Unit 7 课时3 Thinking Skills & Reading Strategies（分层作业）英语新教材仁爱科普版八年级下册

Unit 7 Be a Better Learner! 课时3 Thinking Skills & Reading Strategies 分层作业 核心知识速记 01基础达标 02能力提升 03拓展培优 04思维进阶 词汇 abroad adv. 在国外 background n. 背景 remind v. 使想起；提醒 disappoint v. 使失望 imagine v. 想象 pressure n. 压力 dictionary n. 词典；字典 sequence n. 顺序；序列 connection n. 联系；关联 die v. 死；死亡 pen n. 笔；钢笔 短语 set off 出发；动身；启程 take up 开始从事 fight for 努力争取；为……斗争 cultural background 文化背景 remind sb. of 使某人想起 under great pressure 在巨大压力下 get out of 摆脱；放弃 step forward 向前走；向前迈一步 make connections 建立联系（阅读策略） put events in time order 按时间顺序排列事件 句型 1.We can use time order words to put events in sequence. 我们可以用时间顺序词按序列排列事件。 2.When reading, we should make connections with our own experiences. 阅读时，我们应该结合自身经历建立联系。 3.It reminds me of the time when I ... 这让我想起了我……的时候。 4.She was under great pressure because ... 她因为……而承受巨大压力。 5.First/Then/Next/Finally, ... 首先/然后/接下来/最后，……（时间顺序表达） 6.When he was a youth, he went to study in Japan. 他年轻时去了日本留学。 一、单项选择题。 （ ）1.The old photo ________ me of my middle school life. I really miss those days. A. reminds B. makes C. thinks D. tells 【答案】A 【解析】本题考查课本核心短语。remind sb. of sth. 是固定短语，意为“使某人想起某事”，符合语境；make sb. do sth.（让某人做某事）、think of（想起，无被动）、tell sb. sth.（告诉某人某事）均不符合搭配。故选A。 （ ）2.—Why is she so quiet today? — She is ________ great pressure because of the coming exams. A. under B. in C. on D. with 【答案】A 【解析】本题考查课本核心短语。under great pressure 是固定表达，意为“处于巨大压力下”，与课本中Xuanxuan的场景完全一致；其他介词与pressure 搭配不规范。故选A。 （ ）3.When learning words with cultural ________, we should search for related information online. A. background B. experience C. knowledge D. meaning 【答案】A 【解析】本题考查课本核心词汇。cultural background 是课文短语“文化背景”，结合课本中Bowen学习带文化背景的词汇（如hot dog）时上网查资料的方法，符合语境；experience（经历）、knowledge（知识）、meaning（意义）均与语境不符。故选A。 （ ）4.We can use words like “first”, “then” and “finally” to ________ events in time order. A. put B. set C. take D. give 【答案】A 【解析】本题考查课本思维技能短语。put events in time order 是固定表达，意为“按时间顺序排列事件”，贴合本课时排序思维的核心要求（课本Activity 1）；set（设置）、take（拿）、give（给）均无此搭配。故选A。 （ ）5.When reading, it’s helpful to ________ connections between the text and our own lives. A. do B. make C. have D. take 【答案】B 【解析】本题考查课本阅读策略短语。make connections 是固定表达，意为“建立联系”，是本课时核心阅读策略（课本Reading Strategies）；其他动词与connections 搭配不规范。故选B。 二、根据汉语提示完成句子。 1.We can use time order words like “first”, “then” and “finally” to ______________________（按时间顺序排列事件）. 【答案】put events in time order 【解析】考查课本核心思维技能短语，与课本排序思维（Activity 1）要求一致，语法结构正确。 2.The story about Bowen ______________________（让我想起了）my own experience of learning English. 【答案】reminds me of 【解析】考查课本核心短语，主语为单数，remind 用第三人称单数形式，贴合课本中关联阅读的语境（Bowen的学习案例）。 3.She was ______________________（处于巨大压力下）before the exam because she didn’t prepare well.（under great pressure） 【答案】under great pressure 【解析】考查课本原句短语，与课本中Xuanxuan面临考试压力的场景完全一致，贴合语境。 4.When learning something with ______________________（文化背景）, we should search for more information to understand better. 【答案】cultural background 【解析】考查课本核心短语，与课本中Bowen学习带文化背景词汇的方法一致，符合阅读策略要求。 5.______________________（首先）, we need to understand the main idea of the text. _____________________（然后）, we can make connections with our own experiences.（First/Then） 【答案】First；Then 【解析】考查时间顺序词，符合课本“按时间顺序梳理思路”的思维技能，与课本排序活动要求一致。 三、事件排序。 将下列事件按合理顺序排列，填写First/Then/Next/Finally，并补充时间顺序词后的动作。 A. He decided to take up writing and gave up medicine. B. Lu Xun was born in a rich family in 1881. C. He returned to China and fought for the benefits of Chinese people. D. He went to study in Japan when he was a youth. E. He started school at the age of 12. ____________, ________________________________________________ ____________, ________________________________________________ ____________, ________________________________________________ ____________, ________________________________________________ ____________, ________________________________________________ 【答案】 First；Lu Xun was born in a rich family in 1881. Then；He started school at the age of 12. Next；He went to study in Japan when he was a youth. Then；He decided to take up writing and gave up medicine. Finally；He returned to China and fought for the benefits of Chinese people. 