Unit 1 Look it up!-Section 4 Cross-curricular connection 教学设计 2025-2026学年沪教版英语八年级上册

该初中英语教学设计聚焦百科全书相关词汇、阅读技能及写作结构，课堂导入通过展示百科全书图片，引导学生分享使用经验，连接已有认知与跨学科新知，搭建学习支架。 此资料亮点在于跨学科整合与活动驱动，阅读活动中引导分析历史人物文化背景对科学成就的影响（思维品质），写作环节通过同伴互评提升条目准确性（语言能力），结合真实例子激发兴趣（学习能力）。助力学生语言运用与跨学科思维发展，为教师提供清晰的跨学科教学实施路径。

Unit 1 Look it up!-Section 4 Extending and developing competencies-Cross-curricular connection This part of Unit 1 in Grade 8 of the Shanghai Education Press (2024) English textbook focuses on cross - curricular connection. It combines English learning with other disciplines, such as history, culture, and science. By studying encyclopedias, students will not only improve their English language skills but also gain knowledge from different fields. For example, they may learn about historical figures like Leonardo da Vinci, scientific knowledge about dinosaurs, and the cultural significance of encyclopedias themselves. Through various activities, students will explore how to use encyclopedias as a tool to acquire knowledge and make connections across different subjects. 教学目标 Students will be able to understand and use key vocabulary related to encyclopedias, such as "encyclopedia", "entry", "information", "retrieve", etc. They can read and comprehend encyclopedia articles, extract relevant information, and summarize the main ideas in English. Students are expected to write simple encyclopedia - style entries about a given topic, using correct grammar and sentence structures. 教学重难点 Key Points Mastering the vocabulary and expressions related to encyclopedias. Learning how to effectively read and understand encyclopedia articles, including how to quickly locate key information. Understanding the cross - curricular connections and being able to discuss how knowledge from different disciplines is integrated. Difficult Points Helping students to make in - depth cross - curricular connections. For example, guiding them to analyze how the cultural background in history influenced the scientific achievements of a certain era when studying a historical figure. Training students to write accurate and detailed encyclopedia - style entries, as they need to organize information clearly and use appropriate language. Vocabulary Encyclopedia: a book or set of books giving information on many subjects or on many aspects of one subject and typically arranged alphabetically. Entry: an item in a list, a piece of information in a reference book, etc. Retrieve: to get or bring back; to find and obtain (information) from a database or other storage system. Volume: one in a set of related books. Article: a piece of writing included with others in a newspaper, magazine, or other publication. Reading Skills Scanning: quickly looking through a text to find specific information, such as names, dates, numbers in an encyclopedia article. Skimming: reading quickly to get a general idea of the text, for example, understanding the main topic of an encyclopedia entry. Writing Structure for Encyclopedia Entries Introduction: briefly introduce the topic, including its basic definition or background. Body: provide detailed information, such as characteristics, historical facts, scientific principles related to the topic. Conclusion: sum up the key points and may mention the significance or future prospects of the topic. 教学过程 Lead - in (5 minutes) Show some pictures of different types of encyclopedias, both printed and online. Ask students: "What are these? Have you ever used an encyclopedia? What kind of information can we find in it?" Encourage students to share their experiences with encyclopedias. Then, introduce the concept of cross - curricular connection. Explain that in this class, we will not only learn English but also explore how encyclopedias can help us connect knowledge from different subjects. Vocabulary Teaching (10 minutes) Present the key vocabulary related to encyclopedias on the blackboard or through PPT. Teach the pronunciation, meaning, and usage of each word. For example, for the word "encyclopedia", show different encyclopedia covers and say: "An encyclopedia is a very useful reference book. It contains a vast amount of information on various subjects. We can look up things like historical events, scientific knowledge, and cultural facts in it." Use examples to illustrate the usage of words. For "retrieve", say: "We can retrieve information about dinosaurs from an encyclopedia. For instance, we can find out when they lived and what they looked like." Let students practice using the new words in simple sentences. Ask them to work in pairs and make up sentences with the words they just learned. Then, invite some pairs to share their sentences with the class. Reading Activity (15 minutes) Provide students with a short encyclopedia article, such as an entry about a famous scientist. Before reading, ask students to predict what information they might find in the article based on the title. Then, ask students to read the article quickly (skimming) to get the general idea. After that, have them read it again more carefully (scanning) and answer some questions on the PPT, such as "When was the scientist born?", "What were his/her main achievements?", etc. Divide students into groups of four to discuss the article. They should summarize the main points of the article and talk about how the information in the article is related to different disciplines, like history, science, etc. Each group selects a representative to report their discussion results to the class. The teacher gives feedback and guidance, emphasizing the cross - curricular connections in the article. Writing Activity (10 minutes) Teach the writing structure of encyclopedia entries as mentioned in the knowledge list. Use an example entry on the blackboard to explain each part. Assign a topic to students, such as "A Famous Invention". Ask them to write a short encyclopedia - style entry about it. They should follow the writing structure and use the vocabulary and knowledge they have learned. While students are writing, the teacher walks around the classroom, providing individual guidance, checking for grammar and spelling mistakes, and helping students organize their ideas. After students finish writing, ask them to exchange their writings with their partners. They should read each other's work and give some suggestions for improvement, such as adding more details, correcting grammar errors, or making the structure clearer. Summary and Homework (5 minutes) Summarize the key points of this class, including the new vocabulary, reading and writing skills, and cross - curricular connections. Assign homework: ask students to choose a topic they are interested in, look up information in an encyclopedia (either printed or online), and write a more complete encyclopedia entry. They should also mark the cross - curricular connections they find in their research. 教学反思 Positive Aspects The use of pictures and real - life examples in the lead - in and vocabulary teaching made the learning process more vivid and engaging. Students showed great interest in sharing their experiences with encyclopedias, which helped to create a good classroom atmosphere. The group discussion in the reading activity promoted students' communication and cooperation skills. They actively exchanged ideas and were able to identify the cross - curricular connections in the article, which achieved the teaching objective in this regard. The step - by - step writing guidance and peer - review activity in the writing part were effective. Students were able to follow the structure to write their entries, and the peer - review provided them with different perspectives for improvement. Areas for Improvement In the reading activity, some students had difficulty in quickly scanning for information. In future classes, more targeted reading practice should be carried out to improve their scanning skills. During the writing activity, some students still made grammar mistakes, especially in complex sentence structures. Grammar review and more writing exercises focusing on grammar should be added in subsequent lessons. For the cross - curricular connections, although students could identify some basic connections, they did not explore them in - depth enough. In future teaching, more in - depth guidance and more complex examples can be provided to help students better understand the cross - curricular nature of knowledge. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$