| Abstract |
The Compulsory Education English Curriculum Standards (2022 Edition) highlights the cultivation of core competencies and advocates interdisciplinary thematic learning. Conventional junior high English teaching is plagued by problems including disconnection from real-life contexts, fragmented knowledge and superficial teaching objectives. By contrast, interdisciplinary project-based learning features contextualized learning, systematic learning and in-depth education, serving as a vital approach to fostering students’ comprehensive language proficiency, thinking quality and realizing educational values. Based on Unit 5 Nature’s Temper from the PEP edition of Junior High English Textbook (Grade 8, Volume 2), this paper centers on the core driving question “Telling disaster safety stories through English dramas”, and constructs an interdisciplinary project-based teaching case integrating English, Geography, Safety Education and Morality and the Rule of Law. It systematically elaborates the design philosophy, implementation process, reflection and optimization of the interdisciplinary teaching case, and explores a practical model that deeply integrates language acquisition with competency cultivation. Teaching practice proves that through practice in authentic contexts, students master sentence patterns and applicable scenarios of the past continuous tense proficiently, improve their capabilities of English application and interdisciplinary knowledge integration, and strengthen their awareness of disaster risk avoidance as well as the life-first value concept. This paper discusses the dimensions of project planning, implementation strategies, evaluation system and reflective improvement, aiming to provide operable practical references for interdisciplinary English teaching in junior high schools.
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