She must learn to manage her time better.
她必须学会更好地管理自己的时间。
You mustn't talk loudly in the library.
图书馆内禁止大声喧哗。
注意：must开头的一般疑问句，肯定回答用must， 否定回答用needn’t 或don’t have to
— Must I come before 6:30 tomorrow 明天我必须在六点半之
前来吗
— Yes, you must.是的，你必须在那之前到。(表示一定要)
— No, you needn't.不，你不必在那之前来。(表示没必要，相当于You don't have to.)
3. can
can意为“请求允许”和“给予许可”，可用于肯定句、否定句和疑问句。否定形式cannot (can't)表示“不能，不可以”，语气弱于must not(mustn't)。例如:
When you get to know each other better or when they ask you
to, you can just use their first names.当你们更加熟悉或他们请你(这样做)时，你就可以只称呼他们的名字了。
You can't put the milk in first.你不能先倒入牛奶。(没有禁止的含义)
Can I have a look at your photos 我可以看一下你的照片吗
can开头的一般疑问句，肯定回答用can， 否定回答用can’t
— Can we go home now, please 请问我们现在能回家吗
— Yes, you can.可以。(表示允许)
— No, you can't.不行。(表示不允许)
4. need
need作情态动词时意为“需要”，可用于肯定句、否定句和疑问句。否定形式need not (needn't)比较常用，表示“不需要”或“不必要” 例如:
If she wants anything, she need only ask.如果她要什么，说一下就行了。
You needn't wait.你不必等待。
请注意: need也可以作行为动词，意思也是“需要”，常用于need to do sth结构。例如:
I need to clean the house.我需要把房子打扫一下。
You don't need to leave now. It's still early.你没必要现在就走， 时间还早。
以情态动词need开头的一般疑问句，肯定回答用must， 否定回答用needn’t
— Need I report it to the police 我要向警方报告这件事吗
— Yes, you must. 是的，你必须报告。(表示必须做)
— No, you needn't.不，没必要。(表示没必要)
5. have to
have to和must都表示“必须”，但must侧重于说话者的主观看法，认为有必要或有义务去做某事;have to侧重于客观需要，含有“不得不，被迫”之意。 例如:
All passengers must wear seat belts.所有乘客都要系安全带。
My bike was broken yesterday, so I had to walk to school.昨天我的自行车坏了，所以我只能走路去学校。
用于否定句时，must的否定式must not (mustn't)表示“一定不要，不允许”;而have to的否定式do not (don't) have to表示“不必”(= needn't)。
请比较:
You mustn't tell him about it. 你绝对不要告诉他这件事。(可能是秘密)
You don't have to tell him about it.你不必告诉他这件事。(他可能知道了或者没有必要让他知道)
6. had better
had better表示劝告或建议，意为“最好……” 例如:
You'd better get some sleep.你最好睡一会儿。
had better一般不用于疑问句中，但可用于否定句中，其否定形式为had better not 。例如:
You'd better not waste any more of your time. 你最好别再浪费你的时间了。
★Step 3　While-task【过程任务】
Page 39，6
Ask students to read the sentences to make sure that they get the meanings.
Have students write the advice and check answers in pairs.
Check the answers with the class.
Page 39，7
Show the comment box to students, then ask them to complete it .
2.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 40，8
Ask students to work in pairs to discuss the qualities of a good leader .
2. Ask students to use the words and expressions from the reading passage and the useful expressions.
3.Choose some students to share their answers.
★Step 5　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This grammar lesson focused on modal verbs for giving advice. Students grasped basic usages through examples and exercises. But they confused “mustn’t” and “don’t have to” easily. The team leader quality discussion was active, yet feedback was limited. Next, I’ll design targeted contrast exercises and extend peer feedback time to strengthen grammar application in real contexts.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the listening material and grasp the key information.
2.Pronounce /kw/ correctly and remember the letter combinations that represent them.
3.Talk about what you have learned about team cooperation.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Ask students to look at the picture on page 41, then answer the questions.
What are the people doing in the picture
What things are needed to be done during camping
What can you do during camping
Invite some students to share their answers.
★Step 3　While-task【过程任务】
Page 41，1
1.Show the three options to students to make sure they get the meanings.
2.Ask students to listen to the conversation and choose the correct answer.
3.Check the answer with the class.
Page 42，2
1.Show the post to students, then ask them to guess what kinds of words may be filled in the blanks.
2.Ask students to listen again and complete the post. Before listening, remind students to take notes of the key information.
3. Check the answers with the class.
Page 43，3
1.Show the diagram to students, then ask them to guess what may be filled in the blanks.
2.Ask students to listen to the conversation and complete the diagram.
3.Check the answers with the class.
Page 43
1. Guide students to summarize the ways to give suggestions and remind them not to use direct language.
2. Ask students to listen again and talk about how the teenagers give suggestions.
★Step 4　Post-task【后续任务】
Phonetics in use
1.Let students read the words on page 41 freely, and then ask them to pay attention to the pronunciation of the bold letters.
2.Play the recording and ask students to repeat them.
3.Tell the key points of the pronunciation of /kw/ and give a correct demonstration.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 43，4
Ask students to work in pairs to act out a conversation based on the instruction.
Invite some pairs to role-play in class.
Let students talk about what they have learned about team cooperation in this section.
★Step 5　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson combined listening, speaking and phonetics around team cooperation. Students engaged in camping-related role-plays and understood key listening information. However, some had trouble pronouncing /kw/ sounds, and suggestion-giving was not polite enough. Next, I’ll use more audio drills for /kw/ and provide polite expression templates to improve students’ pronunciation and communication skills.
第四课时　Reading
Teaching Objects　【教学目标】
1. Get the main idea and key details from the passage.
2. Analyze Liu Lianman’s role in the team and explain the meaning of the title "No ‘I’ in ‘Team.’" .
3. Talk about what makes a great team and realize the importance of teamwork.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture of Mount Qomolangma to students, then ask them to answer the questions.
Where is Mount Qomolangma
How high is it
When did the Chinese people climb it successfully for the first time And who did that
2.Invite some students to share their answers in class.
★Step 2　Pre-task【准备任务】
Page 44，1
Guide students to read the words and expressions to get the meanings.
Show the picture and the title to students and ask them to predict what happened in the passage.
Invite some students to share their answers.
★Step 3　While-task【过程任务】
Page 44，2
1.Ask students to read the passage to get the main idea.
2.Check the answer with the class.
Page 46，3
Ask students to complete the table with the words and expressions from the passage.
2. Let some students say their answers.
3. Check the answers with the class.
Page 46，4
1.Ask students to answer the questions.
2.Let some students say their answers.
3.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 46，Think and share
1.Ask students to think about the questions.
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
★Step 5　Language points　【语言要点】
1. At noon on 24 May 1960, four climbers stood alone on the "roof of the world".1960年5月24日中午,四位登山者傲立于世界屋脊之上。
It was called the Second Step. 他们所处的地方被称为“第二台阶”。
(1)珠穆朗玛峰(Mount Qomolangma)是地球上海拔最高的山峰，位于中国西藏自治区与尼泊尔交界的喜马拉雅山脉中段，海拔8848.86米。珠穆朗玛峰以其壮丽的山峰景观和极端的登山挑战闻名于世。
(2)第二台阶海拔8680米左右，是登山者从北坡登顶珠峰的难点之一。这是一道高数米、几乎垂直的岩壁，极难寻找攀爬支撑点。登上第二台阶标志着登山者已经接近珠穆朗玛峰的峰顶，但仍需要面对其他挑战才能成功登顶。
2.The top of Mount Qomolangma seemed right within reach.
珠穆朗玛峰的峰顶似乎近在咫尺。
within reach (of sb) 表示“在(某人)伸手可及的地方”。
例如:
Keep a glass of water within your reach.在你的手边放一杯水。
3. The thin air took his strength away. 稀薄的空气耗尽了他的力气。
take sb / sth away意为“拿走，带走，使消失”。例如:
It helps take some of the pain away.它有助于减轻一些疼痛。
4. But Liu was too tired to keep going.
但刘(连满)已经太累了，无法继续前进。
too... to...可翻译为“太……以至于……” 例如:
I was too busy to go to the party last night.