【解析】根据课本中鲁迅的生平事迹（Activity 2），按“出生→上学→赴日留学→弃医从文→回国奋斗”的时间顺序排列，运用核心时间顺序词，符合排序思维要求，与课本素材完全匹配。 四、用所给词的适当形式填空。 1.The old song always reminds me of my happy childhood. It ________（remind）me of the games we played together. 【答案】reminds 【解析】主语It 是第三人称单数，时态为一般现在时，remind 用第三人称单数形式，符合“使想起”的语境，与课本remind sb. of 的用法一致。 2.She was afraid of ________（disappoint）her parents, so she studied very hard before the exam. 【答案】disappointing 【解析】be afraid of 后接动名词，disappoint 的动名词为disappointing，贴合课本中Xuanxuan“害怕让父母失望”的压力场景。 3.When we read the text about Bowen, we should ________（make）connections with our own ways of solving learning problems. 【答案】make 【解析】情态动词should 后接动词原形，make connections 是阅读策略核心短语，符合课本关联阅读的要求。 4.He ________（take）up painting last year and now he can draw very well. 【答案】took 【解析】last year 提示用一般过去时，take up 的过去式为took，与课本中“开始从事某项活动”（鲁迅take up writing）的用法一致。 5.Many students feel stressed because they are under great ________（press）from study. 【答案】pressure 【解析】great 后接名词，press 的名词形式为pressure，under great pressure 是课本核心短语，与Xuanxuan的压力场景贴合。 五、补全对话。 A: Have you read the text about Xuanxuan’s pressure before exams? B: Yes! It 1. _____________ me of my own experience last term. A: What happened to you? B: I was under great pressure because I was afraid of disappointing my parents. A: How did you get out of it? B: 2. ____________, I talked to my teacher. She advised me to share my worries. 3. ___________, I told my parents how I felt. 4. ____________, we made a study plan together. 5. ____________, I felt much better and did well in the exam. A: That’s a good way! We should always make connections between the text and our lives. B: You’re right. It helps us understand the text better. （ ）1.A. reminds B. makes C. thinks D. tells （ ）2.A. Then B. Next C. First D. Finally （ ）3.A. First B. Then C. Finally D. Next （ ）4.A. Next B. Finally C. Then D. First （ ）5.A. Finally B. First C. Then D. Next 【答案】1. A；2. C；3. B；4. A；5. A 【解析】 1.结合“自身经历”，reminds sb. of 符合语境，与课本关联阅读策略（将Xuanxuan的经历与自身关联）一致。 2.按“首先→然后→接下来→最后”的时间顺序，First 对应第一步“和老师交谈”，贴合排序思维要求。 3.承接上文，Then 表示第二步“告诉父母感受”，符合时间序列逻辑，与课本排序方法一致。 4.Next 表示第三步“一起制定学习计划”，衔接自然，符合时间顺序词的用法。 5.Finally 表示最终结果“感觉好转，考试顺利”，完成时间顺序梳理，贴合排序思维核心。 六、完形填空。 Learning strategies are important for us to become better learners. Last year, I had difficulty in learning English idioms（习语）because of their 1. ________. I didn’t know their cultural meanings at all, just like Bowen had trouble with words with cultural meanings. One day, my English teacher told me to 2. ________ connections with real-life situations. She said, “First, search for the cultural background of the idioms. Then, think about when you can use them.” I followed her advice. For example, when I learned “break a leg”, I searched online and found it’s used to wish someone good luck. It 3. ________ me of the time when my friend had a speech contest. I used this idiom to encourage her, and she was very happy. Later, I also learned to put my learning steps in 4. ________. First, I write down new idioms. Then, I find their meanings and cultural background. Next, I make sentences with them. Finally, I review them regularly. With these strategies, my English has improved a lot. I realize that thinking skills and reading strategies can help us 5. ________ many learning problems. When exams come, many students are 6. ________ great pressure. They are afraid of 7. ________ their parents and teachers. In fact, we can learn from Xuanxuan: talk to others or listen to music to get out of pressure. Besides, we can 8. ________ up a good learning habit, like taking notes or reviewing regularly. If we can 9. ________ connections between what we learn and our own lives, and put our learning steps in order, we will become better learners. Remember: no matter what difficulties we meet, we should not give up. 10. ________ on to our dreams, and we will succeed. （ ）1.A. background B. meaning C. pressure D. sequence （ ）2.A. do B. make C. take D. get （ ）3.A. reminds B. makes C. takes D. gives （ ）4.A. time B. order C. connection D. pressure （ ）5.A. get out of B. get into C. get on D. get off （ ）6.A. under B. in C. on D. with （ ）7.A. disappoint B. disappointing C. disappointed D. disappoints （ ）8.A. take B. make C. get D. put （ ）9.A. do B. make C. take D. have （ ）10.A. Stick B. Keep C. Hold D. Take 【答案】1. A；2. B；3. A；4. B；5. A；6. A；7. B；8. A；9. B；10. A 【解析】 1.结合下文“cultural meanings”及课本Bowen学习带文化背景词汇的难点，cultural background（文化背景）是学习习语的难点，符合语境。故选A。 2.make connections 是课本阅读策略核心短语，意为“建立联系”，符合老师建议的语境，与课本关联阅读要求一致。故选B。 3.reminds sb. of 使某人想起，贴合“联想到朋友参加演讲比赛”的场景，与课本remind sb. of 的用法完全一致。故选A。 4.put ... in order 按顺序排列，结合下文First/Then/Next/Finally，符合课本排序思维要求，与事件排序活动贴合。故选B。 5.get out of 摆脱，此处指“摆脱学习问题”，与课本中“摆脱压力”（get out of pressure）的用法一致；get into（陷入）、get on（进展）、get off（下车）均不符合语境。故选A。 6.under great pressure 是课本核心短语，意为“处于巨大压力下”，与Xuanxuan面临考试压力的场景一致。故选A。 7.be afraid of 后接动名词，disappoint 的动名词为disappointing，贴合课本中“害怕让父母失望”的语境，与能力提升题2用法一致。故选B。 8.take up 是课本核心短语，意为“开始从事、养成”，此处指“养成良好的学习习惯”，与课本中鲁迅take up writing 的用法一致。故选A。 9.make connections 建立联系，呼应前文阅读策略，与课本关联阅读的核心要求一致。故选B。 10.Stick to 是课本核心短语，意为“坚持”，此处指“坚持梦想”，贴合课本句型“Stick to your dream and you will succeed.”，与课本素材匹配。故选A。 七、阅读理解。 阅读短文，完成下列题目。 How to Use Learning Strategies Everyone wants to be a better learner. Here are two useful strategies from top students, which are also the key points of this lesson. First, sequencing events. When learning history, we can use time order words like “in 1990”, “then” and “finally” to put historical events in sequence. For example, when learning about Lu Xun’s life (from our textbook), we can arrange his experiences: born in 1881 → went to study in Japan → gave up medicine and took up writing → returned to China. This helps us remember events clearly, just like the sequencing activity in our textbook. Second, making connections. When reading a text about learning difficulties, we should connect it with our own experiences. If the text talks about “being under great pressure before exams” (like Xuanxuan in our textbook), think about how you dealt with pressure. Did you talk to your parents? Or did you listen to music? Making connections makes the text more meaningful and helps us understand it better. Besides these two strategies, we can also learn from other students: take notes carefully, search for information online when meeting problems (like Bowen), and review what we have learned regularly. All these strategies can help us become better learners. （ ）1.What is the first learning strategy mentioned in the text? A. Making connections B. Sequencing events C. Taking notes D. Repeating texts 【答案】B 【解析】根据第二段“First, sequencing events”，直接提取第一种策略为“按顺序排列事件”，与课本本课时排序思维核心一致。故选B。 （ ）2.How can sequencing events help us learn history? A. It helps us understand cultural background. B. It helps us remember events clearly. C. It helps us make more friends. D. It helps us speak English better. 【答案】B 【解析】根据第二段“This helps us remember events clearly”，可知排序事件能帮助我们清晰记忆事件，与课本排序活动的目的一致。故选B。 （ ）3.When making connections, we should ________. A. talk to our teachers B. listen to music C. connect text with our own experiences D. search online 【答案】C 【解析】根据第三段“When reading a text... we should connect it with our own experiences”，可知建立联系时应结合自身经历，与课本关联阅读策略（Making connections）的要求完全一致。故选C。 （ ）4.Which of the following is an example of sequencing events? A. Thinking of your own pressure when reading about Xuanxuan’s story. B. Using “first” and “then” to arrange your study steps. C. Searching for cultural background of idioms. D. Sharing your learning experience with classmates. 【答案】B 【解析】A是建立联系（贴合Xuanxuan的案例），C是查找文化背景（贴合Bowen的方法），D是分享经历，均与排序事件无关；B用时间顺序词排列学习步骤，是课本排序思维的典型示例。故选B。 （ ）5.What can we learn from the text? A. Learning strategies can help us become better learners. B. We don’t need strategies to learn well. C. Sequencing events is only for history learning. D. Making connections is not useful for reading. 【答案】A 【解析】根据第一段“Learning strategies are important for us to become better learners”，可知学习策略能帮助我们成为更好的学习者，与课本本课时核心主旨一致；B、C、D均与文本观点及课本内容相悖。故选A。 八、多任务混合阅读： 阅读短文，完成任务。 My name is Chen Yu. Last year, I found it hard to learn English stories because of their cultural background. I didn’t understand why characters did certain things, just like Bowen had trouble with words with cultural meanings. Then my teacher taught me the “making connections” strategy. She said, “Connect the story with your own life.” When I read “The Little Match Girl”, I thought of the time when I helped a homeless person. I gave him food and warm clothes. This connection helped me understand the girl’s loneliness and sadness. Later, I also learned to sequence the story’s events: First, the girl sold matches on a cold night. Then, she lit matches to keep warm. Next, she saw beautiful things in the fire. Finally, she died peacefully. This is the same as the sequencing activity we did in our textbook. With these strategies, I now love reading English stories. I also learned to deal with pressure: when I feel under great pressure from exams, I talk to my parents or listen to music, just like Xuanxuan did. I realize that thinking skills can make learning easier and more meaningful. Task 1: 回答问题。 1.What difficulty did Chen Yu have in learning English stories? _______________________________________________________________________________ 【答案】He found it hard to learn English stories because of their cultural background. 【解析】根据短文第一段“I found it hard to learn English stories because of their cultural background”，直接提取核心困难，贴合课本中Bowen学习带文化背景词汇的难点，与本课时核心词汇cultural background 匹配。 2.What two learning strategies did Chen Yu use? And what else did he learn to deal with? _______________________________________________________________________________ 【答案】He used the “making connections” strategy and the “sequencing events” strategy. He also learned to deal with pressure from exams. 【解析】根据短文“making connections”“sequence the story’s events”，提取两种学习策略，与本课时核心思维技能一致；结合短文最后一段，可知他还学会了应对考试压力，贴合课本Xuanxuan的场景。 Task 2: 按时间顺序排列短文事件（用First/Then/Next/Finally）。 ________________ Chen Yu found it hard to learn English stories. ________________ Chen Yu connected “The Little Match Girl” with his own experience. ________________ Chen Yu learned the “making connections” strategy from his teacher. ________________ Chen Yu learned to sequence the story’s events. ________________ Chen Yu learned to deal with pressure and now loves reading English stories. 【答案】 First；2. Then；3. Next；4. Then；5. Finally 【解析】根据短文发展顺序，按“遇到困难→学习建立联系策略→运用策略→学习排序策略→学会应对压力、爱上阅读”梳理，符合时间序列思维要求，与课本排序活动方法一致。 Task 3: 写作训练。 根据短文内容及自身经历，写一段关于“我的学习策略”，要求： 1.不少于6句话； 2.至少运用一种思维技能（排序/建立联系）； 3.运用本课时所学词汇和句型（remind、pressure、make connections、take up、under great pressure 等）。 _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 【答案】（示例） Being a better learner requires good learning strategies. Last term, I had difficulty in learning English stories because of their cultural background, just like Chen Yu and Bowen. Then my English teacher taught me to use the “making connections” strategy and the sequencing strategy. First, when I read a story, I search for its cultural background online. Then, I connect the story with my own experiences, which reminds me of the time when I helped others. Next, I sequence the story’s events with time order words. When I feel under great pressure before exams, I talk to my friends to get out of it, just like Xuanxuan. I also take up the habit of reviewing stories regularly. These strategies help me a lot, and now I’m good at reading English stories. I realize that thinking skills and learning strategies are the key to becoming a better learner. 【解析】示例中运用了“排序策略”和“建立联系策略”，使用First/Then/Next 梳理学习步骤，结合自身经历建立关联，运用了remind、pressure、make connections、take up、under great pressure 等本课时核心词汇和句型，贴合课本素材及课时要求。 1 / 6 学科网（北京）股份有限公司 $ Unit 7 Be a Better Learner! 课时3 Thinking Skills & Reading Strategies 分层作业 核心知识速记 01基础达标 02能力提升 03拓展培优 04思维进阶 词汇 abroad adv. 在国外 background n. 背景 remind v. 使想起；提醒 disappoint v. 使失望 imagine v. 想象 pressure n. 压力 dictionary n. 词典；字典 sequence n. 顺序；序列 connection n. 联系；关联 die v. 死；死亡 pen n. 笔；钢笔 短语 set off 出发；动身；启程 take up 开始从事 fight for 努力争取；为……斗争 cultural background 文化背景 remind sb. of 使某人想起 under great pressure 在巨大压力下 get out of 摆脱；放弃 step forward 向前走；向前迈一步 make connections 建立联系（阅读策略） put events in time order 按时间顺序排列事件 句型 1.We can use time order words to put events in sequence. 我们可以用时间顺序词按序列排列事件。 2.When reading, we should make connections with our own experiences. 阅读时，我们应该结合自身经历建立联系。 3.It reminds me of the time when I ... 这让我想起了我……的时候。 4.She was under great pressure because ... 她因为……而承受巨大压力。 5.First/Then/Next/Finally, ... 首先/然后/接下来/最后，……（时间顺序表达） 6.When he was a youth, he went to study in Japan. 他年轻时去了日本留学。 一、单项选择题。 （ ）1.The old photo ________ me of my middle school life. I really miss those days. A. reminds B. makes C. thinks D. tells （ ）2.—Why is she so quiet today? — She is ________ great pressure because of the coming exams. A. under B. in C. on D. with （ ）3.When learning words with cultural ________, we should search for related information online. A. background B. experience C. knowledge D. meaning （ ）4.We can use words like “first”, “then” and “finally” to ________ events in time order. A. put B. set C. take D. give （ ）5.When reading, it’s helpful to ________ connections between the text and our own lives. A. do B. make C. have D. take 二、根据汉语提示完成句子。 1.We can use time order words like “first”, “then” and “finally” to ______________________（按时间顺序排列事件）. 2.The story about Bowen ______________________（让我想起了）my own experience of learning English. 3.She was ______________________（处于巨大压力下）before the exam because she didn’t prepare well. 4.When learning something with ______________________（文化背景）, we should search for more information to understand better. 5.______________（首先）, we need to understand the main idea of the text. ______________（然后）, we can make connections with our own experiences.（First/Then） 三、事件排序。 将下列事件按合理顺序排列，填写First/Then/Next/Finally，并补充时间顺序词后的动作。 A. He decided to take up writing and gave up medicine. B. Lu Xun was born in a rich family in 1881. C. He returned to China and fought for the benefits of Chinese people. D. He went to study in Japan when he was a youth. E. He started school at the age of 12. ____________, ________________________________________________ ____________, ________________________________________________ ____________, ________________________________________________ ____________, ________________________________________________ ____________, ________________________________________________ 四、用所给词的适当形式填空。 1.The old song always reminds me of my happy childhood. It ________（remind）me of the games we played together. 2.She was afraid of ________（disappoint）her parents, so she studied very hard before the exam. 3.When we read the text about Bowen, we should ________（make）connections with our own ways of solving learning problems. 4.He ________（take）up painting last year and now he can draw very well. 5.Many students feel stressed because they are under great ________（press）from study. 五、补全对话。 A: Have you read the text about Xuanxuan’s pressure before exams? B: Yes! It 1. _____________ me of my own experience last term. A: What happened to you? B: I was under great pressure because I was afraid of disappointing my parents. A: How did you get out of it? B: 2. ____________, I talked to my teacher. She advised me to share my worries. 3. ___________, I told my parents how I felt. 4. ____________, we made a study plan together. 5. ____________, I felt much better and did well in the exam. A: That’s a good way! We should always make connections between the text and our lives. B: You’re right. It helps us understand the text better. （ ）1.A. reminds B. makes C. thinks D. tells （ ）2.A. Then B. Next C. First D. Finally （ ）3.A. First B. Then C. Finally D. Next （ ）4.A. Next B. Finally C. Then D. First （ ）5.A. Finally B. First C. Then D. Next 六、完形填空。 Learning strategies are important for us to become better learners. Last year, I had difficulty in learning English idioms（习语）because of their 1. ________. I didn’t know their cultural meanings at all, just like Bowen had trouble with words with cultural meanings. One day, my English teacher told me to 2. ________ connections with real-life situations. She said, “First, search for the cultural background of the idioms. Then, think about when you can use them.” I followed her advice. For example, when I learned “break a leg”, I searched online and found it’s used to wish someone good luck. It 3. ________ me of the time when my friend had a speech contest. I used this idiom to encourage her, and she was very happy. Later, I also learned to put my learning steps in 4. ________. First, I write down new idioms. Then, I find their meanings and cultural background. Next, I make sentences with them. Finally, I review them regularly. With these strategies, my English has improved a lot. I realize that thinking skills and reading strategies can help us 5. ________ many learning problems. When exams come, many students are 6. ________ great pressure. They are afraid of 7. ________ their parents and teachers. In fact, we can learn from Xuanxuan: talk to others or listen to music to get out of pressure. Besides, we can 8. ________ up a good learning habit, like taking notes or reviewing regularly. If we can 9. ________ connections between what we learn and our own lives, and put our learning steps in order, we will become better learners. Remember: no matter what difficulties we meet, we should not give up. 10. ________ on to our dreams, and we will succeed. （ ）1.A. background B. meaning C. pressure D. sequence （ ）2.A. do B. make C. take D. get （ ）3.A. reminds B. makes C. takes D. gives （ ）4.A. time B. order C. connection D. pressure （ ）5.A. get out of B. get into C. get on D. get off （ ）6.A. under B. in C. on D. with （ ）7.A. disappoint B. disappointing C. disappointed D. disappoints （ ）8.A. take B. make C. get D. put （ ）9.A. do B. make C. take D. have （ ）10.A. Stick B. Keep C. Hold D. Take 七、阅读理解。 阅读短文，完成下列题目。 How to Use Learning Strategies Everyone wants to be a better learner. Here are two useful strategies from top students, which are also the key points of this lesson. First, sequencing events. When learning history, we can use time order words like “in 1990”, “then” and “finally” to put historical events in sequence. For example, when learning about Lu Xun’s life (from our textbook), we can arrange his experiences: born in 1881 → went to study in Japan → gave up medicine and took up writing → returned to China. This helps us remember events clearly, just like the sequencing activity in our textbook. Second, making connections. When reading a text about learning difficulties, we should connect it with our own experiences. If the text talks about “being under great pressure before exams” (like Xuanxuan in our textbook), think about how you dealt with pressure. Did you talk to your parents? Or did you listen to music? Making connections makes the text more meaningful and helps us understand it better. Besides these two strategies, we can also learn from other students: take notes carefully, search for information online when meeting problems (like Bowen), and review what we have learned regularly. All these strategies can help us become better learners. （ ）1.What is the first learning strategy mentioned in the text? A. Making connections B. Sequencing events C. Taking notes D. Repeating texts （ ）2.How can sequencing events help us learn history? A. It helps us understand cultural background. B. It helps us remember events clearly. C. It helps us make more friends. D. It helps us speak English better. （ ）3.When making connections, we should ________. A. talk to our teachers B. listen to music C. connect text with our own experiences D. search online （ ）4.Which of the following is an example of sequencing events? A. Thinking of your own pressure when reading about Xuanxuan’s story. B. Using “first” and “then” to arrange your study steps. C. Searching for cultural background of idioms. D. Sharing your learning experience with classmates. （ ）5.What can we learn from the text? A. Learning strategies can help us become better learners. B. We don’t need strategies to learn well. C. Sequencing events is only for history learning. D. Making connections is not useful for reading. 八、多任务混合阅读： 阅读短文，完成任务。 My name is Chen Yu. Last year, I found it hard to learn English stories because of their cultural background. I didn’t understand why characters did certain things, just like Bowen had trouble with words with cultural meanings. Then my teacher taught me the “making connections” strategy. She said, “Connect the story with your own life.” When I read “The Little Match Girl”, I thought of the time when I helped a homeless person. I gave him food and warm clothes. This connection helped me understand the girl’s loneliness and sadness. Later, I also learned to sequence the story’s events: First, the girl sold matches on a cold night. Then, she lit matches to keep warm. Next, she saw beautiful things in the fire. Finally, she died peacefully. This is the same as the sequencing activity we did in our textbook. With these strategies, I now love reading English stories. I also learned to deal with pressure: when I feel under great pressure from exams, I talk to my parents or listen to music, just like Xuanxuan did. I realize that thinking skills can make learning easier and more meaningful. Task 1: 回答问题。 1.What difficulty did Chen Yu have in learning English stories? _______________________________________________________________________________ 2.What two learning strategies did Chen Yu use? And what else did he learn to deal with? _______________________________________________________________________________ Task 2: 按时间顺序排列短文事件（用First/Then/Next/Finally）。 ________________ Chen Yu found it hard to learn English stories. ________________ Chen Yu connected “The Little Match Girl” with his own experience. ________________ Chen Yu learned the “making connections” strategy from his teacher. ________________ Chen Yu learned to sequence the story’s events. ________________ Chen Yu learned to deal with pressure and now loves reading English stories. Task 3: 写作训练。 根据短文内容及自身经历，写一段关于“我的学习策略”，要求： 1.不少于6句话； 2.至少运用一种思维技能（排序/建立联系）； 3.运用本课时所学词汇和句型（remind、pressure、make connections、take up、under great pressure 等）。 _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 1 / 6 学科网（北京）股份有限公司 $ Unit 7 Be a Better Learner! 课时3 Thinking Skills & Reading Strategies 分层作业 参考答案 一、单项选择题。 1.A 2.A 3.A 4.A 5.B 二、根据汉语提示完成句子。 1.put events in time order 2.reminds me of 3.under great pressure 4.cultural background 5.First；Then 三、事件排序。 1.First；Lu Xun was born in a rich family in 1881. 2.Then；He started school at the age of 12. 3.Next；He went to study in Japan when he was a youth. 4.Then；He decided to take up writing and gave up medicine. 5.Finally；He returned to China and fought for the benefits of Chinese people. 四、用所给词的适当形式填空。 1.reminds 2.disappointing 3.make 4.took 5.pressure 五、补全对话。 1.A 2.C 3.B 4.A 5.A 六、完形填空。 1.A 2.B 3.A 4.B 5.A 6.A 7.B 8.A 9.B 10.A 七、阅读理解。 1.B 2.B 3.C 4.B 5.A 八、多任务混合阅读： 阅读短文，完成任务。 Task 1: 回答问题。 1.He found it hard to learn English stories because of their cultural background. 2.He used the “making connections” strategy and the “sequencing events” strategy. He also learned to deal with pressure from exams. Task 2: 事件排序。 1.First 2.Then 3.Next 4.Then 5.Finally Task 3: 写作训练（示例）。 Being a better learner requires good learning strategies. Last term, I had difficulty in learning English stories because of their cultural background, just like Chen Yu and Bowen. Then my English teacher taught me to use the “making connections” strategy and the sequencing strategy. First, when I read a story, I search for its cultural background online. Then, I connect the story with my own experiences, which reminds me of the time when I helped others. Next, I sequence the story’s events with time order words. When I feel under great pressure before exams, I talk to my friends to get out of it, just like Xuanxuan. I also take up the habit of reviewing stories regularly. These strategies help me a lot, and now I’m good at reading English stories. I realize that thinking skills and learning strategies are the key to becoming a better learner. 1 / 6 学科网（北京）股份有限公司 $