unit12Education（人教版高三英语教案教学设计）

unit12Education（人教版高三英语教案教学设计）
Part 1 Sample Teaching Plans第一部分教案范例
Goals
Learn about education in China and other countries
Talk about study methods and learning styles
Practise making comparisons
Integrative language practice
Write report
Period 1 Let’s listen and speak!
Goals
Talk about education in China and other countries.
Talk about some great educators in China and other countries.
Compare education in China and other countries.
Learn to read the graphs.
Talk about the achievements, progress and problems in education in China.
Listen for gist.
Procedures
Step 1 Leading in(1) by discussion.( pair work, approx. 5 mins.) T: Hi, everyone. T oday we’re going to talk about education and some great educators in China and in other countries. Do you know any great educators?
(Give Ss 3 mins to discuss it in pairs, then present their results to the whole class. )
Leading in(2) by warming up (group work, approx. 10 mins.) Hello, boys and girls. Look at the pictures in the warming up part on page 100, and think about the following questions.
(1) The educators in the pictures are all famous. When did
they live and where did they come from?
(2) Do you know how they taught their students? How was it different from your own education?
(3) Write down what you know about the four educators in the chart on the next page and then report to the class.
Educator Time Country Way of teaching
Confucius Spring and Autumn Period in Chinese history China with the principles of good conduct, practical wisdom, and proper social relationships
Anton Makarenko 1888–1939 Russia His theories emphasized the importance of physical labor, discipline, and the collective in education.
Anne Sullivan 1866-1936 the USA a special educator
show love and patience to students
Tao Xingzhi 1891-1946 China the theory of "Life Education"
he proposed "unity of teaching, learning, and reflective acting."
He believed that one should do first, then one will know.
(For Ss’ limited knowledge, teachers can show the following information.)
Confucius (551-479 BC -- Wade-Giles K'ung-fu-tzu or Pinyin Kongfuzi), or Master K'ung, whose life defines the end of the Spring and Autumn Period in Chinese history, becomes long after his death the dominant Chinese philosopher both morally and politically. In the Warring States Period Mencius (Meng Tzu) (c.390-305 BC) extended and systematized Confucius's ideas; but with Confucius's adoption in the Hàn Dynasty as the official moral and political doctrine of the State, the Confucian tradition became so broad that "Scholar" or "Literatus" became all but synonymous with "Confucian," and so Confucianism could simply
be called the Ju Chia [Pinyin Ru Jia], or School of the Literati. As one of the "Three Ways," together with Taoism and Buddhism, Confucianism also grew into one of the traditional religions of the Hàn Chinese.
Confucianism, major system of thought in China, developed from the teachings of Confucius and his disciples, and concerned with the principles of good conduct, practical wisdom, and proper social relationships. Confucianism has influenced the Chinese attitude toward life, set the patterns of living and standards of social value, and provided the background for Chinese political theories and institutions. It has spread from China to Korea, Japan, and Vietnam and has aroused interest among Western scholars.
Makarenko, Anton Semyonovich, 1888–1939, Russian educator. In the 1920s, Makarenko organized the Gorky Colony, a home for children left homeless by the Russian Revolution of Oct., 1917. In 1931 became head of Dzerzhinsky Commune, an institution for juvenile offenders. A supporter of Stalin, his theories emphasized the importance of physical labor, discipline, and the collective in education.
Annie Sullivan was born April fourteenth, 1866, to Irish parents. When she was nine years old, Annie went to a town called Tewksbury because her mother had died and the rest of her family did not want to care for her. Annie sometimes threw temper tantrums. She had to live in the poorhouse. While she was there, the illness that had been in her eyes since she was three caused her to become blind. On March third, 1887, Annie Sullivan met Helen Keller for the first time, she was to be her governess. Helen Keller had also become blind, but she was also deaf and mute. Annie helped Helen talk, read, write and feel things. Annie
made Helen happy and helped her to have a good life. In 1900, Annie helped Helen get into college and Helen graduated in 1904. On October nineteenth, 1936, Annie Sullivan passed away, leaving Helen Keller by herself. Annie Sullivan is remembered for the good things she did for Helen Keller and her family.