昨晚我太忙了，无法参加那个聚会。
5.The team were worried, but they had to carry on.
团队成员们很担心，但他们不得不继续行进。
carry on在不同的情景中有不同的意思，此处意为“继续走，继续行进” 请看下面的句子:
Carry straight on until you get to the traffic lights.一直走到
红绿灯那里。(表示“继续走，继续行进”)
Sheen carried on his baking business until he retired. Sheen
做烘焙生意，一直到退休。(表示“从事某事”)
6. It was dangerous to climb without oxygen, but they knew Liu needed it.
没有氧气的情况下攀登是很危险的，但他们知道刘(连满)需要它。
It + be + adj. + to do sth.是一个英语句型，表示某事做起来具有某种性质或特点。其中的adj.表示形容词，用来描述动作或状态的特点。例如:
It is important to study every day.每天学习很重要。
It is enjoyable to spend some time with friends.和朋友一起相
聚很愉快。
7.What's more, no one had done so without using oxygen!
而且，没有人在不使用氧气的情况下做到过这一点!
what's more意为“而且”。例如:
I love that beach, and what's more, I live just a few minutes
away from it.我喜欢那个海滩,而且我住的地方距离那里只有几分钟路程。
8.He did not reach the top, but he shouldered his team into China's mountaineering history.
他没有到达峰顶，但他用自己的力量托起整个团队，让他们的壮举载入中国登山史册。
shoulder在此处作动词，表示“承担，负担”。例如:
He shouldered responsibility for leading the team to victory.
他肩负着带领团队取得胜利的责任。
mountaineering是名词，意为“登山运动";mountaineer也是名
词，意为“登山家，登山运动员”。
★Step 5　Homework【家庭作业】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This reading lesson centered on the mountaineering team’s story. Students were moved by Liu Lianman’s self-sacrifice and understood the title’s meaning. But they struggled to analyze his role in detail. Time for sharing similar team stories was insufficient. Next, I’ll add guided questions to deepen analysis and allocate more time for story sharing, helping students better grasp teamwork spirit.
第五课时　Writing
Teaching Objects　【教学目标】
1. Write a story about a great team.
2. Share your writing with your class.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Have students talk about the following questions.
Have you ever been in a great team
What qualities do you think a great team should have
Invite some students to share their answers.
★Step 2　Pre-task【准备任务】
Let students think about another great team, and then complete the chart.
★Step 3　While-task【过程任务】
Ask students to write the story with the help of the chart.
★Step 4　Post-task【后续任务】
1.Have students share their writings in class.
★Step 5　Homework【家庭作业】
Further polish your writing.
Teaching reflection　【教学反思】
This writing lesson focused on great team stories. Students showed interest in creating plots, but some stories lacked clear beginning-middle-end structure. Peer comments were too general. Next, I’ll provide more story models and guide students to give specific feedback, improving the completeness and coherence of their writing.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Design a team name and a logo.
2.Introduce the meaning and spirit in class
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Ask students to do a task: Design a team name and a logo.
★Step 2　While-task【过程任务】
1.Let students organise their ideas with the help of the outline on page 48 and prepare their design.
2.Ask students to use the language tips in the outline on page 48 or find useful expressions or sentences from this unit.
3.Ask some students to present their design to the class.
★Step 3　Post-task【后续任务】
1.Ask students to vote on the best three three team names, the three most creative logos and the best three presentations.
2.Ask students to finish the reflection chart.
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 4　Homework【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson involved team name and logo design with presentations. Students collaborated well and showed creativity in designs. However, some presentations were too brief, and reflection on teamwork was shallow. Next, I’ll offer presentation structure guidance and extend reflection time, helping students better express team spirit and deepen their understanding of great teams.

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