Unit 7 Lesson 3 Thinking Skills and Reading Strategies教学设计2025-2026学年8年级英语下册（仁爱版）

Unit 7 Be a Better Learner!
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
内容解读：
Thinking Skills本部分为思维技能的学习，内容为排序技能，即借助时间词谈论、描述事件发展。首先，学生通过阅读排序技能的说明，了解该思维技能的含义。该活动是思维技能的学习理解类活动。其次，学生通过看图及阅读文本的形式，学习理解如何借助时间词描述事件发展。再次，学生通过阅读文本，根据文本内容填写排序表格。这是应用实践类活动。最后，学生在前2个活动的基础上，两人一组讨论，按照时间顺序描述鲁迅的生平事迹，开展语言交际活动。这是迁移创新类活动。本部分共有3个活动。
Reading Strategies本部分为阅读策略学习，内容为运用建立关联的阅读策略促进对文本的理解。首先，学生通过了解建立关联的说明，初步学习建立关联的方法，并通过阅读文本和关联内容，学习建立关联的步骤。然后，学生阅读文本，完成关联内容的填写，开展建立关联的应用实践活动。最后，学生根据文本内容，通过建立关联，和同伴讨论并分享缓解压力的方法，进行迁移创新。本部分共有3个活动。
II. Teaching aims
通过本课的学习，学生能够：
1. 学习理解借助时间词、序列表等梳理、描述事件发生顺序的技能；
2. 根据文本内容，填写序列表，描述事件发生顺序；
3. 借助序列表格，和同伴谈论鲁迅的生平事迹，培养有理想、有担当的爱国情怀。
III. Teaching procedures
课时教学内容概述
本课时为思维技能和阅读策略的学习。Thinking Skills部分的内容为借助时间词等梳理、描述事件发生顺序,并谈论中外名人的生平事迹。Activity 1为学习理解类活动。通过呈现图片和文本，帮助学生通过观察图片和阅读文本，学习如何借助时间词等梳理、描述事件发生顺序。Activity 2为应用实践类活动。学生阅读文本，填写序列表格，巩固和内化Activity1中所学技能。Activity 3为迁移创新活动。学生基于Activity 2的文本内容，与同伴讨论鲁迅的生平事迹，分享借助时间词等梳理、描述事件发生顺序的方法，进行迁移创新活动。 Reading Strategies部分为“建立关联”阅读策略的学习，即在学习内容与个人经验之间建立有意义的联系，促进对文本意义的理解。Activity 1要求学生阅读文本，学习理解建立关联的步骤。Activity 2要求学生阅读文本，填写关联内容，开展建立关联策略的应用实践活动。Activity 3要求学生小组讨论如何缓解压力，进行迁移创新活动。
教学步骤 学习活动 效果评价
Step 1 Lead-in Brainstorming:Discuss time order words and other expressions of time. 观察学生的表现，根据学生讨论的情况，了解其对时间顺序相关词汇的认知情况。
设计意图：通过头脑风暴，引导学生思考表示时间先后顺序的词汇，激活学生的知识储备，为后续学习做好铺垫。
Step 2 Reading & Learning Look at the pictures first. Read the text in Activity 1, number the events in time order.Read the text in Activity 2 and complete the sequence chart.Check the answers.Retell the text based on the sequence chart. 根据学生的学习情况，判断其是否能梳理事件发生顺序。观察学生复述的表现，必要时给予指导和反馈。
设计意图：引导学生根据图片和文本内容，梳理事件发生顺序，为进一步在特定语境中梳理事件发生顺序做好铺垫。
Step 3Reading & Talking 1.Work in pairs: Talk about LuXun’s life based on Activity 2.2.Some students share their pair work in class. 观察学生能否用所学语言梳理事件发生顺序，必要时给予指导和反馈。
设计意图: 引导学生梳理事件发生顺序，整合运用所学相关语言来梳理事件发生顺序，完成交际任务，达到学以致用的效果。
Step 4Reading strategies 1. Read the text and learn how to make connections.2. Read the text again, and try to make connections.3. Check the answers. 根据学生的表现，判断学生能否通过建立关联来理解文本信息的阅读策略，必要时给予指导和反馈。
设计意图: 通过学习建立关联策略的定义、方法并将该技能运用到实践中，培养学生阅读的能力，并激发学生的阅读兴趣，提升学生的阅读技能。
Step 5Applying Work in groups：Discuss how to get out of pressure.Share the advice in class. 根据学生讨论的过程和表述的情况，判断学生的知识迁移能力。
设计意图：引导学生通过小组讨论并表述自己缓解压力的建议，培养解决问题的创新能力，并实现知识迁移。
IV. Blackboard-writing design
Unit 7 Be a Better Learner!Lesson 3 Thinking Skills and Reading StrategyThinking Skills: Sequencing Events in a story happen in order. We can use time order words and other expressions of time to tell the order of the events.Reading Strategies: Making connectionWhen you read, you can connect what you read with your own learning experiences and get a better understanding of the text.
