Unit 12 Lesson 3 Thinking Skills and Reading Strategies（教学设计）-2025-2026学年八年级英语下册（仁爱版）

Unit12TheWonderlandofLiterature

Lesson3ThinkingSkillsandReadingStrategies

I.Materialanalysis

内容解读：

ThinkingSkills为思维技能学习，内容为分析人物特质，即明确人物特质是

指人或角色内在的本质，可通过探究其言行，达成人物分析。首先，呈现思维技

能的定义和说明，阐释“人物特质”的内涵及“从言行洞察特质”的逻辑。其次,

学生借助图片、文字信息，初步掌握如何从行为推导人物特质。再次，学生阅读

文木，提取人物言行细节，填写人物特质表，巩固和内化“言行一特质”的分析

方法。最后，学生通过两两合作，基于前面梳理的言行，讨论卖火柴的小女孩的

特质，深化对人物的多维理解，同时锻炼其语言表达和合作交流能力。本部分共

有3个活动。

ReadingSlrategies为阅读策略学习，内容为引导学生依据阅读需求，合理选

用阅读策略。首先，通过“TheFoxandtheStork”的图片及示例，呈现“明确阅

读需求一匹配策略一运用策略理解”的完整流程，使学生初步认知策略选择逻辑。

其次，学生阅读文本，开展应用实践，尝试根据自身阅读目标（如理解生词、预

测情节等）选策略、用策略。最后，通过小组交流，复盘策略使用过程，巩固

依据阅读目标“选用阅读策略”的元认知能力，提升阅读理解能力。本部分共有

3个活动。

II.Teachingaims

通过本课的学习，学生能够：

1.运用分析人物行为与语言的思维技能，完成人物特质图表；

2.借助文本阅读与策略选择，提炼文学人物性格特质，提升文本解读与阅读策

略运用能力；

3.加深对文学作品中人物的理解与感悟，增强文学鉴赏力，激发阅读经典文学

作品的兴趣，同时掌握阅读策略选择方法，提升阅读效率。

III.Teachingprocedures

课时教学内容概述

本课时为思维技能和阅读策略的学习。

ThinkingSkills部分为分析人物特质的思维技能学习。Activity1为学习理解

类活动。通过观察图片、文本，填写人物特质图表，帮助学生提取人物行为和对

应的性格，初步掌握分析人物特质的方法；Activity2为应用实践类活动，学生

阅读文本，完成人物特质图表，巩固Activity1用学分析技能；Activity3为迁移

创新类活动，学生依据Activity2完成的图表，两两合作讨论卖火柴的小女孩的

人物特质，提升语言表达、信息整合、合作交流等能力，深化对文学人物的理解。

ReadingStrategies部分为选择阅读策略的阅读技能学习。Activity1为学习理

解类活动。观察图片，思考阅读需求，学习选择适配的阅读策略，初步掌握策略

选择与运用方法。Activity2为应用实践类活动。阅读文本，根据阅读目的，运

用恰当的策略回答问题，巩固阅读策略使用，提升文本理解深度。Activity3为

迁移创新类活动。小组合作，分享运用阅读策略理解文本的过程，强化对策略的

掌握，提升语言表达与策略移能力，助力高效阅读。

教学步骤学习活动效果评价

Step11.Readandunderstandthethinkingskillsof'Analyzing观察学生回答问题时

Lead-incharacters5traits,\“行为-性格特质”关

2.ObservethepictureinActivity1andtalkabout:联的理解，判断其对分

-WhatdoesXiaoYingdo?析人物性格特质思维

-Howcanweknowsheiscreative?的初步感知情况。

设计意图：借助简单示例，让学生初步掌握分析人物性格特质的基本方法，为后续深入学习

做铺垫。

Step21.Readthe(ext,analyze(hecharacter'straitchartand根据学生人物特质图

Reading&learnthethinkingskill.表填写情况及同伴分

Learning2.ReadthetextinActivity2again,completethe享的情况，判断其对思

character'straitchart,andcheckanswers.维测落的掌握程度。

3.Shareyouranswerswithyourpartners.

