Unit 4 Our animal friends-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“动物驯化”主题，围绕狗、羊、牛从野生到家养的演变过程及domestication、gene等核心词汇展开，通过图片导入引发学生思考常见动物的野生起源，搭建“野生-驯化”知识支架。 其亮点在于跨学科整合，融合英语、历史与生物知识，通过阅读任务梳理驯化时间、原因及变化，小组讨论探究未提及动物的驯化并制作海报，培养语言能力、跨学科思维品质与主动学习能力，助力学生构建综合知识体系，为教师提供跨学科教学范例。

Unit 4 Our animal friends-Section 4 Extending and developing competencies-Cross-curricular connection This section, "Cross - curricular connection" in Unit 4 "Our animal friends", focuses on the story of domestication. It explores how certain wild animals like dogs, sheep, and cows evolved into pets and farm animals over thousands of years. Through this, students will not only expand their English language knowledge but also gain insights into the historical and biological aspects of animal domestication, making cross - curricular connections between English, history, and biology. 教学目标 Students will be able to understand and use new vocabulary related to animal domestication, such as "domestication", "gene", "extinct", etc. They can comprehend the text about the domestication of dogs, sheep, and cows, and summarize the key points of each animal's domestication process. 教学重难点 A. Key Points Master the new vocabulary and phrases related to animal domestication. Understand the detailed domestication processes of dogs, sheep, and cows as described in the text. B. Difficult Points Analyze and understand the long - term evolution and the role of human selection in the domestication of animals. Integrate knowledge from different disciplines (English, history, biology) to comprehensively understand the topic of animal domestication. Vocabulary domestication (n.): the process of taming an animal and keeping it as a pet or on a farm gene (n.): a unit inside a cell that controls the development of characteristics that are passed from one generation to another extinct (adj.): (of a type of animal, plant, etc.) no longer in existence aurochs (n.): an extinct wild ox that used to live in Europe and Asia wool (n.): the soft, curly hair that grows on sheep and some other animals, used for making cloth Sentence Patterns used to do sth. (e.g. Dogs, sheep and cows used to be wild animals.) This makes them easy to domesticate. As with other animals, people chose to keep... 教学过程 A. Lead - in (5 minutes) Greet the students and show some pictures of common pets (such as dogs and cats) and farm animals (such as sheep and cows) on the PPT. T: "Boys and girls, look at these pictures. We are quite familiar with these animals. But do you know that long ago, they used to be wild animals? Now, let's think about it. What pets do you have at home? And what wild animals do you think might have evolved into the pets or farm animals we see today?" Invite several students to share their ideas. Encourage them to express their thoughts in English as much as possible. B. Pre - reading (10 minutes) Present some questions on the PPT to guide students' pre - reading thinking. T: "Before we read the passage about the domestication of animals, let's think about these questions. Why aren't wolves farm animals? What factors might contribute to an animal being domesticated?" Let students think individually for a while, and then discuss in pairs. Explain some new words and phrases that will appear in the reading passage briefly, such as "domestication", "gene", "extinct", etc. Use simple examples and pictures to help students understand. For example, when explaining "domestication", show a picture of a wild wolf and a domestic dog, and say: "The process of changing a wild wolf into a friendly pet dog like this is called domestication." C. While - reading (15 minutes) Fast - reading Let students read the passage quickly to get a general idea of the content. Then, ask them to answer a general question: "What is the main idea of this passage?" After students answer, summarize: "The passage mainly tells us the domestication processes of dogs, sheep, and cows." Careful - reading Divide the passage into three parts according to the three animals. Let students read each part carefully and fill in a table on the handout. The table includes columns such as "Animal", "Time of Domestication", "Reason for Domestication", "How They Changed". For the part of dogs: T: "Now, let's focus on the domestication of dogs. Read this part carefully and find out when it started, why wolves began to get close to humans, and how they finally turned into dogs." After students finish reading, check the answers together. Do the same for the parts of sheep and cows. Guide students to extract specific information from the text and understand the details of each animal's domestication process. D. Post - reading (10 minutes) Group discussion Divide students into groups of four or five. Assign each group an animal (such as cats, pigs, or camels) that is not mentioned in the text. T: "Now, in your groups, discuss how the assigned animal might have been domesticated. You can use the Internet or your own knowledge. Then, make a simple plan for a poster to introduce its domestication process and its help to humans." Give students about 5 minutes to discuss. Walk around the classroom to offer guidance and answer their questions if necessary. Group presentation Each group selects a representative to present their discussion results to the class. The representative can use simple words and pictures to explain the domestication process of the animal they discussed. After each presentation, other students can ask questions, and the presenting group tries to answer. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including new vocabulary, the domestication processes of different animals, and the importance of cross - curricular learning. T: "Today, we learned a lot about the domestication of animals. We got to know new words, understood how dogs, sheep, and cows became our friends and helpers, and also discussed the domestication of other animals in groups. Remember, learning English is not only about language, but also about exploring different fields of knowledge." Homework Ask students to complete their posters about the domestication of the animal they discussed in class at home. They need to add more details and beautiful illustrations. Require students to write a short passage (about 80 - 100 words) introducing the domestication process of the animal on the back of the poster. 教学反思 In this class, the use of pictures and real - life examples in the lead - in and pre - reading stages effectively aroused students' interest. However, in the future, more interactive ways such as short videos could be used to make the introduction more vivid. During the reading process, most students could follow the teaching steps and complete the tasks well. But for some students with weak reading skills, they had difficulty in extracting information from the text. In the future, more targeted reading training should be provided for these students, such as reading simpler texts first and gradually increasing the difficulty. The group discussion and presentation activities were quite successful. Students actively participated and showed great creativity. However, the time for group discussion could be adjusted appropriately to ensure that each group has enough time to fully express their ideas. The cross - curricular connection in this class was a highlight. Students were able to see the relationship between English learning and other disciplines. In future teaching, more such cross - curricular topics could be explored to help students build a more comprehensive knowledge system. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$