Unit 1 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下册

该初中英语教学设计聚焦“身边的人”主题，通过跨学科整合艺术、音乐、社会研究与英语学习，围绕学科相关词汇（如“portrait”“lyric”“community role”）和描述句型（如艺术描述“The portrait shows...”、音乐分析“The lyrics make me think of...”）构建学习支架。课堂导入结合名画（如《蒙娜丽莎》）观察与英文歌曲（如《Seasons in the Sun》）赏析，激活学生兴趣，衔接学科知识与英语表达。 其亮点在于跨学科活动设计，学生通过绘画描述家人、分析歌曲情感、探讨社区角色等任务，在实践中提升语言能力（准确运用词汇句型）、思维品质（综合多视角思考）与学习能力（小组合作展示）。例如用艺术词汇描述母亲画像，结合音乐歌词表达友情，教师反思提供改进方向，助力教师打造生动课堂，激发学生主动探究跨学科英语学习的兴趣。

Unit 1 People around us-Section 4 Extending and developing competencies-Cross-curricular connection This section of "Cross - curricular connection" in Unit 1 "People around us" of Shanghai Education Press (2024) English textbook for Grade 7 下册 aims to break the boundaries of traditional English learning. It integrates English language learning with other disciplines, such as art, music, and social studies. By doing so, students will not only improve their English language skills but also gain a more comprehensive understanding of the people around them from different perspectives. For example, through art, students may draw pictures of their family members or friends and then describe them in English; in connection with music, they can learn English songs related to friendship or family and analyze the lyrics to understand the expressions of emotions towards people around. In social studies, students can explore the roles and relationships of people in different social scenarios in English. 教学目标 Students will be able to master new vocabulary and phrases related to different disciplines in the context of describing people around us, such as "portrait" (in art), "lyric" (in music), "community role" (in social studies). Students are expected to understand and use key sentence patterns for cross - curricular description, like "In the picture, my friend is depicted as...", "The lyrics of this song show the love between...", "In our community, the postman plays an important role in...". 教学重难点 The integration of English language learning with other disciplines, especially the correct use of relevant vocabulary and sentence patterns in cross - curricular descriptions. Guiding students to think comprehensively about people around them through cross - curricular activities and express their thoughts accurately in English. Vocabulary Art - related: portrait, sketch, color, shape, feature, etc. Music - related: lyric, melody, rhythm, harmony, singer, etc. Social studies - related: community, role, responsibility, neighbor, service, etc. Sentence Patterns For art description: "The portrait of my mother shows her kind smile." / "In this sketch, my teacher is drawn with a book in hand." For music description: "The lyrics of this song make me think of my best friend." / "The melody of the song expresses the deep love between family members." For social studies description: "In our community, the doctor plays a crucial role in keeping us healthy." / "Neighbors should help each other, which is an important part of community life." 教学过程 A. Lead - in (5 minutes) Show some pictures of famous paintings that depict people, such as Leonardo da Vinci's "Mona Lisa". Ask students: "What can you see in this picture? How would you describe this person in English?" Play a short English song about friendship, like "Seasons in the Sun". After playing, ask students: "What is the song about? Can you pick out some English words or sentences that describe the relationship between friends in the song?" B. Knowledge Presentation (10 minutes) New Vocabulary Teaching Write the art - related, music - related, and social - studies - related vocabulary on the blackboard. Explain the meanings and pronunciations of these words one by one. For example, when teaching "portrait", show some portraits and say: "A portrait is a painting or photograph of a person." Let students read the words aloud several times to practice pronunciation. Sentence Pattern Demonstration Use the pictures and the song as examples to introduce the key sentence patterns. For instance, referring to the picture of "Mona Lisa", say: "In this portrait, Mona Lisa is depicted as a mysterious woman." Regarding the song, say: "The lyrics of 'Seasons in the Sun' show the deep friendship between the singer and his friends." Ask students to imitate and make their own sentences using the new vocabulary and sentence patterns. C. Cross - curricular Activity (20 minutes) Grouping Divide students into groups of 4 - 5. Each group is assigned a person to describe, which can be a family member, a friend, or a well - known figure. Activity Requirements Each group needs to describe the assigned person from at least two different disciplinary perspectives. For example, they can first draw a simple picture of the person (art aspect) and then write a short passage about the person's role in the community (social studies aspect). Or they can choose a song that they think suits the person's character and explain why (music aspect) and also describe the person's appearance in English (language aspect). While working, students should use the vocabulary and sentence patterns they have just learned. Group Work Students start their group work. The teacher walks around the classroom, providing guidance and answering students' questions. For example, if a group has difficulty in combining the art and social - studies descriptions, the teacher can give some hints like: "You can first describe what your drawing shows about this person's appearance, and then talk about how this appearance may be related to his or her role in the community." D. Group Presentation and Evaluation (10 minutes) Group Presentation Each group sends a representative to the front of the classroom to present their work. The representative should show the group's drawing (if any), play the song (if applicable), and read out the written description. For example, a group presenting about their friend may say: "First, we drew a picture of our friend Tom. In the picture, Tom is smiling brightly. He has short black hair and big eyes. From the social - studies perspective, Tom is very active in our community. He often helps the elderly carry groceries. From the music aspect, we think the song 'You've Got a Friend' suits him very well because he is always there when we need help." Evaluation After each group's presentation, other groups can ask questions or give comments. The teacher also gives comprehensive evaluations, focusing on the accuracy of language use, the creativity of cross - curricular integration, and the clarity of presentation. For example, the teacher may say: "Your group did a great job in integrating art and social studies. The description in English is quite accurate, but if you could add more details in your music - related analysis, it would be better." E. Summary (5 minutes) Review the key vocabulary and sentence patterns learned in this class. Emphasize the importance of cross - curricular learning in understanding people around us and improving English language skills. Encourage students to continue to explore the connections between different disciplines in their daily English learning. 教学反思 In this class, the cross - curricular teaching method effectively aroused students' interest. The combination of art, music, and social studies with English learning made the class more vivid and interesting. However, some students still had difficulties in integrating knowledge from different disciplines. In the future, more guided - practice activities can be designed to help students gradually master this skill. The group - work and presentation activities provided students with opportunities to communicate and cooperate. But during the group work, some students were less active. In the following classes, more specific group - work rules and evaluation methods can be established to ensure the full participation of each student. The evaluation process was relatively comprehensive, but more time could be allocated to students' self - evaluation and peer - evaluation. This can further enhance students' awareness of self - improvement and their ability to learn from others. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$