V. Teaching materials
Thinking Skills: Sequencing
Events in a story happen in order. We can use time order words and other expressions of time to tell the order of the events.
Example:
Sonja and her family went to the zoo. First, they went to feed the giraffes. They bought giraffe food, and then fed the long-necked creatures (动物) the biscuits. The last animals they saw were the elephants!
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First, they went to feed the giraffes. They bought giraffe food, and then fed the long-necked creatures the biscuits. The last animals they saw were the elephants!
Exercise 1 Read the text and complete the sequence chart.
It was a lovely Sunday afternoon for a picnic lunch. Harison and his mom packed lunch and went to the park. They found a spot in the sun and placed their blanket on the ground. As they began to unpack their picnic basket, it got cloudy. When they finished their last sip of apple juice it poured rain!
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Exercise 2 Read the text and answer the questions.
It was Parrish’s first day of school. He was six, and he was starting the first grade. Parish’s little sister Amiyah was sad. She was only three, and she was staying home. Parrish packed his backpack. Then he walked to the bus stop. When he got to school, he found his classroom. When class started, everyone had to stand up and say what they were looking forward to the most that year in school. Parrish said he was looking forward to going back home to see Amiyah.
1. What special day was it for Parrish
________________________________.
2. How old was Parrish, and what grade was he starting
_____________________________________________________________.
3. What did Parrish do before he walked to the bus stop
_____________________________________________________________.
4. What was the first thing he did when he got to school
_____________________________________________________________.
5. What did everyone have to do when class started
__________________________________________________________.
6. What was Parrish looking forward to the most What does this tell us
_________________________________________________________.
Reading Strategies: Making connections
When you read, you can connect what you read with your own learning experiences and get a better understanding of the text.
Exercise 1 Read the story carefully. Then, complete the table below to show your understanding of what happened to Lily.
Lily stared at the math problem. It looked like a foreign language. She felt frustrated and wanted to quit. Then, she remembered how she learned to tie her shoes. It seemed impossible at first, but after many tries, she finally did it.
So, Lily took a deep breath. She broke the problem into small steps, just like with her shoelaces. She tried again, step by step. It worked! She solved it. Lily learned that staying calm and trying different ways can help you overcome challenges.
What you read (Based on the text)What was Lily’s problem ___________________________________________________.How did she feel at first ___________________________________________________.What memory did she have ___________________________________________________.What strategy did she use ___________________________________________________.What did she learn ___________________________________________________.
What you think of (Text-to-Self Connection)
Answer Keys:
What you read (Based on the Text)What was Lily’s problem The math problem was very difficult; it looked like a foreign language.How did she feel at first She felt frustrated and wanted to quit.What memory did she have She remembered learning to tie her shoes, which also seemed impossible at first.What strategy did she use She took a deep breath and broke the big problem into small steps.What did she learn She learned that staying calm and trying different ways can help you overcome challenges.
What you think of (Text-to-Self Connection)Text Topic: Facing a difficult challenge but not giving up.Your Connection: This reminds me of when I had to remember a great number of new English words.Detail from Text: “She broke the problem into small steps, just like with her shoelaces.”Experience of Yourself: It seemed impossible to remember them all at a time. So, I decided to learn ten of them each day until I knew them all. I felt proud when I finally mastered them.
Exercise 2 Read the story carefully. Then, complete the table below to show your understanding of what happened to Maria.
When Maria moved to a new school, everything felt strange and difficult. She couldn’t understand the lessons and felt lost. It reminded her of a book she read about a character who started a new school and felt the same way.
In the book, the character asked the teacher for extra help. Maria decided to do the same. She stayed after class and talked to her teacher. The teacher explained everything patiently. Soon, Maria felt more confident. She was glad she connected her situation to the story she read.
What you read (Based on the Text)What was Maria’s main challenge __________________________________________________.What did Maria do to solve her problem __________________________________________________.3. What was the result of Maria asking for help _________________________________________________.4. What kind of connection did Maria make __________________________________________________.
What you think of (Text-to-Self Connection)
Answer Key:
What you read (Based on the Text)What was Maria’s main challenge She moved to a new school, couldn’t understand the lessons and felt lost.What did Maria do to solve her problem She stayed class and talked to her teacher, just like the character in her book did.3. What was the result of Maria asking for help The teacher explained everything patiently, and Maria soon felt more confident.4. What kind of connection did Maria make A Text-to-Text connection.
What you think of (Text-to-Self Connection)Text Topic: Learning from a character in a story.Your Connection: This reminds me of the how I was encouraged by the main character in the book Robinson Cruse.Detail from Maria’s Text: “Maria decided to do the same. She stayed after class and talked to her teacher.”Experience of Yourself: When I first started to learn English, I felt lost and was afraid to make mistakes. Then I thought of how Robinson Crusoe worked hard and stayed positive though he was alone on that island. So I decided to do the same. I practiced English hard and felt more confident.