First, teaching preparation.
Skills development plan (compiled by Cambridge International Examinations Committee);
Unit 2 Topic 1-Genetic Engineering, Creative Use of English;
Second, the teaching duration: (45 minutes)
This course is a comprehensive skill course of English innovation based on cultivating creative thinking ability. Teachers guide students to read English short poems, help them appreciate the rhythm and beauty of English poems, and use meditation to inspire students to mobilize the existing vocabulary and childhood memories about topic one, and create their own poems according to the template.
Third, the teaching philosophy and overall thinking
Skills Development Programme is an intensive course developed by Cambridge University Examinations Committee for senior high school students in China, aiming at the relatively weak learning skills and comprehensive quality of China students. On the basis of traditional English education, students are guided to conduct academic research and group discussion on some controversial topics, such as the role of women, the advantages and disadvantages of the Internet, etc., so that students can be trained in practical skills in the process of organizing research, writing reports, demonstrating and defending, gradually cultivate good habits of active learning, independent research and innovation, and develop students' critical thinking ability, communication ability and expression ability.
The basic idea of the new curriculum reform is to hope that students will become the masters of the classroom, and teachers as assistants will improve the participation, affinity, freedom, integration, practicality and extensibility of the classroom by establishing a flexible, open and productive classroom.
In this class, the basic steps include poetry introduction, guided appreciation, meditation, students' creation, classroom display boxes for after-class reflection and so on. Teachers adopt the teaching method of reading-guidance-meditation-creation-display, create a learning situation that is promoted layer by layer and linked with each other, and design teaching tasks. First, play background music, read poems aloud, and then lead students to appreciate and analyze poems together. After appreciation, students gradually deepen their understanding of the background of poetry and appreciate its aesthetic feeling. Then let them know through music that personal growth experience can achieve a person more than innate genes. Through imitation, meditation, conception and creation, students have expanded the depth and breadth of gene theme, promoted the full communication and cooperation between teachers and students, enabled students to actively learn, explore and construct knowledge, and further deepened the meaning construction of the theme.
Fourthly, the analysis of teaching content.
The theme of this unit is to summarize and reflect on the first topic through poetry creation. The poems given in the textbook are very close to students' cognitive level, which is easy to cause discussion and thinking. The difficulty lies in helping students solve individual difficulties in poetry, cultivating students' grasp of the rhythm and aesthetic feeling of English poetry, and guiding students to create English poetry from their own experiences.
This unit consists of three parts. The first part is reading appreciation. Teachers play background music and recite model poems to provide students with objects to appreciate. The second part is the meditation part. Teachers guide students to meditate on their childhood and the experience of learning the first question, which lays the foundation for the next creation. The third part is the stage of personal creation, which requires students to write scattered words according to meditation inspiration and express them in the form of poetry; The fourth part invites student representatives to recite poems for the whole class.
Verb (abbreviation of verb) teaching goal
(1) Knowledge and ability objectives
A. Cultivate students' appreciation of English poetry;
B. Be able to use the existing vocabulary and create simple poems under the guidance and inspiration of teachers;
C. cultivate the ability to use English for creative thinking;
(2) process and method objectives
A. Play music and pictures through multimedia, create poetry reading situation, let students appreciate the beauty and rhythm of English poetry, and help students form learning motivation;
B. Improve students' English expression ability and display ability through reading and displaying their personal works;
(3) Emotion, attitude and values
A. Understand and recognize the relationship between innate genes and acquired experience, and which is more important;
B help students improve their understanding through poetry and music, and inspire philosophical thinking about life.
Six, the teaching emphasis and difficulty
(1) Creative use of English;
(2) Understand and recognize the relationship between innate genes and acquired experience and which is more important.
Seven, teaching methods
This course adopts the methods of discovery learning and creative learning under the guidance of teachers, which inspires students to think about the relationship between genes and personal experiences on the basis of existing knowledge and create in English, thus improving students' English ability and creative thinking ability.
Eight, the teaching process
Step one. lead into/introduce
1. Tell the students that we are going to learn a simple and beautiful poem.
When reading this poem to the students, play a soft music.
design instruction
(1) This teaching step aims to provide students with objects to appreciate poetry by teachers playing background music and reciting model poems.
Step two. Poetry analysis
1. Pick out some difficult words and phrases and explain them to the students.
(2) This teaching step aims to help students get rid of reading obstacles and strengthen their overall understanding and grasp by explaining the individual difficulties of poetry.
Step three. Creative preparation
1. Let the music play and tell the students to close their eyes and take a deep breath. Let them recall their childhood and focus on images, smells, sounds, feelings and colors.
After about two minutes, let them open their eyes and write down as many words as possible related to their childhood and where they come from. Walk around and give them hints that they can write sentences if they want.
Tell the students to close their eyes again. Tell them to breathe deeply. Ask them to focus on their thoughts and feelings about genetic engineering, teamwork and this course. They should focus on specific images and feelings, shapes, smells and sounds.
After about two minutes, let the students open their eyes and write down as many words about the course as possible so far.
(3)