Unit 9 Lesson 3 Thinking Skills and Reading Strategies教学设计（表格式）-2025-2026学年8年级英语下册（仁爱版）
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| 名称 | Unit 9 Lesson 3 Thinking Skills and Reading Strategies教学设计（表格式）-2025-2026学年8年级英语下册（仁爱版） |
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| 更新时间 | 2026-02-28 00:00:00 | ||
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Unit 9 Forces of Nature
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
内容解读：
Thinking Skills为思维技能的学习，内容为理解因果关系，即明确事件发生的原因和产生的结果。第一步，学生通过阅读对因果关系的说明，知晓该思维技能的含义，借助看图及阅读对应文本，学习理解如何识别和梳理因果关系，此为学习理解类活动。第二步，学生阅读关于洪水的文本，根据文本内容完成因果关系图的填写，此为应用实践类活动。第三步，学生在完成前两个活动基础上，两人一组，复述洪水灾害的因果关系，开展语言交际，此为迁移创新类活动。本部分共有3个活动。
Reading Strategies为阅读策略的学习，内容为通过提问来深化对文本的理解。第一步，学生了解提问策略，初步知晓可在阅读前、中、后提问，以及用who、what等疑问词或用yes/no形式提问的方法，并借助看图与阅读对应的提问范例，学习如何自我提问，这是阅读策略的学习理解类活动。第二步，学生阅读文本，进行自我提问并二次阅读寻找答案，开展提问策略的应用实践活动。第三步，学生两人一组，基于文本互相提问并作答，实现迁移创新。本部分共有3个活动。
II. Teaching aims
通过本课的学习，学生能够：
运用因果分析的思维技能，完成因果关系图，了解洪水带来的巨大影响，理解事件逻辑。
结合文本与生活实际，运用因果分析思维，口头梳理洪水影响，提升语言组织与逻辑表达能力；
运用提问的阅读策略，深入探究台风相关文本，获取细节信息。
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部分的内容为因果分析思维技能的学习。Activity 1为学习理解类活动。通过呈现强风毁伞、暴雨引发洪水的图片，引导学生观察、分析，完成图表填空，学习如何进行因果分析。Activity 2为应用实践类活动。学生阅读关于洪水的文本，梳理洪水导致的多种结果，填写因果关系图，巩固思维技能的应用。Activity 3为迁移创新类活动。学生基于 Activity 2的文本，结对交流洪水带来的影响，将因果分析思维融入口语表达，实现知识迁移，锻炼语言组织能力。Reading Strategies部分为“提问”阅读策略的学习，即通过自主设问加深对文本的理解。Activity 1依托台风预警图片，示范读前、读中如何针对文本信息进行提问，让学生学习提问步骤与角度。Activity 2要求学生阅读文本，针对文本的不同部分展开自主提问，实操运用提问策略，强化对文本的深度思考。Activity 3要求学生再次阅读文本后，结对互问更多问题并解答，拓宽提问的广度与深度，进行迁移创新活动。
教学步骤 学习活动 效果评价
Step 1Lead-in Observe the pictures in Activity 1 and answer the questions: What can you see in the pictures What are the natural disasters 观察学生回答问题的表现，判断其提取图片信息的能力。
设计意图：引导学生观察图片，通过图片获取关键信息，预测并讨论图中自然灾害的类型及可能导致的结果，为接下来的学习做好铺垫。
Step 2Reading&Learning Read the sentences beside the pictures in Activity 1 and check the prediction.Complete the cause-and-effect chart. Then check the answers. Read the text in Activity 2, analyze the cause and effects and finish the chart. Then check the answers. 观察学生因果分析图的完成情况, 判断其对因果分析这一思维技能的掌握情况。
设计意图：引导学生运用因果分析的技能，绘制洪水的因果关系图，为后续复述洪水导致的各种影响做好铺垫。
Step 3Talking Work in pairs. Talk about the effects of big floods based on Activity 2.Work in pairs. Use the cause-and-effect chart to analyze another natural disaster and talk about the effects. 观察学生复述时的表现，必要时给予指导和反馈。观察学生利用因果关系图分析其他自然灾害前因后果时的表现，判断其对该技能的运用情况。
设计意图：引导学生运用因果分析的技能，结合实际生活并整合运用相关语言描述其他自然灾害的前因后果，学以致用。
Step 4Reading strategies Read the explanation about asking questions.Look at the picture in Activity 1 and learn how to ask yourself questions.Read the text in Activity 2, ask yourself questions, and then read it again to find the answers. 根据学生在读前、读中提出的问题及分享的答案，判断其是否能够借助提问策略加深对文本的理解，必要时给予指导。
设计意图：通过学习提问策略的定义及范例，并将该策略运用到实践中，培养学生阅读的能力，并激发学生的阅读兴趣，提高学生的阅读技能。
Step 4Applying Work in pairs. Read the text in Activity 2 again. Ask each other more questions and then answer the questions. 观察学生提出的问题及分享的答案，判断其对该阅读策略的运用情况，必要时给予指导。
设计意图：在文本中再次运用提问的阅读策略，通过两两合作交流问题和答案，深入理解文本，探究文本的主题意义，巩固所学，实现知识迁移，学以致用。
IV. Blackboard-writing design
Unit 9 Forces of NatureLesson 3 Thinking Skills and Reading StrategyThinking Skill: Understanding cause and EffectThe cause is why something happens, and the effect is what happens.Reading Strategy: Asking QuestionsAsking questions is the act of putting forward a request for information or answers.
