Unit 4 Our animal friends Cross-curricular connection 教学设计 -2024-2025学年沪教版（2024）初中英语七年级下册

Unit 4 Our animal friends Cross-curricular connection Subject English Grade Level 七年级下册 Total 1 Period Textbook 沪教版（2024） Lesson Type Integrated Skills Class Period 1 Textbook Analysis Textbook Analysis This unit focuses on "Our animal friends". The teaching materials integrate knowledge from different disciplines, presenting various animals' characteristics, habitats, and the relationships between animals and humans. It includes texts about endangered animals, animal protection measures, and some cross - curricular knowledge such as the ecological role of animals in science. The content aims to cultivate students' language skills while enhancing their awareness of animal protection and cross - curricular thinking. Student Analysis Students at the seventh - grade level have a certain foundation in English language learning. They are interested in animals and may have some basic knowledge about them. However, understanding cross - curricular content and using English to express complex ideas about animal protection might be challenging for them. Some students may have difficulty in connecting different knowledge points from various disciplines. They need more guidance and practice to master the relevant language and concepts. Lesson Objectives 1. Students will be able to describe different animals' features, habitats, and behaviors in English. 2. Students will understand the importance of animal protection and express their opinions on how to protect animals. 3. Students will integrate knowledge from different subjects to analyze and discuss animal - related issues. 4. Students will improve their listening, speaking, reading, and writing skills through various activities. Teaching Focus and Difficulties Focus 1. Mastering the vocabulary and expressions related to animals and animal protection. 2. Understanding the cross - curricular knowledge about animals. 3. Using English to communicate about animal - related topics effectively. Focus 1. Integrating cross - curricular knowledge and expressing it in English. 2. Writing a short passage about animal protection with logical organization. Teaching Methods and Preparation Teaching Methods Task - based learning, group work, multimedia - assisted teaching Materials Preparation Textbook, pictures of animals, videos about animal habitats, worksheets, projectors Teaching Procedures Teacher Activities Student Activities Warm up (5 minutes) (1) Greet the students and show some pictures of cute animals on the projector. (2) Ask students: "What animals can you see in these pictures? Do you like them? Why or why not?" (3) Encourage students to share their answers and start a simple class discussion. 1. Observe the pictures and answer the teacher's questions. 2. Participate in the class discussion. Listening and Speaking (15 minutes) Listening and Speaking (15 minutes) Listening Activity (1) Play a short audio clip about an animal's introduction. (2) Provide a worksheet with some blanks for students to fill in while listening. The blanks can be about the animal's name, appearance, and living place. (3) After playing the audio, check students' answers and play the audio again if necessary. Speaking Activity (1) Divide students into pairs. (2) Give each pair a set of pictures of different animals. (3) Instruct students to describe the animals in the pictures to their partners using the words and sentences they just learned from the listening. (4) Walk around the classroom, monitor students' conversations, and offer help when needed. (5) Select some pairs to share their conversations with the class. 1. Listen to the audio and fill in the blanks on the worksheet. 2. Work in pairs to describe the animals in the pictures. 3. Share the conversations with the class. Reading and Writing (20 minutes) Reading and Writing (20 minutes) Reading Activity (1) Distribute a short passage about an endangered animal to students. (2) Instruct students to read the passage quickly to get the main idea. (3) Ask some general comprehension questions, such as "What is the passage mainly about?" "What are the main threats to this animal?" (4) Then, let students read the passage carefully and answer some detailed questions on the worksheet, like "What are the unique features of this animal?" (5) Review the answers with the class and explain any difficult words or sentences. Writing Activity (1) Guide students to write a short passage about how to protect an animal they choose. (2) Provide an outline on the board, including the introduction of the animal, the problems it faces, and the solutions. (3) Have students write individually. (4) After students finish writing, ask them to exchange their passages with their deskmates for peer - review. (5) Select some students' passages to show on the projector and give feedback. 1. Read the passage and answer the questions. 2. Write a short passage about animal protection according to the outline. 3. Exchange and review passages with deskmates. 4. Listen to the teacher's feedback. Group Project (15 minutes) Group Project (15 minutes) (1) Divide the class into groups of four. (2) Assign each group a cross - curricular topic related to animals, such as "The role of animals in the food chain" (combining biology and English) or "Animal - inspired inventions" (combining science and English). (3) Provide some reference materials like books or websites for students to get information. (4) Instruct groups to make a short presentation about their topics. (5) Monitor groups' work progress, offer suggestions, and help solve problems. (6) Have each group present their work to the class. (7) Lead a class discussion to evaluate each group's presentation. 1. Work in groups to research and prepare the presentation. 2. Present the group's work to the class. 3. Participate in the class discussion and evaluation. Conclusion and Homework (5 minutes) Conclusion and Homework (5 minutes) (1) Summarize the key points of this lesson, including the knowledge about animals, language expressions, and cross - curricular concepts. (2) Emphasize the importance of animal protection. (3) Assign homework: Write a short report (about 150 - 200 words) on an animal - related cross - curricular topic. They can choose a topic they are interested in, such as "The influence of human activities on animal habitats". (4) Encourage students to use some pictures or charts in their reports if possible. (5) Thank the students for their participation and dismiss the class. 1. Listen to the summary and take notes. 2. Understand the homework assignment and ask any questions. 3. Thank the teacher and leave the classroom. Evaluation Tasks 1. Participation in class discussion: ☆☆☆ 2. Completion of the worksheet: ☆☆☆ 3. Group presentation: ☆☆☆ Design Intentions This lesson is designed to make students actively involved in language learning by combining different teaching methods. The integration of cross - curricular knowledge helps students develop a broader perspective and improve their comprehensive abilities. Through various tasks like listening, speaking, reading, writing, and group projects, students can enhance their language skills and awareness of animal protection. The homework assignment further promotes students' independent learning and in - depth exploration of cross - curricular topics. Homework Design 1. Write a short report (about 150 - 200 words) on an animal - related cross - curricular topic. Include an introduction, main body, and conclusion in the report. 2. Try to use at least three new words or expressions learned in this lesson in the report. 3. Prepare to share the report in the next class. Board Design Unit 4 Our animal friends Cross - curricular connection - Animal vocabulary: [Write some key words about animals] - Animal protection expressions: [List useful phrases] - Cross - curricular knowledge points: [Briefly write the main points of different topics] - Writing outline for animal protection passage: Introduction - Problems - Solutions Teaching Reflection 1. Some students had difficulty in understanding the cross - curricular knowledge, which affected their performance in group projects. More time should be spent on explaining relevant concepts in the future. 2. The time for peer - review during the writing activity was a bit short, so students didn't have enough time to fully discuss and improve their writing. Adjust the time allocation in the next lesson. 学科网（北京）股份有限公司 $$