U3 Developing ideas 第二课时 Reading for writing-【木牍中考•名师教案】2025-2026学年新教材八年级下册英语（外研版·新教材）

该初中英语教案聚焦登山主题词汇、短语及句型，以“团队精神”为核心。通过播放珠峰短视频导入，结合图片预测、快速阅读验证预测、表格梳理故事要素搭建学习支架，衔接阅读输入与写作输出。 资料特色在于融合语言能力与文化意识培养，通过小组讨论“human ladder”等表达深化思维品质，写作环节引导用阅读词汇描述团队挑战与行动。提升学生语言运用及跨文化理解，为教师提供结构化教学方案，有效解决写作空泛问题。

第二课时　Reading for writing ◇目标导航◇ 类别 课时要点 重点单词 noon n.正午，中午 climber n.登山运动员 roof n.顶，顶部 teammate n.队友 lower v.把（某物）移低，降下 painful adj.令人痛苦的 rope n.绳，粗绳，绳索 effort n.努力 north adj.北方的，北部的；朝北的 base n.基地，根据地，总部，大本营 mountaineering n.登山运动 重点短语 make every effort尽一切努力 at noon中午；正午 within reach（of sb）在（某人）伸手可及的地方 carry on继续 base camp（登山）大本营 what’s more而且 重点句型 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，四位登山队员昂首屹立于“世界屋脊”之上。 2.It was called the Second Step.他们所处的地方被称为“第二台阶”。 重点句型 3.The top of Mount Qomolangma seemed right within reach.珠穆朗玛峰顶似乎近在咫尺。 4.The thin air took his strength away.稀薄的空气耗尽了他的力气。 5.But Liu was too tired to keep going.然而，刘（连满）已经筋疲力竭，无法继续前进。 6.The team were worried，but they had to carry on.队员们虽然担心他，但他们必须继续攀登。 7.It was dangerous to climb without oxygen，but they knew Liu needed it.无氧攀登极其危险，但他们深知刘（连满）更需要氧气支持。 8.What’s more，no one had done so without using oxygen！而且，此前从未有人实现过无氧登顶！ 9.He did not reach the top，but he shouldered his team into China’s mountaineering history.他虽未登顶，却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。 教学重点 学生能够理解登山故事，学习中国登山队克服困难、团结协作登顶的精神。 教学难点 学生能够在写作中清晰地叙述另一个伟大团队的故事，突出其面临的挑战、采取的行动以及体现的团队精神。 ◇教学过程◇ Step 1 Leading in Greet the class and play a short video about Mount Qomolangma，the highest mountain in the world.Ask：“Do you know which mountaineering team is the first to successfully climb to the top of Mount Qomolangma in China’s mountaineering history？Have you heard of Liu Lianman？” Step 2 Work on Activities 1 and 2 1.Have students look at the picture of Mount Qomolangma and the title “No ‘I’ in ‘team’”.Ask students to predict what the story is about and what the title means. 2.Let students read the passage quickly to check their predictions. 3.Have students share what they learnt about the story. Step 3 Work on Activity 3 1.Ask students to read the story carefully again and complete the table with key information（team members，time，initial situation，challenges，solutions，result）. 2.Check the answers and have students retell the main events based on the table. Step 4 Work on Activity 4 1.Have students read the passage carefully again and underline the unfamiliar words and phrases. 2.After reading，organise students to discuss in groups：“What is the ‘roof of the world’？” “What does the writer mean by ‘human ladder’？”“Do you like the writer’s use of these expressions？Why or why not？” 3.Invite the representatives of each group to share their answers and make comments. 4.Use vocabulary cards or PPT to introduce and explain key words and phrases，and have students take notes. Step 5 Work on Think and share 1.Have students work in groups to discuss the questions：“What kind of person do you think Liu Lianman was？What role did he play in his team？” “Do you think the four climbers made a great team？Why or why not？” “What similar stories do you know？” 2.Guide the discussion to focus on the themes of sacrifice，cooperation，and collective success over individual glory. 3.Invite some groups to share their answers. Step 6 Work on Activity 5 1.Guide students to choose another great team（e.g.，sports team，scientific research team，rescue team） and use the chart to organise the story elements. 2.Have students write the story，encouraging them to use words and expressions from the reading passage.Walk around to provide guidance. 3.After writing，ask students to self⁃check using the checklist. 4.Invite some students to share their stories with the class. ◇教学反思◇ 登山队员的故事极具感染力，学生能深刻理解团队牺牲与协作的精神。表格填写有助于梳理叙事脉络。写作环节，部分学生在描述团队“伟大”之处时，容易空泛赞美，而缺乏具体细节支撑。今后应引导他们聚焦具体事件和行动来展现团队精神。分享环节能有效拓宽学生对“伟大团队”的认知。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $