Unit 6 Electricity everywhere-Section 4（Cross-curricular connection）教案-2024-2025学年沪教版（2024）英语七年级下册

该教案聚焦“可再生能源”这一核心知识点，以非可再生能源带来的环境问题为导入起点，通过图片情境激发学生兴趣，自然过渡到不同类型可再生能源的介绍与应用分析，形成由问题驱动到知识建构再到实践表达的学习支架。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。导入环节借助污染图片引发思考，强化环保意识，体现文化意识；阅读活动设计紧扣真实语境，提升语言理解与表达能力，发展学习能力；小组讨论引导学生联系本地实际，批判性分析能源挑战，锻炼思维品质。教学中运用PPT图文视频辅助讲解，直观呈现水电站、风力发电机等场景，增强跨学科感知，既助力学生深度理解科学原理，又提升英语综合运用能力，为教师提供可直接落地的优质教学范式。

教学设计 课程基本信息 学科 英语 年级 七年级 学期 春季 课题 Unit 6 Electricity everywhere-Section 4 Extending and developing competencies（Cross-curricular connection） 教学目标 Knowledge Aims Students will be able to understand the disadvantages of non - renewable energy, especially its harm to the environment. Students will learn about different types of renewable energy, such as hydropower, wind energy, solar energy, geothermal energy, and biofuels, and be familiar with the situations of different countries using renewable energy. Ability Aims Students can use the learned knowledge to talk about renewable energy - related content, improving their English speaking and writing skills. Through reading, analyzing and discussing materials, students' reading comprehension, information - integrating and critical thinking abilities will be enhanced. Emotional Aims Students will recognize the importance of renewable energy and strengthen their awareness of environmental protection, thus fostering a sense of global citizenship and responsibility for environmental protection. 重难点 Teaching Key Points Understanding different types of renewable energy and their characteristics. Mastering the examples of different countries using renewable energy and the advantages of these applications. Enabling students to use English to express ideas about renewable energy. Teaching Difficult Points Helping students understand the scientific principles behind different renewable energy sources from a cross - curricular perspective. Encouraging students to think critically about the challenges and prospects of renewable energy development and express their views in English. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Activity: Show students some pictures of environmental pollution caused by the use of non - renewable energy, such as black - smoke - emitting factories and smog - covered cities. Then ask them some questions like “What do you think causes these environmental problems?” and “How does the use of non - renewable energy affect our lives and the environment?”. Design Intent: This activity can arouse students' interest and attention at the beginning of the class. By showing the negative impacts of non - renewable energy, it can stimulate students' curiosity about renewable energy and lay a foundation for the following teaching content. Knowledge Presentation (10 minutes) Activity: Use PPT to introduce different types of renewable energy. For each type, show pictures and short videos to illustrate, such as the Three Gorges Dam for hydropower, wind turbines for wind energy, solar panels for solar energy, geothermal power plants for geothermal energy, and corn fields for biofuels. Explain their working principles simply and introduce the English expressions related to them, like “hydropower”, “wind turbine”, “solar panel”, “geothermal energy” and “biofuel”. Then present some examples of different countries using renewable energy, for example, “China is the country that makes the most electricity from hydropower. The Three Gorges Dam is the biggest dam in the world. It took more than 10 years to build.” Design Intent: Visual materials can help students understand abstract scientific knowledge more easily. Presenting knowledge in English can directly improve students' English learning in the context of cross - curricular content. Practice (15 minutes) Activity: Give students a reading passage about how different countries use renewable energy. The passage contains details about the application of different renewable energy sources in various countries. Let students read the passage carefully and then answer some questions, such as “Which country makes the most electricity from hydropower?” “What is the advantage of using geothermal energy in Iceland?”. After that, ask students to summarize the main idea of each paragraph. Design Intent: This reading activity can train students' reading comprehension ability. By answering questions and summarizing paragraphs, students can better understand the content of the passage, extract key information, and at the same time, review the knowledge of renewable energy introduced before. Production (10 minutes) Activity: Divide students into groups of four or five. Pose the following discussion topics: “What kinds of renewable energy are used in our local area? What are the benefits of using them?” “What challenges do you think renewable energy development faces in our area?”. Each group is required to have a discussion and choose a representative to report the group's discussion results later. Design Intent: Group discussion can cultivate students' cooperation ability and critical thinking ability. By discussing local situations, students can connect the learned knowledge with real life, which is conducive to a deeper understanding of renewable energy and also improves their English communication ability in group interaction. Summary and Homework (5 minutes) Activity: Summarize the key points of this class, including different types of renewable energy, their applications in different countries, and the importance of renewable energy. Then assign homework: ask students to write a short passage about the renewable energy they are most interested in, introducing its characteristics, advantages, and how it is used in a certain country or region. Design Intent: Summarizing helps students review and consolidate the knowledge learned in class. The writing homework can further improve students' English writing ability and their understanding of renewable energy. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $