初中英语仁爱科普版（2024）八年级下册（2024）Thinking Skills表格教学设计

这是一份初中英语仁爱科普版（2024）八年级下册（2024）Thinking Skills表格教学设计，共12页。
= 1 \* ROMAN \* MERGEFORMAT I. Material analysis
内容解读：
Thinking Skills为思维技能学习，重点训练学生理解人物动机的能力。首先是思维技能的学习理解活动，学生通过阅读学习人物动机的说明，了解相关概念。其次，学生借助图片、文本和人物动机图表，观察并理解人物行为与动机的逻辑关系，动机如何反映人物的想法和情感。再次，学生阅读文本，识别介绍功夫俱乐部相关内容的语篇中的人物动机，完成人物动机图表的填写，进一步巩固所学技能。最后，学生尝试谈论自己喜爱的中华文化相关内容，并与同伴分享自己的动机，将思维技能与实际语言运用相结合。本部分共有3个活动。
Reading Strategies为阅读策略的学习，重点培养学生监控与澄清阅读策略的能力，即在阅读时若遇到不理解的内容，可通过回读寻找线索，也可借助图片或继续阅读下文等方式来查询线索。首先，学生通过阅读材料，了解监控与澄清阅读策略的定义及其具体步骤，初步掌握如何在阅读中运用这一策略。其次，学生阅读文本，针对不理解之处运用监控与澄清策略，为后续活动做好准备。最后，学生通过结对活动再次阅读文本，圈出不理解内容并向同伴阐述理解过程，运用监控与澄清策略加深对文本内容的理解，提升阅读理解能力，同时培养自主阅读和解决问题的能力。本部分共有3个活动。
= 2 \* ROMAN \* MERGEFORMAT II. Teaching aims
通过本课的学习，学生能够：
运用辨识人物动机的思维技能，梳理文本中人物行为背后的原因；
运用监控与澄清阅读策略，在阅读过程中及时发现并解决疑惑，提升阅读理解能力；
拓宽文化视野，加深对中华文化的理解，培养对中华文化的热爱之情；
能运用所学技能和策略进行简单的交流和表达，分享自己对中华文化的喜好及动机。
= 3 \* ROMAN \* MERGEFORMAT III. Teaching prcedures
= 4 \* ROMAN \* MERGEFORMAT IV. Blackbard-writing design
V. Teaching materials
Thinking Skills: Understanding characters’ mtives
Exercise 1 Read the stry and cmplete the table belw.
Lin was excited. His schl’s Lin Dance team needed a new drummer(鼓手). Lin practiced hard every day. He was strng and culd beat the drum very ludly. He believed he was the best chice.
During the tryut（面试）, Lin played the drum with all his pwer. The sund was thunderus（雷鸣般的）. He felt prud. But after, his teacher, Mr. Chen, shk his head gently. “Lin, yur pwer is gd,” he said. “But the drum is the heart f the lin. It must tell a stry. Watch Mei.”
Mei was a quiet girl. When she played, her beats were nt just lud. They were sft, then fast, then strng. She made the drum speak. Lin was cnfused. Why wasn’t pwer enugh?
Later, Mr. Chen explained, “The lin isn’t just a mnster. It is a creature f jy and spirit. The drummer must shw its feelings.” Lin finally understd. Mr. Chen didn’t want the ludest drummer; he wanted the ne wh culd understand and express the lin’s sul（灵魂）.
Answer Key:
Exercise 2 Read the text and answer the questins.
Mei’s grandfather was a master f playing the erhu, a tw-stringed Chinese vilin. He tried t teach Mei, but she fund it bring. The screechy( 声音尖锐的) sunds hurt her ears, and practicing felt like a chre. She preferred listening t pp music n her phne.
One rainy afternn, her grandfather played a meldy（旋律） that sunded very sad. He explained it was a sng frm his childhd village, but it n lnger existed. Mei suddenly understd his mtive: he wasn’t just teaching her an instrument; he was trying t pass n a piece f their family’s histry and his mst cherished（珍藏的） memries befre they were frgtten. He was afraid his wrld wuld disappear frever.
With this new understanding, Mei picked up the bw(琴弓) again. This time, she wasn’t just practicing ntes（音符）; she was learning t listen t her grandfather’s stry.
1. Why did Mei find it bring t learn the erhu at first?
__________________________________________________.
2. What was grandfather’s real mtive fr wanting t teach Mei?
__________________________________________________.
3. What caused Mei t change her mind abut learning the erhu?
__________________________________________________.
Answers Key:
1. She thught the erhu sunded screechy and practicing it felt like a chre, and she preferred mdern pp music.
2. His real mtive was t pass n a piece f their family’s histry and his mst cherished memries.
3. She changed her mind when she understd that her grandfather was trying t pass n his memries, nt just t teach her an instrument.
Exercise 3 Read the text and answer the questins.
Le hated the idea f tea. It smelled like ld leaves and lked like dirty water. His grandmther, hwever, drank a cup every afternn. One rainy Saturday, feeling bred, Le finally asked, “Grandma, why d yu drink that?”