设计意图：通过文本阅读，让学生实践分析人物性格特质的方法，加深对文本和技能的掌握，

提升阅读与思维能力。

Step31.Workinpairs.根据学生小组分享表

DiscussingReadthetextagainanddiscussthelittlematchgirl\现，评价其对人物特质

&Sharingcharacter'straitsbasedonheractionsandwords.表这一思维技能的掌

2.Chooscsomegroupstosharetheirtalkinclass.握程度。

设计意图：通过小组合作与班级分享，让学生深化对“分析人物特质”技能的运用，在交流

中拓展思维视角，提升合作学习与表达能力，巩固思维技能掌握，学以致用。

Step4l.Lookatthepictureandlearnhowtochooseareading根据学生小组分享表

Readingstrategy.现，评价其对阅读策略

strategies2.Readthetextandanswerthequestions.Thenshare的掌握深度、思维拓展

answers.及合作能力，适时指

2.Groupwork：导。

-Sharehowyouusedreadingstrategiestounderstandthe

text.

-Discussifotherstrategiescouldhelpbelter,andwhy.

3.Choosesomegroupstosharetheirtalkinclass.

设计意图：引导学生在文本阅读中基于阅读目标运用恰当的阅读策略，提升阅读效率与理解

深度，培养运用策略阅读的习惯，助力高效阅读。

IV.Blackboard-writingdesign

Unit12TheWonderlandofLiterature

Lesson3ThinkingSkillsandReadingStrategy

ThinkingSkill:Analyzingcharacters,traits

Analyzingcharacters*traitsmeansfiguringoutthequalitiesorpersonalityofa

characterinastory.

ReadingStrategies:Choosingreadingstrategies

Skimming,Scanning&MakingaConclusion,MakingInferences,AskingQuestions,

MakingConclusions,MonitoringandClarify

V.Teachingmaterials

ThinkingSkill:Analyzingcharacters9traits

Exercise1Readthetextandcompletethetasks.

TheFox

“Soplease,becomespecialtome!”theFoxsaid."Icannotplaywithyou,“the

littleprincereplied."Wearenotspecialtoeachother.”"Thatdoesn'tmatter,the

Foxsaid."Youcanbecomespecialtome."TheFoxcontinued,“Mylifeisdull.I

huntchickens;menhuntme.Allchickensarejustalike,andallmenarejustalike.So,

Igetalittlebored.Butifyoubecomespecialtome,mylifewillbefilledwith

sunshine.Ishallknowthesoundofyourfootsteps（足迹）,differentfromallthe

others.Yourfootstepswillcallmeoutofmyhole,likemusic."Thelittleprince

thoughtforamoment."WhatmustIdo?"heasked.

1.Character:

2.Whatdidthecharacterdo?

3.Whatwasthecharacterlike?

TheFoxis.

Answerkey:

1.Character:TheFox

2.Whatthecharacterdoes?

•Heaskedthelittleprincetoplaywithhim.

•Heexplainedthathiscurrentlifeisboring.

•Hebelievedthatlittleprincecouldmakehislifewonderfulandmeaningful.

•Hesucceededinachievinghisgoaltobuildauniquerelationship.

3.Whatthecharacterislike?

TheFoxisLonelyandHopefulFox.

Exercise3Readthetextandcompletethetasks.

Suddenly,VerucaSaltscreamed（尖叫）,“Iwantasquirrel（松鼠）！Iwantoneofthose

goldensquirrels!Daddy,Imusthaveone!"Mr.Saltreplied,uVerywell,mypet,ina

moment.Tilgetyouonesoon.”“ButIwantit〃。切“Verucashouted.Then,she

rushedforwardtograbasquirrelforherself.Butthesquirrels,allworkinginperfect

harmony,turnedonher.Theythoughtshewasabadnut!Twosquirrelskickedher

frombehind.Otherspushedhertowardthegreatgarbagechute(垃圾槽).Witha

terrifiedshriek(尖叫)，shedisappeareddownthehole.uVeruca!,,screamedMrs.Salt.

“Mylittletreasureisgone!”

QuestionYourAnswer(Useevidencefrom

thetext!)

Whoisthecharacter

youareanalyzing?

