资源简介

Unit 3 What Makes a Great Team
Reading for Writing
I. Basic Information
Grade: Grade 8
Textbook: External Research Edition English Grade 8 Volume 2
Unit: Unit 3 What Makes a Great Team
Section: Developing Ideas (Reading for Writing)
Class Duration: 45 minutes
Teaching Type: Reading and Writing Class
II. Teaching Objectives
1. Knowledge Objectives
Students can master key words and phrases related to teamwork and mountain climbing, such as team spirit, cooperate, support, challenge, mountaineer, summit, overcome, teamwork, responsibility, etc.
Students can understand the meaning of "No I in Team" and learn to use simple English sentences to express the importance of teamwork.
Students can grasp the structure of narrative writing (introduction - development - climax - conclusion) through reading the story of Qu Yinhua and Wang Fuzhou climbing Mount Everest.
Students can learn and use basic transitional words and sentences to connect the context in writing, such as first, then, finally, because, so, in order to, etc.
2. Ability Objectives
Reading: Be able to read the story of Qu Yinhua and Wang Fuzhou climbing Mount Everest, catch key information (e.g., difficulties they met, how they cooperated, the result), and summarize the main idea of the passage.
Writing: Be able to use the narrative structure and key words learned, combine the understanding of "No I in Team", write a short passage about a teamwork experience (or a story showing teamwork).
Cooperation: Be able to discuss with partners about the story and teamwork, express personal opinions, and improve the ability of cooperative communication and thinking.
3. Emotional Objectives
Understand the connotation of "No I in Team" and realize the importance of teamwork, cooperation and mutual support in overcoming difficulties.
Be inspired by the spirit of Qu Yinhua and Wang Fuzhou—persistence, courage and teamwork—and cultivate the sense of responsibility and cooperative awareness in study and life.
Cultivate the interest in English reading and writing, and improve the confidence in using English to express and record stories.
III. Key and Difficult Points
1. Key Points
Understand the story of Qu Yinhua and Wang Fuzhou climbing Mount Everest, and grasp the key information about their cooperation and teamwork.
Master the meaning of "No I in Team" and the basic structure of narrative writing.
Be able to write a short passage about teamwork with the words, phrases and sentence patterns learned.
2. Difficult Points
How to connect the story of Qu Yinhua and Wang Fuzhou with the theme "No I in Team" and deeply understand the relationship between teamwork and success.
How to use the narrative structure and transitional words flexibly to write a coherent and logical short passage about teamwork.
How to express personal understanding of teamwork in simple and accurate English.
IV. Teaching Preparations
Multimedia equipment (PPT, pictures of Mount Everest, Qu Yinhua and Wang Fuzhou, audio of the story).
Worksheets: the reading passage of Qu Yinhua and Wang Fuzhou’s story, key words and phrases list, writing templates.
Small task cards: simple teamwork tasks for group discussion (combined with "No I in Team").
Pictures and short videos about Mount Everest climbing to help students understand the background.
V. Teaching Procedures
Step 1: Warm-up and Lead-in (5 minutes)
Greeting: Greet the students in English and have a short free talk: "Do you know the saying ‘No I in Team’ What do you think it means " Invite 2-3 students to share their opinions, then explain the meaning simply: There is no "I" in the word "Team", which means teamwork needs cooperation, and no one can succeed alone.
Lead-in: Show pictures of Mount Everest and ask: "Have you ever heard of Mount Everest It’s the highest mountain in the world. Climbing it is very difficult. Today, we will read a story about two Chinese mountaineers—Qu Yinhua and Wang Fuzhou. They climbed Mount Everest together and showed us the true meaning of ‘No I in Team’."
Step 2: Pre-reading (5 minutes)
Introduce the background briefly: Qu Yinhua and Wang Fuzhou are famous Chinese mountaineers. In 1960, they, together with their teammates, successfully reached the summit of Mount Everest, which was the first time that Chinese people climbed the world’s highest peak. They met many difficulties during the climbing, but they overcame them with teamwork.
Present key words and phrases on the PPT: mountaineer, summit, overcome, difficulty, cooperate, support, team spirit, challenge, brave, persist. Read them aloud with students and explain their meanings simply, helping students lay a foundation for reading.
Ask guiding questions: "What difficulties do you think they met when climbing Mount Everest How did they cooperate to overcome these difficulties " Let students predict the content of the story.
Step 3: While-reading (15 minutes)
Task 1: Fast Reading (3 minutes)
Hand out the reading passage (the story of Qu Yinhua and Wang Fuzhou climbing Mount Everest). Ask students to read the passage quickly and answer two questions:
Who climbed Mount Everest together
Did they succeed in reaching the summit
