Unit 5 Water is life Section 4 Extending and developing competenciescurricular 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“水在人体中的含量、流失与补充及健康意义”核心知识点，通过展示喝水、运动出汗、植物枯萎等生活场景图片提问导入，连接学生生活经验与文本学习，读前借助词汇教学和小组讨论搭建已有知识支架，读中通过快读与精读提取信息，形成从感知到理解的学习脉络。 此资料亮点为跨学科整合生物与英语，任务型活动链提升语言能力，如读后小组讨论“科学饮水习惯”并用英语表达，写作练习整合“water content”“replenish water”等词汇句型。培养思维品质与学习能力，助力教师开展跨学科教学，学生提升综合语言运用与健康素养。

Unit 5 Water is life-Section 4 Extending and developing competencies-Cross-curricular connection This unit centers around the theme of "Water is life". This particular class, as the cross-curricular connection section, delves into the water content and its functions in the human body. Through text reading, information integration, and knowledge expansion, it guides students to understand the significance and functions of water in the human body, deepening the scientific understanding that "water is the source of life". The reading passage enables students to learn about the water content ratio and its changing patterns at different stages of human life. They will understand the main ways of daily water loss in the human body and the necessity of replenishing water. Moreover, they can identify the signals of water shortage and comprehend the impact of dehydration on health. During this process, students are led to pay attention to their own health, develop scientific drinking water habits, enhance their awareness of the importance of healthy drinking water, and cultivate healthy living habits. 教学目标 By the end of this class, students will be able to: Read and understand the text, extract key information, and comprehend the significance of water in the human body, as well as how humans and animals rely on water to maintain health. Use relevant vocabulary and sentence patterns to describe the role and importance of water in the human body. Through learning about the functions and significance of water for living organisms, strengthen the awareness of scientific drinking water and enhance health awareness. Develop cross - curricular thinking by integrating biological knowledge with English learning. 教学重难点 1. Key Points Read and understand the text, extract key information, and understand the importance of water in the human body and how humans and animals rely on water to maintain health. Master relevant vocabulary and sentence patterns related to water in the human body, such as "water content", "water loss", "dehydration", "replenish water", "The human body is composed of a large amount of water." 2. Difficult Points Comprehensively use the learned knowledge to write a short passage about the relationship between water and the human body. Develop cross - curricular thinking and deeply understand the connection between water and human life from a biological perspective in the context of English learning. 1. Vocabulary water content (水分含量) proportion (比例) water loss (水分流失) dehydration (脱水) sweat (出汗) urine (尿液) replenish (补充) organism (生物体) 2. Sentence Patterns The human body is composed of a large amount of water. (人体由大量的水组成。) The proportion of water in the human body varies at different stages of life. (人体中的水分比例在生命的不同阶段有所不同。) We lose water through sweating and urinating every day. (我们每天通过出汗和排尿失去水分。) It is necessary to replenish water in time to avoid dehydration. (及时补充水分以避免脱水是必要的。) 教学过程 1. Lead - in (5 minutes) Show students some pictures of people drinking water, sweating after exercise, and plants wilting without water. Then ask students some questions like "Why do we need to drink water?", "What will happen if we don't drink enough water?", and "How does water affect our lives?" to arouse students' interest and lead them to think about the importance of water in the human body. 2. Pre - reading (10 minutes) Present some new words and phrases related to the text on the PPT, such as "water content", "proportion", "water loss", "dehydration", etc. Teach students how to pronounce and understand these words through word - building, example sentences, and body language. For example, when teaching "dehydration", explain that "de -" means "opposite" and "hydration" is related to water, so "dehydration" means the state of losing water. Divide students into groups of four. Let them discuss in groups about what they already know about the water in the human body, such as how much water they think the human body contains, how they lose water every day, etc. Each group selects a representative to share their group's discussion results with the class. 3. While - reading (15 minutes) Fast Reading: Ask students to quickly read the text and answer the following two general questions: "What is the main idea of the text?" and "How many parts can the text be divided into?" Guide students to summarize the main idea of each part. Careful Reading: Let students read the text carefully again. For each paragraph, design some detailed questions. For example, in the paragraph about the water content in different life stages: "What is the water content in a baby's body? And in an adult's body?"; in the paragraph about water loss: "What are the two main ways our body loses water?"; in the paragraph about replenishing water: "How much water is recommended to drink every day?" Students read the text carefully to find the answers to these questions. After students answer the questions, explain some long and difficult sentences in the text, such as "The proportion of water in the human body changes as we grow from a baby to an adult, and it also varies between men and women due to differences in body composition." Analyze the sentence structure and key words to help students understand the meaning. 4. Post - reading (10 minutes) Group Discussion: Divide students into new groups. Give each group a topic related to water in the human body, such as "The importance of drinking enough water for students' study", "How to develop good drinking water habits in daily life", or "The impact of dehydration on our body functions". Each group discusses the topic in English, using the knowledge they have learned from the text. After the discussion, each group makes a short presentation to share their opinions with the whole class. Writing Practice: Ask students to write a short passage about the relationship between water and the human body. They should include the water content in the human body, ways of water loss, the importance of replenishing water, and some suggestions on how to drink water healthily. Remind students to use the vocabulary and sentence patterns they have learned in this class. Walk around the classroom to offer help and guidance when students are writing. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including the important vocabulary, sentence patterns, and the knowledge about water in the human body. Emphasize the importance of maintaining good drinking water habits for our health. Homework: Ask students to continue to improve the short passage they wrote in class and hand it in the next day. Let students collect more information about the relationship between water and health, and share it with the class in the next English class. 教学反思 After this class, overall, most students showed great interest in the topic of water in the human body. The combination of pictures, group discussions, and reading activities effectively engaged students in the learning process. However, there are still some aspects that need improvement. In the vocabulary teaching part, although various methods were used to help students understand new words, some students still had difficulties in remembering and using complex words like "dehydration" and "proportion" correctly. In future teaching, more vocabulary - building exercises and real - life examples can be provided to strengthen students' memory. During the group discussion and presentation, some students were a bit shy and reluctant to express their opinions in English. In the following classes, more opportunities should be given to these students to practice speaking, and more encouragement and positive feedback should be provided to boost their confidence. In the writing practice, some students had problems with grammar and logical expression. It is necessary to conduct more writing - focused training, such as sentence - writing exercises, paragraph - writing guidance, and model - essay analysis, to improve students' writing ability. In general, this cross - curricular connection class achieved certain teaching goals, but continuous improvement and adjustment of teaching methods are needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$