Whatdidthe

characterdo?(List

3-4actionsfromthe

text)

Whatwasthe

characterlike?

AnswerKey：

QuestionYourAnswer(Useevidencefromthetext!)

Whoisthecharacteryou

VerucaSalt

areanalyzing?

Whatdidthecharacter1.Shescreamed,wantasquirrel!

do?(List3-4actionsfrom

2.Sheshouted,“ButIwantitnowl”

thetext)

3.Sherushedforwardtograbasquirrelfor

herself.

Whatwasthecharacter

Shewasanoisy,impoliteandselfishgirl.

like?

ReadingStrategies:Choosingreadingstrategies

TheMonkey'sPaw

Exercise1Readthetextandcompletethetasks.

Afamilygetsamagical,butdangerous,monkey'spaw（爪子）fromafriend.Itcan

grant（实现）threewishesofthem.Thefriendwarns（警告）themthatitmaybrings

trouble.Thefamilydon'tlisten.Theywishfbrmoney.Thenextday,theygetmoney

becausetheirsondiesinafactoryaccident.Themother,crazywithsadness,forces

thefathertowishfortheirsontocomebacktolife.Later,theyhearaterrifyingknock

onthedoor.Thefathermakesafinalwish.Theknockingstops.Theyaresafe,but

theyhavelosttheirsonforever.

1.Whatisthemainprobleminthestory?（Skimming）

2.Howmanywishesdoesthepawgrant?（Scanning）

3.Whydidthefathermakethethirdwish?Usestorydetails.（Makingaconclusions）

AnswerKey

I.Themainproblemisthatthemonkey'spawgrantswishesinaterrible,tragicway.

2.Itgrantsthreewishes.

3.Hemadethethirdwishbecausehewasterrifiedofwhatwasatthedoor.Heknew

itwouldn'tbehissonashewasbefore,sohewisheditaway.

Exercise2Readthetextandcompletethetasks.

TheSecretGarden

ReadingStrategies:MakingInferences&AskingQuestions

MaryLennoxisalonely,spoiled（惯坏的）girlsenttoliveinabig,lonelyhousein

England.Shediscoversahiddengardenthathasbeenlockedfortenyears.She

secretlystartsworkingtobringthegardenbacktolife.Shealsofindshersickcousin,

Colin,whoneverleaveshisroom.SheandafriendtakeColintothegarden.Asthe

gardengrowsbeautifulagain,Marybecomeskinderandhappier.Colinalsogets

strongerandlearnstowalk.

1.HowdoesworkinginthegardenchangeMary?(Makinginference)

2.WhatisonequestionyouhaveaboutColinbeforehemetMary?(Asking

questions)

AnswerKey:

1.Itmakesherlessspoiledandlonely.Shebecomeshappierandkinderbecauseshe

hasapurposeandfriends.

2.WhydidColinkeephiddeninhisroom?/Didheevertrytogooutsidebefore?

Exercise3Readthetextandcompletethetasks.

JourneytotheWest

ReadingStrategies:Makingconnections&Makinginferences

TheMonkeyKing,SunWukong,isbornfromastone.Helearnspowerfulmagicand

becomesverystrong.Hecanfightarmiesofgods!Butheisalsoproudandcauses

troubleinHeaven.Aspunishment,theBuddhatrapshimunderamountainfor500

years.HeisfinallyfreedtoprotectTangSanzangonalongjourney.TheMonkey

Kingisagreatfighter,buthemustlearntobehumble(谦虚的)andusehispowers

forgood.

1.DoestheMonkeyKingremindyouofacharacterfromanotherstory(book,movie,

orcomic)?Howaretheysimilar?(Makingconnection)

2.WhatlessondoyouthinktheMonkeyKinglearned?(Makinginference)

AnswerKey

I.Heremindsmeofthegiantfrom“JackandtheBeanstalk"becausehewasalso

verystrongandproud,butsomeonesmallerandcleverertaughthimalesson.

2.Helearnedthathavinggreatpowerisnotenough;youmustalsobehumbleanduse

itresponsibly.

Exercise4Readthetextandcompletethetasks.

DellaandJimareayoung,poorcouplewholoveeachotherverymuch.For

Christmas,Dellawants