Check the answers together: Qu Yinhua and Wang Fuzhou (and their teammates) climbed Mount Everest together, and they succeeded in reaching the summit.
Task 2: Careful Reading (8 minutes)
Ask students to read the passage carefully and complete the following table (on the worksheet):
Difficulties they met How they cooperated The result Extreme cold, lack of oxygen, dangerous roads, tiredness They supported each other, helped each other walk, shared food and oxygen, encouraged each other, and made decisions together They successfully reached the summit of Mount Everest and showed the spirit of teamwork
Play the audio of the reading passage. Ask students to read after the audio, pay attention to the pronunciation and intonation, and further understand the content of the story.
Invite students to share their answers. Check and correct the answers together, emphasizing the key details of their cooperation, and guide students to realize: It was their teamwork that helped them overcome difficulties and succeed.
Task 3: Discussion (4 minutes)
Divide students into groups of 4. Ask them to discuss: "How does the story of Qu Yinhua and Wang Fuzhou show ‘No I in Team’ What can we learn from them "
Walk around the classroom, offer help to students who have difficulties in expression, and guide them to use the key words and phrases learned.
Invite 1-2 groups to share their opinions. Summarize: In the story, Qu Yinhua and Wang Fuzhou didn’t think about themselves alone. They helped each other and cooperated closely. That’s the true meaning of "No I in Team"—teamwork is more important than individual effort.
Step 4: Writing Practice (15 minutes)
Task 1: Analyze Writing Structure (3 minutes)
Review the structure of the reading passage: Introduction (who, what, where) → Development (difficulties, process of cooperation) → Climax (success) → Conclusion (understanding of teamwork). Explain that this is a typical narrative structure, and students can use this structure to write their own passages.
Present a writing template on the PPT, combining the key words and transitional words learned:
Introduction: I once had a teamwork experience with my classmates. It was about ________. We worked together because we knew "No I in Team".Development: At first, we met some difficulties, such as ________. Then, we decided to cooperate. We ________ (how to cooperate: help each other, support each other, make decisions together).Climax: Finally, we overcame the difficulties and ________ (the result).Conclusion: From this experience, I learned that ________ (understanding of teamwork). "No I in Team" tells us that teamwork can help us achieve more.
Task 2: Individual Writing (10 minutes)
Ask students to write a short passage (80-100 words) according to the template. They can choose one of the following topics:
A teamwork experience in study (e.g., group project, group discussion).
A teamwork experience in sports (e.g., basketball match, relay race).
A short story about teamwork (inspired by Qu Yinhua and Wang Fuzhou’s story).
Remind students to use the key words, phrases and transitional words learned, pay attention to the coherence and logic of the passage, and correct spelling and grammar mistakes.
Walk around the classroom, provide guidance for students who have difficulties in writing, and help them organize their ideas and sentences.
Task 3: Peer Review (2 minutes)
Ask students to exchange their passages with their deskmates. Check each other’s passages according to the following standards:
Is the structure complete (introduction - development - climax - conclusion)
Are the key words and transitional words used correctly
Are there any spelling or grammar mistakes
Does the passage show the theme of "No I in Team" )
Ask students to give suggestions to their deskmates and help each other improve their passages.
Step 5: Summary and Homework (5 minutes)
Summary: Review the key points of this class: the story of Qu Yinhua and Wang Fuzhou climbing Mount Everest, the meaning of "No I in Team", the structure of narrative writing and key words. Emphasize again: Teamwork is very important. We should learn to cooperate with others and help each other in study and life.
Homework:
Revise the passage you wrote in class according to your deskmate’s suggestions, and copy it neatly.
Retell the story of Qu Yinhua and Wang Fuzhou climbing Mount Everest in your own words (3-5 sentences) to your family.
Find another story about teamwork and write a short English introduction (2-3 sentences) about it.
VI. Teaching Reflection (To be filled after class)
Whether students can understand the story of Qu Yinhua and Wang Fuzhou and connect it with the theme "No I in Team" deeply.
Whether students can master the key words, phrases and narrative structure, and use them flexibly in writing.
How to improve students’ interest in writing and help students who have difficulties in expressing their ideas in English.
Whether the group discussion and peer review links are effective, and how to better promote students’ cooperative learning.
Whether the teaching arrangements are reasonable, and how to adjust the time distribution to improve teaching efficiency.

展开更多......

收起↑