Unit 3 Our digital lives-Section 4 Extending and developing competencies-Cross-curricular connection 教学设计 2025-2026学年沪教版英语八年级上册

Unit 3 Our digital lives-Section 4 Extending and developing competencies-Cross-curricular connection This cross - curricular connection section of Unit 3 "Our digital lives" aims to break the boundaries of traditional English teaching and integrate English learning with other disciplines. It focuses on the digital life theme, exploring how digital technology impacts various aspects of our lives. By connecting with subjects like science, mathematics, and art, students will not only improve their English language skills but also gain a more comprehensive understanding of the role of digital technology in different fields. For example, they might discuss the scientific principles behind digital devices in English, or use mathematical concepts to analyze data related to digital usage. Through this, students can see the real - world applications of English in a multi - disciplinary context. 教学目标 Students will be able to use relevant vocabulary about digital life accurately, such as "digital device", "online platform", "data analysis", etc., and use them to describe digital - related phenomena in other disciplines. Enable students to master key sentence patterns for expressing opinions and making comparisons in the context of cross - curricular topics, like "In terms of [subject], digital technology has brought about great changes because...", "Compared with traditional methods, digital solutions are more...". Improve students' reading comprehension skills by reading texts related to digital technology in different disciplines, and be able to extract key information and understand the main ideas. Develop students' writing ability to write short passages about the influence of digital technology on a certain subject, with clear logic and correct grammar. 教学重难点 A. Key Points The integration of English language learning with knowledge from other disciplines, especially the correct use of English to express cross - curricular concepts. Guiding students to understand and analyze how digital technology affects different disciplines and helping them express their understandings clearly. B. Difficult Points Helping students overcome the language barrier when dealing with cross - curricular content, as they need to use both subject - specific vocabulary and complex sentence structures in English. Training students to think comprehensively from a cross - curricular perspective and develop their ability to solve problems by integrating knowledge from different fields. Vocabulary Digital - related terms: digital device (smartphone, tablet, computer), online platform (social media platform, e - learning platform), digital data (big data, personal data), digital technology (artificial intelligence, blockchain), etc. Subject - specific vocabulary: In science: sensor, algorithm, experiment data; In mathematics: data analysis, statistical graph, growth rate; In art: digital painting, digital music, virtual reality art. Sentence Patterns Expressing influence: Digital technology has had a profound impact on [subject], for example... Making comparisons: When it comes to [aspect], digital methods are more efficient than traditional ones because... Describing processes: In a scientific experiment using digital sensors, the process is as follows... Grammar The use of present perfect tense to describe the influence of digital technology that has occurred from the past to the present, e.g., Digital technology has changed the way we study in many ways. The use of comparative and superlative degrees to compare digital and traditional methods, e.g., Online learning is more convenient but less interactive than classroom learning. 教学过程 A. Lead - in (5 minutes) Show students some pictures of digital devices being used in different scenarios, such as a scientist using a computer to analyze data, an artist creating a digital painting, and a student learning online. Ask students: "What do these pictures have in common? How do you think digital technology is related to these different activities?" Encourage students to share their initial thoughts in pairs, and then invite some pairs to report to the class. B. Knowledge Presentation (10 minutes) Vocabulary Teaching Present the key vocabulary about digital technology in different disciplines on the PPT. Explain the meaning and usage of each word or phrase through examples. For example, when teaching "sensor", show a picture of a digital thermometer (a kind of sensor) and explain how it works in a simple way: "A sensor like this digital thermometer can detect the temperature and convert it into digital data that we can read." Let students practice reading the vocabulary aloud several times to ensure correct pronunciation. Sentence Pattern Explanation Write some typical sentence patterns on the blackboard, such as "Digital technology has revolutionized [subject] by...". Analyze the structure of the sentence with students and explain how to fill in the blanks according to different cross - curricular contexts. Give students some examples: "Digital technology has revolutionized the field of science by enabling more accurate data collection." Then ask students to create their own sentences using this pattern in groups. C. Reading Activity (12 minutes) Provide students with a short reading passage about the application of digital technology in a specific discipline, for example, "How Digital Technology Transforms Scientific Research". The passage can include information about how digital simulation helps in complex scientific experiments, how digital storage makes scientific data more accessible, etc. Before students start reading, ask them some pre - reading questions, like "What do you think are the biggest challenges in scientific research before digital technology?" to arouse their interest. Let students read the passage individually for the first time to get a general idea. Then, read it again and ask them to underline the key information related to how digital technology is used in scientific research. After reading, organize a group discussion. Each group should discuss the following questions: "What are the main points of the passage? How does digital technology specifically help in scientific research? Can you think of other examples in science where digital technology is applied?" Ask each group to choose a representative to report their discussion results to the class. D. Group Work and Discussion (12 minutes) Divide students into groups of 4 - 5. Assign each group a cross - curricular topic related to digital technology, such as "The Impact of Digital Technology on Mathematical Learning", "Digital Technology in Art Creation", or "Digital Technology and Environmental Science". Each group needs to discuss the following aspects: How digital technology is used in their assigned subject. The advantages and disadvantages of using digital technology in this subject. Predictions about the future development of digital technology in this subject. Prepare to present their discussion results to the class in English. Walk around the classroom during the group discussion to offer guidance and help when students encounter language problems. E. Presentation and Summary (6 minutes) Invite each group to present their discussion results to the class. Each group has about 1 - 2 minutes to present. Encourage other students to listen carefully and ask questions if they have any doubts. After all groups have presented, summarize the key points of each group's presentation. Emphasize the importance of cross - curricular learning and how digital technology serves as a bridge connecting different disciplines. Also, restate the key vocabulary and sentence patterns used in the discussions to reinforce students' memory. 教学反思 Positive Aspects The cross - curricular approach in this class effectively aroused students' interest. They were actively engaged in discussions and showed great enthusiasm when exploring how digital technology relates to different subjects. For example, in the group work, students were able to come up with many creative ideas about the application of digital technology in art, such as using virtual reality to create immersive art exhibitions. The integration of reading, speaking, and group work activities provided students with multiple opportunities to practice English. Through reading the passage about digital technology in science, students improved their reading comprehension skills, and the subsequent group discussions and presentations helped them enhance their speaking and cooperative abilities. Areas for Improvement Some students still had difficulty in using subject - specific vocabulary accurately. In the future, more time could be spent on pre - teaching and practicing these specialized terms to reduce the language barrier. For example, before the group work, a short quiz on subject - specific vocabulary could be conducted to ensure students' understanding. The time for group presentations was a bit tight, which might have affected the comprehensiveness of some groups' presentations. Next time, better time management should be planned, perhaps reducing the time for the lead - in or knowledge presentation slightly to give more time for group presentations and in - depth discussions. Future Teaching Adjustments Based on this teaching experience, in future cross - curricular classes, more diverse teaching materials could be introduced, such as short videos or real - life case studies, to make the learning content more vivid and engaging. Provide more individual guidance to students who are less confident in using English to express cross - curricular ideas. This could be done through one - on - one conversations during group work or after class tutoring. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$