She pured him a small cup f green tea. “Just try it,” she said. T answer his wn questin, Le tried the tea. The first sip（一小口） was ht and bitter. He almst spat（吐出） it ut. But then, a small sweetness was still there in his muth. He felt surprisingly calm and warm inside. Le then understd his grandmther. It wasn’t abut the taste. She drank tea fr the inner peace it gave her. After feeling stressed abut exams, Le nw had the same feeling with her.
1. Why did Le decide t try the tea?
___________________________________________________.
2. Why did grandma ffer Le the tea instead f just answering his questin?
___________________________________________________.
3. Why did grandma drink a cup f tea every day?
___________________________________________________.
Key Answer:
1. Because he wanted t see why his grandmther liked drinking tea.
2. Because she wanted Le t experience the feeling f calmness by himself.
3.Because she wanted t find peace and relaxatin in her day.
Reading strategies: Mnitring and clarifying
Exercise 1 Read the text and cmplete the task.
The Silent Chess Game
Ben was lsing anther game f Chinese chess t his cusin. “I dn’t get it,” he thught, feeling upset. “I can see all his mves, but he still wins.” He realized he was nly watching his cusin’s pieces, nt thinking abut his strategy.
T clarify, Ben asked, “Hw d yu always knw what I’m ging t d?” His cusin smiled. “I watch yur eyes. Yu lk at the piece yu want t mve. That tells me yur plan.”
Nw Ben understd. The real game wasn’t just abut the pieces n the bard; it was abut hiding his thughts. He learned that in chess and in life, smetimes what yu dn’t shw is as imprtant as what yu d.
Answers Key:
Exercise 2 Read the text and cmplete the task.
The Empty Space
Emma was helping her grandfather hang a traditinal Chinese painting in their living rm.“Why are we leaving s much empty wall space arund it?”she wndered, and didn’t find any prper reasn by herself . “It lks ... unfinished.” Then, she asked her grandfather. He explained, “In Chinese art, the empty space isn’t really empty. It’s called 'liú bái' - staying white. It gives the painting rm t breathe and lets yur imaginatin fill in the rest.”
Nw Emma understd. The emptiness had a purpse -- it was part f the art itself. Just like the quiet mments between cnversatins with friends, the space arund the painting made what was there mre meaningful and beautiful.
Answer Key:
Exercise 3 Read the text and cmplete the task.
Le was practicing Chinese calligraphy fr a schl prject. His brush strkes lked shaky and uneven. “I’m pressing t hard," he thught, nticing his tight hand. “But when I press lightly, the characters lk faint.”
T understand better, he watched his teacher shw him hw. “The brush shuld dance,” she said. “Dn’t fight the paper. Let the ink flw like water. Dn’t push like a fist.” She shwed him hw t hld the brush lsely and mve it by his shulder, nt his hand.
Nw Le understd. Calligraphy wasn't abut frcing the ink nt the paper; it was abut guiding it with easy cntrl. It was like making a new friend - trying t hard pushes peple away, but being yurself helps friendship grw.
Answer Key:
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 部分为理解人物动机思维技能的学习。Activity 1 为学习理解活动。通过观察图片、阅读句子并填写人物动机图表，帮助学生初步掌握理解人物动机的思维技能。Activity 2 为应用实践活动。学生阅读文本内容，完成人物动机图表，巩固和内化 Activity 1 中所学技能。Activity 3 为迁移创新活动。学生以两人一组的形式，谈论自己对中华文化的喜好并分享相关动机，提升语言表达、信息整合、合作交流等方面的能力。
Reading Strategies 部分为监控与澄清阅读策略的学习。Activity 1 引导学生学习如何在阅读中进行监控与澄清，通过示例了解相关方法。Activity 2 和 Activity 3 为应用实践活动。要求学生运用监控与澄清阅读策略，阅读关于旗袍的文本，加深对旗袍这一中华文化元素的理解。
教学流程图
Read and understand the thinking skill f understanding characters’ mtives
Pair wrk: Talk abut Chinese culture and share mtives
Thinking skill:
Understanding characters’ mtives
Read the text and cmplete the characters’ mtive chart
Read and understand the strategy f mnitring and clarifying
Read the text t practice the reading strategy
Reading strategy:
Mnitring and clarifying
Read and fllw the steps t mnitr and clarify
教学步骤
学习活动
效果评价
Step 1
Lead-in
1. Read and understand the thinking skill f understanding characters’ mtives.
2. Observe the pictures in Activity 1 and answer the questin:
*What is Mr. Zhang’s mtive fr traveling?
*What is the mtive f peple in Chinatwn fr perfrming lin dances?
根据学生回答问题的表现，判断其对人物动机的理解能力。
设计意图：引导学生通过观察图片和阅读句子，初步接触人物动机的概念，为接下来的学习做好铺垫。
Step 2
Reading &
Learning
Read the text in Activity 1, study the character’s mtive chart, and learn the thinking skill.
Read the text in Activity 2, cmplete the character’s mtive chart. Then check the answers.
Retell the text based n the chart.
