初中英语人教版（2024）八年级下册（2024）Unit 4 The Wonders of NatureSection B表格教案

这是一份初中英语人教版（2024）八年级下册（2024）Unit 4 The Wonders of NatureSection B表格教案，共6页。教案主要包含了What，核心词汇，核心句型等内容，欢迎下载使用。
教材分析
【What】本课时以“Reaching New Heights”为核心语篇，围绕珠穆朗玛峰攀登这一自然奇观展开，属于“人与自然”主题范畴下的自然探索主题。语篇首先介绍攀登珠穆朗玛峰的恶劣自然条件（极低温度、稀薄空气、险峻悬崖等）；其次详述1960年中国登山队首次从北坡“死亡之路”登顶珠峰的艰难历程（包括队员协作翻越第二阶梯的细节）；接着补充1975年中国团队再次登顶并留下“中国梯”、2020年测量珠峰高度为8848.86米的成就；最后探讨人类挑战珠峰的深层原因，引用乔治·马洛里的名言“because it’s there”升华主题。
【Why】本课时语篇旨在通过呈现中国登山队征服珠峰的壮举，传递人类对自然的探索精神、坚韧不拔的意志和团队协作的力量；同时引导读者思考人类与自然的关系——既敬畏自然的险峻，又不因困难放弃对未知的好奇与追求，彰显中国登山人的家国情怀与民族精神，落实“培养学生文化自信与自然探索意识”的育人目标。
【Hw】本课时核心语篇属于说明文+叙事文结合的文体：以总起式说明珠峰的险峻与攀登的挑战，引出话题；以时间为线索叙事，依次讲述1960年首次北坡登顶、1975年搭建“中国梯”、2020年测量高度的关键事件；以议论升华主题，分析人类攀登珠峰的动机，引发思考。整体结构为“总—分—总”，逻辑清晰，兼具事实说明与情感叙事。语言词汇涵盖自然环境类（temperature, cliff, thin air）、动作类（survive, climb, pull）、数字类（8,600 metres, 4:20 a.m.）等核心词汇，同时包含抽象名词（curisity, ambitin）和名人引语，兼具实用性与思想性；以简单句和并列句为主（如“Climbers must als deal with thin air, high cliffs, and changeable weather.”），穿插时间状语从句、宾语从句（如“Liu allwed his teammates t step n his shulders.”），语言简洁易懂，符合初中英语阅读难度；运用列数字（8,848.86 metres）、引语（Gerge Mallry的名言）、细节描写（“bit by bit, the climbers pulled themselves up”）增强语篇的真实性与感染力。语篇客观呈现珠峰攀登的历史、地理数据与挑战；通过叙事细节传递登山者的勇气与毅力；通过结尾议论引发学生对“探索自然”“人类意志”的深层思考，实现语言学习与思维培养的统一。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已掌握基础的自然类词汇（muntain, sky, weather等）和简单的描述性句型；具备基础的阅读技巧（如略读、寻读，对应1b“Scanning”任务要求）；
对珠穆朗玛峰有初步的常识认知，了解中国登山相关的基础文化背景。
珠穆朗玛峰北坡攀登的具体历史细节（1960年首次登顶、“中国梯”的由来等）；与自然探索相关的高阶词汇（ambitin, survive, risky等）及用法；如何结合语篇深层内容分析人类探索自然的动机，完成思维拓展类问题（1e）。
通过寻读技巧快速提取语篇中的数字、时间、地点等具体信息（完成1b、1c）；结合上下文猜测生词含义，理解语篇基本内容；运用基础句型描述珠峰攀登的困难与成就，完成基础的语言输出任务（如2b造句）。
核心素养教学目标
通过本课学习，学生能够：
语言能力：正确识读并运用temperature, cliff, survive, ambitin, risky等核心词汇及belw/abve、cmmn/unusual等反义词组；熟练运用“Hw + 形容词/副词”（如Hw high, Hw deep）句型进行提问和回答；读懂关于珠峰攀登的说明文，提取关键信息、分析语篇结构，并能简要复述中国登山队的成就与珠峰攀登的挑战；
学习能力：能运用寻读（Scanning）、精读（Intensive Reading）等阅读策略获取文本信息、解决阅读任务；能通过上下文语境猜测生词含义，提升词汇学习能力；能自主完成词汇匹配、句型运用、语篇填空等任务，形成“输入—内化—输出”的学习闭环；
思维品质：能通过分析语篇的时间线索和事件逻辑，培养逻辑思维能力；能结合珠峰攀登的案例，从“自然挑战”“人类意志”“团队协作”等角度进行深层思考（如1e讨论题），提升批判性思维与创新思维；能通过对比珠峰与贝加尔湖的自然特征，培养对比分析与综合概括能力；
4.文化意识：了解中国登山队征服珠峰的历史成就，增强民族自豪感与文化自信；理解人类探索自然的精神内涵，树立敬畏自然、勇于探索的自然观；感知中外文化中对自然探索的共同追求，培养跨文化理解能力。
完成课时目标所需的核心语言如下：
【核心词汇】
Climber, nrthern, distance, feel like, be able t, survive, reach the tp, the terrible cnditins, high cliff, changeable weather, Death Rad, determine t d, arrive at, abve the sea level, teammate, step n ne’s shulder, bit by bit, ladder, measure,successfully, risk ne’s life, curisity, ambitin, explrer, simply, achievement, risky, suthern, lcated in, freshwater lake, different types f, attract, curius traveller, natural wnder
【核心句型】
T mst peple, Munt Qmlangma is ne f the greatest wnders f the wrld.
Peple said it was s high that even birds culd nt reach it.
It is the deepest freshwater lake in the wrld.
On 24 May 1960, climbers ... arrived at the Secnd Step.
At 4:20 a.m. n 25 May, the Chinese natinal flag flew abve the wrld’s highest muntain fr the first time.
In 1975, anther Chinese team climbed t the tp f Qmlangma t d research.
- Why d peple still risk their lives t It is because ...
In 2020, a third team returned t Qmlangma t measure its height.
教学重难点
教学重点：掌握自然探索类核心词汇（survive, risky, deep, wnderful等）及“Hw + 形容词/副词”句型的用法；通过寻读、精读快速获取珠峰攀登的关键信息（时间、事件、数据、困难）；把握“总—分—总”的文体结构，理解叙事与议论结合的写作特点。
教学难点：理解乔治·马洛里“because it’s there”的内涵，以及人类探索自然的深层动机；结合语篇内容，完成关于自然探索的讨论、表达与写作，实现语言知识与思维情感的融合；词汇精准运用：在2c语篇填空、2b造句中，准确结合语境使用词汇（如deepest, dive, survive, envirnment, wnderful等）。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
情境导入
Use an AI vide t set a situatin.
Billy: Hell, everyne! I’m yur ld friend Billy, a reprter frm the Natinal Gegraphic Magazine. Tday I’ll lead yu n a jurney t explre ne f the greatest wnders n earth. Let’s g!
2.Play a vide abut Qmlangma and ask the students t answer the questins.
T:What is the vide abut?
Get knwn the bjects f this perid frm the situatin by the AI vide.
Watch a vide abut Qmlangma and answer the questin.
Ss:It’s abut Qmlangma.
借助AI 视频 + 国家地理记者情境，快速营造自然探索的沉浸式氛围，激发学生学习兴趣与好奇心，快速聚焦本课主题 “珠穆朗玛峰”。
通过简单问答激活学生已知的珠峰常识，衔接已有知识，为后续阅读学习做好铺垫，自然引出本课学习目标。
Presentatin
学习理解
Pre-reading: (1)Shw tw pictures f Qmlangma and prvide questins t let the students have a free talk.
T:What d yu knw abut Munt Qmlangma?
(2)Billy:Wuld yu like t knw mre details abut their climbing t the tp f Munt Qmlangma?
Play a vide and ask them a questin.
T:What did they d?
While-reading:(1)Teach the students abut the reading tip--scanning.Then ask them t finish 3b--Scan the article t find the infrmatin belw.
Ask the students t read the stry quickly and match the main ideas with each paragraph.
(3)Prvide the students with a reading tip and ask the students t read the Part1 in detail t answer the questins.
T:Hw d peple feel n the tp f Munt Qmlangma?
Why is it difficult t climb Qmlangma?
Ask the students t read the Part1 in detail t answer the questins.
T:Why did climbers call that way the “Death Rad”?
What was the Chinese climbing team determined t d?
(4)Ask the students t read Paragraph 3-4 in detail and cmplete the blanks.

Let the students read Paragraph 5 and answer the questins. Then ask several students share their answers.
T:Why d peple risk their lives t climb Qmlangma?
What d yu think Gerge Mallry meant by “ because it’s there ” ?
Ask the students t read again and circle T fr true r F fr false. Then let them crrect the false statements.
Pst-reading:(1) Prvide the students with three questins and guide them t have a deep thinking.
T:Hw d yu think the Chinese climbers felt when they placed the natinal flag n tp f Qmlangma?
What qualities d yu think a gd muntain climber needs t have?
What shuld we d if we face the "Munt Qmlangma" in ur lives?
(1)Tell partners what they knw abut Munt Qmlangma.
Sa:It is 8848.86 metres high.
Sb:It is the highest muntain in the wrld.
