ARTICLE · 1073615
语篇微处探思维 推断深处育品格–––初中英语对话课Drawing Conclusions策略的育人实践!
语篇微处探思维 推断深处育品格–––初中英语对话课Drawing Conclusions策略的育人实践!
本单元以周末计划为话题的对话语篇，自然把学生的视线引向园林艺术这一生活化的艺术载体，完全贴合大单元整体主题。它同时也是训练学生“Drawing Conclusions”推断思维的优质素材。
我们可以先从Lingling的回应句切入：“I enjoy gardening, too. I often help the workers in the park near our community.” 先引导学生推断人物特质，再逐步深入文本背后的价值导向：热爱不能只停留在口头与书本，更要落到真实行动里，鼓励学生在实践中表达热爱、在奉献中深化热爱、在付出中拓展热爱。配套问题链设计为：
What kind of person is Lingling?
What small actions does she take to show her love for gardening?
What life attitude can we learn from her?
接着抓住Xuanxuan的感叹句“How beautiful the park is!”，引导学生调动生活经验，闭眼回忆家附近社区公园的样貌，追问“这份美好从何而来”，让学生的注意力从表面风景转向背后默默付出的园艺工作者，自然完成跨单元主题呼应：不同岗位，同样闪光。配套问题链设计为：
What do you think of the park near your home?
What small details make it so beautiful in your eyes?
Who makes these beautiful scenes possible?
What spirit can we learn from these garden workers?
最后聚焦对话末尾Lingling发出园艺展邀请后，Xuanxuan的回应：“I'd love to, but I have to practice for the baseball match next week.” 引导学生提炼Xuanxuan的性格特质：懂取舍、守约定、有担当，进一步延伸思考“当兴趣和责任相遇时，我们该如何理性平衡”，把文本解读升华为真实生活场景的价值判断。配套问题链设计为：
Why does Xuanxuan refuse the invitation politely?
What good qualities can we find from her answer?
When your hobby and your duty meet, how will you make a wise choice?
这篇看似简短、充满日常感的对话，藏着三层育人线索：从Lingling身上读懂知行合一的热爱，从Xuanxuan的选择里看见责任为先的担当，从园艺劳动者的身影中认同平凡岗位的价值。学科育人不止是语言知识与语用能力的落地，更是情感态度与价值观念的浸润——让学生在读懂文本的同时读懂生活，在学会语言的同时学会做事与做人，这正是“Drawing Conclusions”思维策略最有温度的教学落点。
我们可以先从Lingling的回应句切入：“I enjoy gardening, too. I often help the workers in the park near our community.” 先引导学生推断人物特质，再逐步深入文本背后的价值导向：热爱不能只停留在口头与书本，更要落到真实行动里，鼓励学生在实践中表达热爱、在奉献中深化热爱、在付出中拓展热爱。配套问题链设计为：
What kind of person is Lingling?
What small actions does she take to show her love for gardening?
What life attitude can we learn from her?
接着抓住Xuanxuan的感叹句“How beautiful the park is!”，引导学生调动生活经验，闭眼回忆家附近社区公园的样貌，追问“这份美好从何而来”，让学生的注意力从表面风景转向背后默默付出的园艺工作者，自然完成跨单元主题呼应：不同岗位，同样闪光。配套问题链设计为：
What do you think of the park near your home?
What small details make it so beautiful in your eyes?
Who makes these beautiful scenes possible?
What spirit can we learn from these garden workers?
最后聚焦对话末尾Lingling发出园艺展邀请后，Xuanxuan的回应：“I'd love to, but I have to practice for the baseball match next week.” 引导学生提炼Xuanxuan的性格特质：懂取舍、守约定、有担当，进一步延伸思考“当兴趣和责任相遇时，我们该如何理性平衡”，把文本解读升华为真实生活场景的价值判断。配套问题链设计为：
Why does Xuanxuan refuse the invitation politely?
What good qualities can we find from her answer?
When your hobby and your duty meet, how will you make a wise choice?
这篇看似简短、充满日常感的对话，藏着三层育人线索：从Lingling身上读懂知行合一的热爱，从Xuanxuan的选择里看见责任为先的担当，从园艺劳动者的身影中认同平凡岗位的价值。学科育人不止是语言知识与语用能力的落地，更是情感态度与价值观念的浸润——让学生在读懂文本的同时读懂生活，在学会语言的同时学会做事与做人，这正是“Drawing Conclusions”思维策略最有温度的教学落点。