根据学生完成人物动机图表的情况，判断其对理解人物动机思维技能的掌握情况。
设计意图： 引导学生使用理解人物动机的技能来分析文本中人物的行为和原因，为在现实生活情境中应用所学知识打下基础。
Step 3
Discussing &
Sharing
Wrk in pairs.
Talk abut what yu like abut Chinese culture and share yur mtives with yur partner.
Share in class.
根据学生在交流中的表现，判断其对人物动机思维技能的运用情况，必要时给与指导和反馈。
设计意图：引导学生利用理解人物动机的思维技能，分享自己对中华文化的喜好及动机，提升语言表达和文化认知能力。
Step 4
Reading strategies
Read and understand the strategy f mnitring and clarifying.
Read the text and learn hw t mnitr and clarify.
Practice.
Read the text in Activity 2 and practice the strategy f mnitring and clarifying.
Cmplete the sentences.
Share the steps with the partner.
4. Wrk in pairs.
(1) Read the text again and circle what yu dn’t understand.
(2) Tell yur partner hw yu get t understand them.
观察学生在阅读和交流中的表现，判断其对监控与澄清阅读策略的掌握情况，必要时给予指导和反馈。
根据学生在交流中的表现，判断其对监控与澄清阅读策略的运用能力，必要时给予指导。
设计意图：通过运用监控与澄清阅读策略，引导学生在阅读过程中及时解决疑惑，加深对文本的理解，提升学生的自主阅读能力。与此同时，增进对中华文化元素的理解，培养学生的文化素养和跨文化交际意识。
Unit 11 Fantastic Chinese Culture
Lessn 3 Thinking Skills and Reading Strategy
Thinking Skill: Understanding characters’ mtives
Understanding characters’ mtives means figuring ut why a character in a stry des smething.
Reading strategy: Mnitring and clarifying
Mnitring and clarifying means yu need t check if yu understand the text when yu are reading.
Character’s Actin
Character’s Mtive
Lin practiced playing the drum hard every day.
Lin played the drum very ludly at the tryut.
Mr. Chen asked Lin t watch Mei.
Lin was cnfused after seeing
Mei play.
Character’s Actin
Character’s Mtive
Lin practiced playing the drum hard every day.
He really wanted t becme the new drummer fr the Lin Dance team.
Lin played the drum very ludly at the tryut.
He believed that a gd drummer shuld be strng and beat the drum ludly.
Mr. Chen asked Lin t watch Mei.
He wanted Lin t learn that playing the drum was abut shwing feelings and telling stry, nt just pwer.
Lin was cnfused after seeing
Mei play.
He did nt understand why pwer was nt enugh, and he started t questin his wn idea.
T Mnitr
1. What was Ben’s prblem in the chess game?
2. What did Ben think f the game at first?
T Clarify
1. What questin did Ben ask t understand better?
2. What was the secret his cusin shared?
Nw Yu Understand
1. What did Ben learn abut the real strategy f chess?
2. Hw can this lessn apply t ther situatins in life?
T Mnitr
1. He kept lsing even thugh he culd see all the mves.
2. He thught seeing the pieces was enugh t win.
T Clarify
1. He asked hw his cusin always knew his mves.
2. That Ben’s eye mvements shwed his plans.
Nw Yu Understand
1. The red game wasn’t just abut the pieces n the bard; It was abut hiding his thughts..
2. In exams r sprts, smetimes keeping yur strategy private can be the key t success.
T Mnitr:
1. What culdn’t Emma understand abut hanging the painting?
2. What did she think abut the empty space at first?
T Clarify
1. What did Emma ask her grandfather?
2. What did grandfather explain t her?
Nw Yu Understand
1. What is special abut this “emptiness” in Chinese painting?
2. Hw did Emma cnnect this t her wn life?
T Mnitr
1. Why they left s much empty wall space arund the painting.
2. She thught it lked unfinished.
T Clarify
1. Why they needed t leave empty space arund it.
2. In Chinese art, “Liú bái” gives the painting rm t breathe and lets peple’s imaginatin fill in the rest.
Nw Yu Understand
1. It had a purpse and it was part f the art itself.
2. She cnnected it t the quiet mments her between cnversatins with friends that make talking mre meaningful.
T Mnitr
1. What tw prblems did Le ntice abut his calligraphy?
2. Hw did his hand feel when he was writing?
T Clarify
1. What did the teacher say abut hw t use the brush?
2. What tw tips did the teacher give Le abut hw t hld the brush?
Nw Yu Understand
1. What was the main difference between “frcing” and “guiding” the ink?
2. Hw did Le cmpare calligraphy t making friends?
T Mnitr
1. First, his brush strkes were shaky and uneven when he pressed t hard. Secnd, the characters lked faint when he pressed t lightly.
2. His hand felt tight.
T Clarify
1. She said the brush shuld "dance" and "flw like water", but nt “fight the paper” r “push like a fist".
2. She tld him t hld the brush lsely and mve it by his shulder, nt by his hand.
Nw Yu Understand
1. Frcing is tight and hard, while guiding is relaxed and uses easy cntrl.
2. Trying t hard t make a friend can push them away, but being yurself helps friendship grw naturally, just like guiding the brush easily makes better calligraphy.