V. Teaching materials
Thinking Skills: Understanding cause and effect
The cause is why something happens, and the effect is what happens.
Exercise 1 Read the text and then complete the table.
Heavy rain for many days is a common cause of floods. When too much rain falls, the ground cannot take in it all, and rivers overflow. This too much water can destroy houses, roads, and farms. It can also sweep away cars and people. To stay safe, it is important to move to higher ground immediately if a flood warning is given. Never walk or drive through floodwater, as it can be deeper and faster than it looks. Knowing the causes and effects helps us make safe choices.
Number Cause Effect
1 Rivers overflow.
2 Rivers overflow.
3 A flood warning is given.
4 It can be deeper and faster than it looks.
Answer Key:
Number Cause Effect
1 Too much rain falls but the ground cannot take in it all. Rivers overflow.
2 Rivers overflow. Houses, roads, and farms can be destroyed. (Cars and people can be swept away.)
3 A flood warning is given. People should move to higher ground immediately.
4 The floodwater can be deeper and faster than it looks. Never walk or drive through floodwater.
Reading Strategies: Asking questions
Exercise 1 Read at the title and the text below. Then complete the table.
Wildfire Safety and Community Help
Wildfires have become a big problem in many dry areas. These fires have destroyed many forests and homes. But communities are working together to help. Firefighters have worked day and night to stop the fires. Volunteers have brought food and water to people who had to leave their homes. To prevent wildfires, remember: never leave a campfire burning, and be careful with anything that can create a spark(火花). Small actions can save our nature.
Numbers Your Thinking Process Your Question
1 You see: the title says “Community Help”.
You read: volunteers
So you may wonder： What can volunteers do to help
2 You see: the title is about “Safety”.
You read: These fires have destroyed homes. So you may wonder: ______________________
3 You read: … be careful with anything that can create a spark. So you may wonder: _____________________
4 You read: “Small actions can save our nature”. So you may wonder: _____________________
Answer Key: (答案不唯一)
Numbers Your Thinking Process Your Question
1 You see: the title says “Community Help”.
You read: volunteers So you may wonder：What other things can volunteers do to help
2 You see: the title is about “Safety”.
You read: fires have destroyed homes.
So you may wonder：How can people stay safe if a wildfire is near their home
3 You read: we must “be careful with anything that can create a spark”.
_ So you may wonder：What kind of things can create a spark
4 You read: “small actions can save our nature”.
So you may wonder：What else can we do to prevent wildfires
Exercise 2 Read at the title and the text below. Then complete the table.
Learning from the Flood
Our town experienced a serious flood this year. Heavy rain caused the river to rise and overflow. Many streets and houses were under water. However, this disaster also brought people closer. Neighbors shared their dry homes and clean food with each other. Now, our town has built stronger walls along the river. We have also learned to move important things to a higher place before the rainy season starts.
Numbers Your Thinking Process Your Question
1 You see: the title “Learning from the Flood”.
You read: our town experienced a serious flood this year. So you may wonder: What did they learn from the flood
2 You see: the title mentions a “Flood”.
You read: Heavy rain caused the river to rise and overflow.ood So you may wonder: __________________________________________
3 You read: However, this disaster also brought people closer.
Neighbors shared their dry homes and clean food. So you may wonder: __________________________________________
4 You read: … move important things to a higher place before the rainy season starts. So you may wonder: __________________________________________
Answer Key (答案不唯一)
Numbers Your Thinking Process Your Question
1 You see: the title “Learning from the Flood”.
You read: Our town experienced a serious flood this years. So you may wonder: What did they learn from the flood
2 You see: the title mentions a “Flood”.
You read: Heavy rain caused the river to rise and overflow.
