introduction

The new requirements for junior high school English teaching in the "Compulsory Education English Curriculum Standards (2022 Edition)" were discussed, emphasizing the importance of holistic unit teaching. The case study also introduced how to integrate scattered units through cross unit holistic teaching design, explore higher-level thematic significance, and improve students' language learning effectiveness and cognitive thinking ability.

Teaching content and learning situation analysis

This chapter analyzes the teaching content and student situation of three units in the first volume of the seventh grade English textbook published by People's Education Press. Unit 3 and Unit 4 revolve around item ownership and placement, aiming to cultivate students' self-management abilities; Unit 8 pays attention to school activity arrangements. All three units are closely related to student growth. The textbook content is relatively simple, and teachers need to supplement materials to meet the needs of students.

Teaching Objectives and Evaluation Design

This chapter is aimed at first-year students, integrating three units into the theme of "Learning Self Management" and designing seven cross unit integrated teaching objectives. The goal is to enhance students' self-management awareness and abilities by describing item management, organization skills, and time planning methods in English. Through cross unit learning activities, students establish self-management awareness, learn and exchange relevant knowledge and methods, and generate positive attitudes and behavioral changes. Complete large unit tasks and implement goals into daily life and learning. A cross unit integrated teaching sustainability evaluation checklist has been designed for students to compare and evaluate their progress during the learning process, including unit summary class hours and self-evaluation.

Learning activity design

Introduced the learning activity design in the cross unit integrated teaching design of junior high school English based on theme meaning exploration. Teachers should follow the internal logic of the textbook, extract the meaning of the theme, and use higher-level logical concepts to connect them. The core is to design language contexts and use maxims or golden sentences as lesson titles. Specific activities include: 1 Unit introduction course, using questionnaires to understand students' self-management level and determine their direction of effort; 2. Understand and explore Activity 1, which involves linking four micro plots together, setting up a problem chain, guiding students to observe, predict, and activate their thinking; 3. Understand and explore Activity 2, using five acts of micro plot to connect and describe the chaotic life of the protagonist Tom, guiding students to think about time management and self-management; 4. Understand and explore activity three, guide students to learn time management and cultivate global awareness through listening, speaking, reading, and writing activities; 5. Unit evaluation activity, students write speeches, report progress, and other students score and comment. These activities aim to deepen students' exploration of the significance of unit themes, guide them to think in relation to reality, use what they have learned to analyze real-life problems, and make the connotation of learning activities go beyond the level of textual understanding.

Analysis of Teaching Effectiveness

Cross unit integrated teaching significantly improves students' English language proficiency, promotes the development of thinking qualities, achieves unit education goals, and updates teachers' educational concepts.

Practical discoveries and suggestions

Teachers should create storytelling and situational learning activities in teaching to meet the psychological needs of middle school students; Digging into the details of images to enhance students' language expression ability and thinking quality, and infusing educational concepts; Integrating language learning into students' growth background and achieving 'doing things with language'; Integrate relevant units around the theme and broaden the creative space; Cross unit design requires establishing reasonable logic and internal connections between discourse, and extracting a unified theme.

conclusion

Teachers should view cross unit holistic design as a new attempt to innovate the use of teaching materials, focusing on cross unit thematic exploration and situational creation to promote efficient classroom operation. Students deepen their understanding of the theme through exploration of its meaning, enhance their language comprehension and application abilities, flexibly apply knowledge and skills to complete learning tasks, achieve learning that emphasizes both meaning and form, and effectively improve learning outcomes.