Unit 1 Cross curricular connection 学案 2026-2027学年沪教版七年级英语上册

七年级上册 Unit 1 Friendship 跨学科探究课 U1 跨学科探究课学案 Learning in different ways 2026—2027学年沪教版七年级英语上册 教材第16页 Education 班级 姓名 日期 本课要完成:用行为证据认识不同长处;按任务需要安排合作分工;为自己设计一项练习。 重点是把长处与任务联系起来;难点是依据证据作选择,同时避免给人贴固定标签。 一 先看行为再谈长处 4分钟 X1 Two friends are different. Can they still work well together? My first answer: One reason: 本课借教材中的六类描述观察自己与朋友的长处。它们帮助我们讨论表现,不用来测定智商,也不把一个人永远归入一类。 二 从教材人物中找依据 8分钟 X2 阅读教材信息摘要,补上三个标签:Body / Music / Nature。 Person What the person likes or can do Textbook label Li Dong He loves dinosaurs, has a rock collection and likes studying outside. (1) Smart Jack He loves drawing, painting and taking photos. He reads maps well. Picture Smart Zhou Jing She likes writing stories and reading. She acts in school plays. Word Smart Caro She is sporty, dances well and plays football. (2) Smart Lucas He plays the guitar and enjoys listening to music. (3) Smart Olivia She plays chess well and likes solving maths puzzles. Number Smart 支架:collection 收藏;map 地图;act 表演;puzzle 谜题;strength 长处。 X3 只知道“Jack likes drawing”,能否断定他一定不喜欢数学? Yes / No. We know . We do not know . X4 给一位教材人物选择一项适合的班级工作,并指出证据。 Job: draw a map / write a short story / choose music / lead a warm-up I choose to because . 三 给真实任务安排合适的人 12分钟 X5 班级要做一份“新同学欢迎方案”。请为下面四人分工。 任务A Draw a clear school map. 任务B Write a short welcome message. 任务C Plan a two-minute movement game. 任务D Choose and practise a welcome song. 规则:四项任务都有人负责;每人主要负责一项;每人还要有机会练习一项新技能。 Student Evidence of a current strength A skill to practise Lan She draws clear maps and labels. writing short messages Bo He writes short, friendly English sentences. leading a movement game Ming He shows sports movements clearly. singing a short song Yue She sings clearly and keeps a steady beat. drawing a map 支架:label 标注;movement 动作;steady beat 稳定的节拍。 填任务字母,再用表中证据解释。允许有不同分工,但必须解释清楚。 Student Main task Why this task fits Lan Bo Ming Yue X6 每人向谁学习新技能?把学习者和能提供帮助的人连起来。 Lan learns from . Bo learns from . Ming learns from . Yue learns from . X7 有人说:“Let the strongest student do everything.” 这样可能出现什么问题? One possible problem: One better idea: 四 解释方案并接受质疑 10分钟 X8 用4至5句介绍你的分工方案,至少解释两项分工,并提出一种相互学习的办法。 Our plan: 句架: can because / is good at / can learn from X9 同桌检查,不只说“很好”。选一个问题请对方解释,再修改一处。 Does everyone have a task? What evidence supports the choice? Can everyone practise something new? My partner’s question: My change and reason: 五 把发现用到自己身上 6分钟 X10 写一张可执行的练习卡。 One thing I do quite well: Evidence from my life: A skill I want to practise: My small step this week: Who or what can help me? X11 离堂判断。“I am Number Smart, so I can never draw.” 这句话哪里有问题? I disagree because . I can try . 课后可选 实行X10中的小步骤,记录“我试了什么—结果怎样—下一次怎样改”。用表现的变化反思计划,不用一个标签决定自己能学什么。 跨学科探究课参考答案 X1 开放题。参考:Yes. Friends can use different strengths to help each other. X2 (1) Nature (2) Body (3) Music。其余标签按教材呈现。一个人物的行为可能涉及多个方面,不把表中标签当作排他的个人分类。 X3 No. We know he likes drawing. We do not know whether he likes maths. 缺少信息不能推出否定结论。 X4 示例:I choose Jack to draw a map because he reads maps well and likes drawing. 也可选Zhou Jing写故事、Lucas选音乐、Caro带热身。判断看任务与证据的联系。 X5 一种合理方案:Lan—A,擅长画清楚的地图;Bo—B,能写简短友好的英文句子;Ming—C,能清楚示范体育动作;Yue—D,歌唱清楚且节拍稳定。其他分工若满足全部规则并有可行说明,也可接受。 X6 Lan learns from Bo. Bo learns from Ming. Ming learns from Yue. Yue learns from Lan. 对应各人的待练技能与同伴当前长处。 X7 示例:One student may have too much work, and the others may not get a chance to learn. A better idea is to give everyone a task and let them help each other. X8方案示例 Lan can draw the map because her maps are clear. Bo can write the message because he writes friendly English sentences. Ming can lead the game, and Yue can help with the song. They can also help each other practise new skills. For example, Lan can learn to write a short message from Bo. X9 开放题。参考追问:How can Yue practise drawing? 修改示例:Lan can show Yue how to draw one part of the school map. 反馈后应有具体行动或解释,而不是只增加“work hard”。 X10 示例:I explain maths problems clearly. My friend can finish a similar problem after my explanation. I want to practise drawing. This week I will draw a simple map of our classroom and ask a classmate to check it. 证据、练习与帮助来源需相互对应。 X11 参考:I disagree because one label does not show everything I can learn. I can try drawing one simple object every day. 也可中英双语说明“现在不熟练不等于永远学不会”。 评价与点拨 Dimension 观察要点 Evidence 能引用可观察的行为,而非只说“他聪明” Decision 分工满足任务需要和所有规则 Cooperation 每人有责任,也有获得帮助的机会 Reflection 练习步骤小而具体,能在一周内尝试 这是一节英语与教育主题的探究课,不做能力诊断或“学习风格”测验。不宣称学生只能按某一种方式学习,也不把一次表现等同于固定智力类型。课堂主要评价解释选择和修正方案的能力。 第 页 学科网(北京)股份有限公司 $