ood So you may wonder: What are the other causes of a flood
3 You read: However disaster also brought people closer.
You read: Neighbors shared their dry homes and clean food. So you may wonder: In what other ways did people help each other
4 You read: … move important things to a higher place before the rainy season starts. So you may wonder: What kind of important things should we move
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
内容解读：
Thinking Skills为思维技能的学习，内容为理解因果关系，即明确事件发生的原因和产生的结果。第一步，学生通过阅读对因果关系的说明，知晓该思维技能的含义，借助看图及阅读对应文本，学习理解如何识别和梳理因果关系，此为学习理解类活动。第二步，学生阅读关于洪水的文本，根据文本内容完成因果关系图的填写，此为应用实践类活动。第三步，学生在完成前两个活动基础上，两人一组，复述洪水灾害的因果关系，开展语言交际，此为迁移创新类活动。本部分共有3个活动。
Reading Strategies为阅读策略的学习，内容为通过提问来深化对文本的理解。第一步，学生了解提问策略，初步知晓可在阅读前、中、后提问，以及用who、what等疑问词或用yes/no形式提问的方法，并借助看图与阅读对应的提问范例，学习如何自我提问，这是阅读策略的学习理解类活动。第二步，学生阅读文本，进行自我提问并二次阅读寻找答案，开展提问策略的应用实践活动。第三步，学生两人一组，基于文本互相提问并作答，实现迁移创新。本部分共有3个活动。
II. Teaching aims
通过本课的学习，学生能够：
运用因果分析的思维技能，完成因果关系图，了解洪水带来的巨大影响，理解事件逻辑。
结合文本与生活实际，运用因果分析思维，口头梳理洪水影响，提升语言组织与逻辑表达能力；
运用提问的阅读策略，深入探究台风相关文本，获取细节信息。
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部分的内容为因果分析思维技能的学习。Activity 1为学习理解类活动。通过呈现强风毁伞、暴雨引发洪水的图片，引导学生观察、分析，完成图表填空，学习如何进行因果分析。Activity 2为应用实践类活动。学生阅读关于洪水的文本，梳理洪水导致的多种结果，填写因果关系图，巩固思维技能的应用。Activity 3为迁移创新类活动。学生基于 Activity 2的文本，结对交流洪水带来的影响，将因果分析思维融入口语表达，实现知识迁移，锻炼语言组织能力。Reading Strategies部分为“提问”阅读策略的学习，即通过自主设问加深对文本的理解。Activity 1依托台风预警图片，示范读前、读中如何针对文本信息进行提问，让学生学习提问步骤与角度。Activity 2要求学生阅读文本，针对文本的不同部分展开自主提问，实操运用提问策略，强化对文本的深度思考。Activity 3要求学生再次阅读文本后，结对互问更多问题并解答，拓宽提问的广度与深度，进行迁移创新活动。
教学步骤 学习活动 效果评价
Step 1Lead-in Observe the pictures in Activity 1 and answer the questions: What can you see in the pictures What are the natural disasters 观察学生回答问题的表现，判断其提取图片信息的能力。
设计意图：引导学生观察图片，通过图片获取关键信息，预测并讨论图中自然灾害的类型及可能导致的结果，为接下来的学习做好铺垫。
Step 2Reading&Learning Read the sentences beside the pictures in Activity 1 and check the prediction.Complete the cause-and-effect chart. Then check the answers. Read the text in Activity 2, analyze the cause and effects and finish the chart. Then check the answers. 观察学生因果分析图的完成情况, 判断其对因果分析这一思维技能的掌握情况。
设计意图：引导学生运用因果分析的技能，绘制洪水的因果关系图，为后续复述洪水导致的各种影响做好铺垫。
Step 3Talking Work in pairs. Talk about the effects of big floods based on Activity 2.Work in pairs. Use the cause-and-effect chart to analyze another natural disaster and talk about the effects. 观察学生复述时的表现，必要时给予指导和反馈。观察学生利用因果关系图分析其他自然灾害前因后果时的表现，判断其对该技能的运用情况。
设计意图：引导学生运用因果分析的技能，结合实际生活并整合运用相关语言描述其他自然灾害的前因后果，学以致用。
Step 4Reading strategies Read the explanation about asking questions.Look at the picture in Activity 1 and learn how to ask yourself questions.Read the text in Activity 2, ask yourself questions, and then read it again to find the answers. 根据学生在读前、读中提出的问题及分享的答案，判断其是否能够借助提问策略加深对文本的理解，必要时给予指导。
设计意图：通过学习提问策略的定义及范例，并将该策略运用到实践中，培养学生阅读的能力，并激发学生的阅读兴趣，提高学生的阅读技能。
Step 4Applying Work in pairs. Read the text in Activity 2 again. Ask each other more questions and then answer the questions. 观察学生提出的问题及分享的答案，判断其对该阅读策略的运用情况，必要时给予指导。
设计意图：在文本中再次运用提问的阅读策略，通过两两合作交流问题和答案，深入理解文本，探究文本的主题意义，巩固所学，实现知识迁移，学以致用。
IV. Blackboard-writing design
Unit 9 Forces of NatureLesson 3 Thinking Skills and Reading StrategyThinking Skill: Understanding cause and EffectThe cause is why something happens, and the effect is what happens.Reading Strategy: Asking QuestionsAsking questions is the act of putting forward a request for information or answers.
V. Teaching materials
Thinking Skills: Understanding cause and effect
The cause is why something happens, and the effect is what happens.
Exercise 1 Read the text and then complete the table.
Heavy rain for many days is a common cause of floods. When too much rain falls, the ground cannot take in it all, and rivers overflow. This too much water can destroy houses, roads, and farms. It can also sweep away cars and people. To stay safe, it is important to move to higher ground immediately if a flood warning is given. Never walk or drive through floodwater, as it can be deeper and faster than it looks. Knowing the causes and effects helps us make safe choices.
Number Cause Effect
1 Rivers overflow.
2 Rivers overflow.
3 A flood warning is given.
4 It can be deeper and faster than it looks.
Answer Key:
Number Cause Effect
1 Too much rain falls but the ground cannot take in it all. Rivers overflow.
2 Rivers overflow. Houses, roads, and farms can be destroyed. (Cars and people can be swept away.)
3 A flood warning is given. People should move to higher ground immediately.
4 The floodwater can be deeper and faster than it looks. Never walk or drive through floodwater.
Reading Strategies: Asking questions
Exercise 1 Read at the title and the text below. Then complete the table.
Wildfire Safety and Community Help
Wildfires have become a big problem in many dry areas. These fires have destroyed many forests and homes. But communities are working together to help. Firefighters have worked day and night to stop the fires. Volunteers have brought food and water to people who had to leave their homes. To prevent wildfires, remember: never leave a campfire burning, and be careful with anything that can create a spark(火花). Small actions can save our nature.
Numbers Your Thinking Process Your Question
1 You see: the title says “Community Help”.
You read: volunteers
So you may wonder： What can volunteers do to help
2 You see: the title is about “Safety”.
You read: These fires have destroyed homes. So you may wonder: ______________________
3 You read: … be careful with anything that can create a spark. So you may wonder: _____________________
4 You read: “Small actions can save our nature”. So you may wonder: _____________________
Answer Key: (答案不唯一)
Numbers Your Thinking Process Your Question
1 You see: the title says “Community Help”.
You read: volunteers So you may wonder：What other things can volunteers do to help
2 You see: the title is about “Safety”.
You read: fires have destroyed homes.
So you may wonder：How can people stay safe if a wildfire is near their home
3 You read: we must “be careful with anything that can create a spark”.
_ So you may wonder：What kind of things can create a spark
4 You read: “small actions can save our nature”.
So you may wonder：What else can we do to prevent wildfires
Exercise 2 Read at the title and the text below. Then complete the table.
Learning from the Flood
Our town experienced a serious flood this year. Heavy rain caused the river to rise and overflow. Many streets and houses were under water. However, this disaster also brought people closer. Neighbors shared their dry homes and clean food with each other. Now, our town has built stronger walls along the river. We have also learned to move important things to a higher place before the rainy season starts.
Numbers Your Thinking Process Your Question
1 You see: the title “Learning from the Flood”.
You read: our town experienced a serious flood this year. So you may wonder: What did they learn from the flood
2 You see: the title mentions a “Flood”.
You read: Heavy rain caused the river to rise and overflow.ood So you may wonder: __________________________________________
3 You read: However, this disaster also brought people closer.
Neighbors shared their dry homes and clean food. So you may wonder: __________________________________________
4 You read: … move important things to a higher place before the rainy season starts. So you may wonder: __________________________________________
Answer Key (答案不唯一)
Numbers Your Thinking Process Your Question
1 You see: the title “Learning from the Flood”.
You read: Our town experienced a serious flood this years. So you may wonder: What did they learn from the flood
2 You see: the title mentions a “Flood”.
You read: Heavy rain caused the river to rise and overflow.
ood So you may wonder: What are the other causes of a flood
3 You read: However disaster also brought people closer.
You read: Neighbors shared their dry homes and clean food. So you may wonder: In what other ways did people help each other
4 You read: … move important things to a higher place before the rainy season starts. So you may wonder: What kind of important things should we move
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