Sc:It lies n the eastern brder f China and Nepal. Sd:...
Watch a vide and answer a questin.
Ss:They reached the tp f Munt Qmlangma.
2.(1)Scan the article t find the infrmatin belw.
Ss:Death Rad, 8,600 metres, On 25 May 1960, In 1975, 8,848.86 metres.
(2)Read the article and match the main ideas with each paragraph.
Read Paragraph 1 and answer the questins.
Sa:They feel like they are able t tuch the sky.
Sb:Because n the muntain, temperatures can fall t -30 degrees. Climbers must als deal with thin air, high cliffs, and changeable weather.
Read Paragraph 2 and answer the questins.
Sc;Because it is dangerus and befre 1960, n ne was able t reach the tp f
Qmlangma frm the nrthern side.
Sd:They were determined t climb Qmlangma frm the nrthern side.
Read Paragraph 3-4 and cmplete the blanks t get knwn the climbing backgrund and key events.
(5)read Paragraph 5 and answer the questins.
Sa:Because human curisity and ambitin cannt be stpped r simply because the
muntain is there.
Sb:He meant that human curisity and ambitin drive peple t climb it simply fr its existence.
(6)Read again. Circle T fr true r F fr false. Then crrect the false statements.
3.(1)Have a deep thinking and answer the questins.
Sa:They felt great pride and achievement when placing the natinal flag n the tp f Qmlangma. / ...
Sb:They felt great pride and achievement when placing the natinal flag n the tp f Qmlangma. / ...
Sc:When we face the "Qmlangma" in ur life, we shuld be determined, keep trying, and wrk hard t vercme difficulties. Even if we meet hard cnditins, we shuld
mve step by step and never lse hpe. / ...
激活学生关于珠峰的已知信息（高度、位置、地位等），搭建 “已知 — 未知” 桥梁，降低文本阅读的陌生感与难度。
以同伴互说的形式开展，营造轻松课堂氛围，锻炼学生口头表达能力，落实 “以学生为主体” 的课堂理念。
用登山短视频制造悬念，引发学生对 “如何登顶、遇到哪些困难” 的探究兴趣，明确阅读任务：从文本中寻找答案，变被动阅读为主动探究。
明确教授寻读技巧（抓数字、年份、大写名词），落实初中英语阅读技能目标，帮助学生掌握快速定位关键信息的方法，提升阅读效率。
完成信息匹配任务，强化对 “Death Rad、8600 metres、1960/1975/2020 关键时间、8848.86 米” 等核心数据与概念的记忆。
引导学生关注段首 / 段尾主题句，梳理文本 “总 — 分 — 总” 结构，理清 “困难介绍 — 中国成就 — 探索原因” 的行文逻辑，培养文本结构分析能力与逻辑思维。
精读第一段：聚焦攀登困难（低温、稀薄空气、悬崖、多变天气），理解珠峰攀登的危险性，为后文登山精神做铺垫。
精读第二至四段：以时间线梳理中国登山队三次壮举，通过 “刘连满托举队友”“中国梯” 等细节，渗透团队协作、坚韧不拔、家国情怀与民族自信，落实文化意识与育人目标。
精读第五段：探究 “because it’s there” 的深层内涵，理解人类探索自然的好奇心与雄心，实现从语言理解到思维深度的提升。
以判断 + 纠错的形式，强化文本细节辨析，巩固阅读信息，培养学生严谨的信息提取与验证习惯，突破易混知识点。
从 “登山者心情”“必备品质”“生活中的珠峰” 三个维度设问，引导学生从文本内容走向情感共鸣与人生启示，实现语言学习、思维品质、情感态度价值观的统一。
鼓励学生表达真实想法，尊重多元观点，培养批判性思维与创新思维，让英语课堂有温度、有深度。
Practice
探究应用
Vcabulary in Use:
Billy:After explring Munt
Qmlangma, let’s mve n t ur next stp — Lake Baikal.
1.Play a vide abut Lake Baikal.
2.Shw sme wrds and let the students t tell the Chinese meanings f the wrds and chse sme wrds that can be used t describe Lake Baikal.
3.Guide the students t finish 2a: Match the wrds n the left with their ppsites n the right.
4.Guide the students t finish 2b: (1)Ask them t share what they knw abut Lake Baikal. (2)Let them read the examples and make mre sentences using hw and the wrds in the bx.
Prvide language help if they need.
Billy:Our trip t Lake Baikal is cming t an end. Can yu help me finish the science diary belw?
5.Prvide the students with a tip and guide them t finish 2b--Cmplete the passage with the crrect frms f the wrds in the bx. Then ask several students t check the answers.
Watch a vide t get knwn smething abut Lake Baikal.
2.Tell the Chinese meanings f the wrds and chse sme wrds that can be used t describe Lake Baikal.
3.Finish 2a:Match the wrds n the left with their ppsites n the right.
4.Finish 2b:(1)Have a free talk t share what they knw abut Lake Baikal.
(2)Read the examples and make mre sentences using hw and the wrds in the bx.
5.Finish 2c:Cmplete the passage with the crrect frms f the wrds in the bx.
从珠峰过渡到贝加尔湖，保持 “自然奇观” 主题一致性，丰富语料输入，拓宽学生视野，避免单一文本的枯燥感。
先让学生说出词义并挑选描述词汇，强化词汇音形义结合，在语境中感知词汇用法。
反义词配对（belw-abve, cmmn-unusual 等），通过对比记忆加深理解，提升词汇准确性与丰富度。
聚焦Hw + 形容词 / 副词句型，从例句模仿到自主造句，层层递进，夯实句型结构，提升学生运用句型描述自然景观的能力。
在科学日记的真实语境中，用所给词的适当形式填空，训练词汇变形、词性转换与语境运用能力，实现 “词汇 — 句型 — 语篇” 的层层落实，完成语言输入到内化的过程。
Prductin
迁移创新
Divide the students int grups f 4-5 peple.
Ask them t chse a grup leader t help guide the discussin and a nte-taker t recrd key ideas.
Ask each grup’s leader t share ne key idea fr their discussin abut a tip list fr muntain climbing.
After each grup shares, invite ther students t respnd r add t the ideas.
Wrk in grups and chse their wn rle, then have a discussin abut making a tip list fr muntain climbing t help Billy’s friend. Ask the teacher fr language supprt if they need.
以 “为登山爱好者制定建议清单” 为真实任务，让学生在解决实际问题中运用本课所学词汇、句型与知识，体现 “学用结合、学以致用”。
整合本课词汇（survive, risky, determined 等）、句型（shuld/had better）与安全常识，完成从理解性输入到表达性输出的完整学习闭环。
Language pints
1. On the highest place n earth, yu will feel like yu are able t tuch the sky.
在地球的最高点，你会感觉仿佛能够触摸到天空。
feel like意为“感觉像/好像是”，还可意为“想要”，后可接名词(短语)、动词-ing形式。
eg: I feel like a cup f tea/dring a cup f tea. 我想要一杯茶/喝一杯茶。
2.But nly the best climbers reach the tp, and that is nly if they survive the terrible
cnditins first. 但只有最优秀的登山者才能登顶，而且前提是他们首先要能在恶劣的条件下生存。
nly if 引导条件状语从句，表示“ 只有在的情况下”，强调条件的“ 唯一性 ”，后面接“ 真实条件 ”，常用倒装句。
eg: Only if we take a taxi will we catch the train. 我们只有乘出租车才能赶上火车。
3. a Chinese climbing team was determined t make the climb.
...但一支中国登山队决心进行这次攀登。
be determined t d sth 下定决心做某事
4. Bit by bit, the climbers pulled themselves up, and they made it past the Secnd Step. 登山者们一点一点地向上爬，最终成功越过了“第二台阶”。
bit by bit 意为“一点一点地”，同义表达为little by little或gradually。
pull neself up意为“奋力站起来/爬起来”，同义表达为little by little或gradually。
eg: I feel like a cup f tea/dring a cup f tea. 我想要一杯茶/喝一杯茶。
5. Why d peple still risk their lives t climb the highest muntain in the wrld?
为什么人们仍然要冒着生命危险去攀登世界最高峰？
risk ne’s life t d sth 意为“冒着生命危险做某事”，此处risk为动词。risk作名词时意为“风险”,“d sth at the risk f ne’s life”也意为“冒着生命危险做某事”。
6. Or, as the English explrer Gerge Mallry put it, it is simply “because it's there” !
或者，正如英国探险家乔治.马洛里所说，只是“因为山就在那里”！
as sb put(s) it 正如某人所说
eg: As my teacher puts it, practice makes perfect. 正如我老师所说，熟能生巧。
Summary
归纳总结
Ask the students t sum up what they learned in this perid .
T:The mre we explre, the mre we learn.
Nature pens ur eyes and warms ur hearts.
Have a summary f what they learned in this perid with the T’s help.
引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及安全规则，帮助学生构建系统的知识框架，强化记忆效果；
分层作业设计
A层： 基础巩固
复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用
绘制思维导图复述人类攀登珠穆朗玛峰的原因、困难、危险、成就和意义。
C层： 拓展挑战
利用网络资源搜寻国内外的自然景观以及人们探索这些景观的原因并在班级分享。
板书设计
Unit4 The Wnders f Nature Sectin B(1a-2c)
教学反思