Unit 4 The Earth-Section 4 Extending and developing competencies-Cross -curricular connection 教学设计 2024-2025学年沪教版英语七年级上册

Unit 4 The Earth-Section 4 Extending and developing competencies-Cross-curricular connection This section of "Cross - curricular connection" in Unit 4 of Shanghai Education Edition (2024) English for Grade 7 上册 is designed to break the boundaries between different disciplines. It integrates English language learning with knowledge from science and geography. Students will explore the characteristics of air and the formation of wind through a poem and a short passage. By doing so, they can not only improve their English language skills such as reading comprehension, vocabulary building, and sentence structuring, but also gain a better understanding of scientific and geographical concepts related to the Earth. This connection enriches the learning experience and helps students see the inter - relatedness of different fields of knowledge. 教学目标 Students will be able to understand and master new vocabulary related to air and wind, such as "atmosphere", "circulation", "breeze", etc. They can comprehend the poem and the short passage about air and wind, and extract key information about the characteristics of air and the formation mechanism of wind. Students will learn some basic scientific and geographical terms in English, which will expand their knowledge scope. 教学重难点 A. Key Points New vocabulary and expressions related to air and wind. The main content of the poem and the short passage, especially the description of the characteristics of air and the process of wind formation. The connection between English language learning and cross - curricular knowledge. B. Difficult Points Helping students understand some abstract scientific concepts such as the circulation of air and the role of temperature differences in wind formation in English. Guiding students to apply cross - disciplinary thinking to analyze and solve problems, and express their ideas comprehensively in English. A. Vocabulary Air - related: atmosphere (大气层), oxygen (氧气), carbon dioxide (二氧化碳), pollution (污染), fresh (新鲜的), invisible (无形的) Wind - related: wind (风), breeze (微风), gale (大风), typhoon (台风), circulation (循环), temperature (温度), pressure (压力) B. Key Sentences Air is all around us. It is invisible but very important for all living things. Wind is caused by the uneven heating of the Earth's surface by the sun. The warm air rises and the cool air moves in to take its place, which creates wind. C. Scientific Concepts The composition of air: mainly nitrogen, oxygen, and a small amount of other gases. The importance of air for life: providing oxygen for breathing, protecting the Earth from harmful radiation, etc. The principle of wind formation: due to the difference in air pressure caused by uneven heating of the Earth's surface. 教学过程 A. Lead - in (5 minutes) Show students some pictures of different weather conditions, such as sunny days, windy days, and foggy days. Then ask them: "What do these pictures have in common? What is an essential element in all these weather conditions?" Guide students to think about air. Play a short video about the movement of air in the atmosphere. After watching, ask students to describe what they have seen in simple English. This can arouse students' interest and lead them to the topic of air and wind. B. Vocabulary Teaching (10 minutes) Present the new vocabulary related to air and wind on the blackboard or through a PPT. Teach students the pronunciation, meaning, and usage of each word. For example, when teaching "atmosphere", show a picture of the Earth with the atmosphere layer and explain: "The atmosphere is like a big blanket around the Earth. It protects us and contains the air we breathe." Let students read the words aloud several times to practice pronunciation. Then, divide students into pairs. One student says a word, and the other student tries to explain its meaning or give an example sentence. This can help students better remember the new words. C. Reading Comprehension (15 minutes) Give each student a handout with the poem and the short passage about air and wind. First, ask students to skim the two texts quickly and answer the question: "What are the two texts mainly about?" This can train their skimming ability to get the main idea. Then, let students read the texts carefully for the second time. Ask them to underline the key sentences and words that describe the characteristics of air and the formation of wind. After that, organize a group discussion. Each group discusses the following questions: What are the characteristics of air according to the texts? How does wind form? Why is air important for the Earth? Each group selects a representative to report the discussion results to the whole class. The teacher listens carefully and provides guidance and corrections in time. D. Knowledge Expansion and Discussion (10 minutes) Expand on the scientific concepts. Use simple diagrams to explain more details about the composition of air and the complex process of wind formation. For example, draw a diagram to show how the sun heats the Earth's surface unevenly, leading to the difference in air pressure and the formation of wind. Organize a class - wide discussion on the topic: "What will happen if there is no air or if the wind disappears?" Encourage students to think actively and express their opinions in English. This can not only deepen their understanding of the importance of air and wind but also improve their English expression ability. E. Summary and Homework (5 minutes) Summarize the key points of this class, including new vocabulary, the main content of the reading texts, and the important scientific concepts. Ask students to recall and repeat after the teacher. Assign homework: Ask students to write a short passage about the importance of air and wind, using at least five new words learned in this class. Encourage students to find more information about air and wind on the Internet or in books and share it with the class next time. 教学反思 After teaching this class, I think there are both positive aspects and areas for improvement. On the positive side, the multi - media resources such as pictures and videos at the beginning effectively attracted students' attention and made it easier for them to enter the learning state. The group discussion and class - wide discussion activities actively engaged students, and most of them were willing to express their opinions in English, which improved their language communication ability. However, there are also some problems. When explaining some complex scientific concepts, although I used simple diagrams, some students still seemed confused. Maybe I should have used more real - life examples or analogies to make it easier for them to understand. Also, in the vocabulary teaching part, some students might not have fully grasped the usage of new words. In the future, I can design more vocabulary - related exercises, such as filling in the blanks, making sentences, or word - matching games, to strengthen their memory. Overall, I will adjust my teaching methods according to these reflections to make the class more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$