Mr. Tao Xingzhi is a great Chinese educationalist for the people. Born on October 18 in 1891 in She County of Anhui Province, he went to study in the US after graduating from Jinling University in 1914. Back to China in 1917.
Mr. Tao Xingzhi lived during the critical period of Chinese people and nation suffered by calamity and grief. He was "giving whole-heartedly to the people and taking nothing back", sharing both happiness and sadness with the general public and working closely with Chinese Communist Party. Mr. Tao spared no effort for his whole life and had made indelible contribution for the cause of people's education, liberation and democracy. Mr. Tao Xingzhi left behind works of 6 million words, which is a treasure for the mankind. Pooling the souls of thinkings of different educationists, he founded the theory of "Life Education", laying the spiritual foundation for the reform and development of Chinese people's education. Abundantly connotated and precisely dissertated, this theory is closely bound up with the current educationalism with Chinese characteristics. When he passed away, Mrs. Song Qingling eulogized him as "model of teachers for ever", and Mr. Guo Moruo praised him "Two thousand years ago, we had Confucius, and now two thousand years later, we have Mr. Tao Xingzhi". A learned and respectable paragon for teachers, Mr. Tao is deserved to be a "Giant" in China's modern history of education.
Tao believed that school must be closely connected to
society to play a vital role in social reform and that education is an active, constructive process in real-life experiences rather than one of telling and being told.
Tao looked at "society as school"; instead of "education as life," he saw "life as education"; and, instead of "learning by doing," he proposed "unity of teaching, learning, and reflective acting."As part of his dedication to his ideas, Tao changed his name twice to reflect his beliefs. From Tao Wen Tsing, the name his parents gave to reflect their hopes for him, he became Tao Zhixing, which means, "knowing then doing." Finally, he became Tao Xingzhi, which means, "doing then knowing," because he believed that one should do first, then one will know. Mr. Tao Xingzhi belongs to not only China, but also the whole world.
Step 2 Listening
Say to Ss: The four educators made great contributions to the young students’ education. And we know that education is of great importance to a country. The education in China has been improved a lot. But there are still a lot for us to do and to be learned from other countries. Next let’s list en to two students comparing education in China and the USA.
1. Before you listen to the tape, think about the following questions.
(1) What do you know about education in the United States?
(2) How is it similar to Chinese education? How is it different?
2. Before you listen to the tape, please go through the chat below.
3.Now let’s listen to the tape and make notes under each heading in pairs.
Comparison of education in China and the USA
Class size
Method of teaching/Teaching style
Homework
Exams
4. After the first listening, encourage the Ss to say what they’ve got from the tape and collect them on the blackboard.
5. Listen to the tape for the second time for details. Help Ss to finish the chart.
6. To make the students understand the passage better, let them listen to the tape for the last time.
Step 3 Speaking
T: We should say that education is very important to a country. To our great joy, education in China has made great improvement. Now please look at the graphs on pages 101 to 102 and discuss the following questions. Before you discuss them, let’s go through some words and phrases.
statistics: (used with a pl. verb)Numerical data.
（与复数动词连用）统计数据
graph: A diagram that exhibits a relationship, often functional, between two sets of numbers as a set of points having coordinates determined by the relationship.
曲线图；座标图；图解
bar graph [统]条线图
line graph [数]线图
Now please look at the two graphs on page 102 and discuss the questions on the right in a group of four.
Good, you’ve got a good idea about education in Ch ina. With the results you have got, please talk about the achievements, progress and problems in education in China. The following words and phrases may be useful for your discussion.
a heavy workload to reduce the workload to meet parents’
expectation
to be strict with to raise academic standards under high pressure
Homework
1. Ask the students to collect more information about the four famous educators: Confucius, Anton Makarenco, Anna Sullivan, T ao Xingzhi.
2. Ask the students to collect some information about the education in the city/province.
3. Ask the students to list all the equipment, people and plans that are needed to run a school.
Period 2 Let’s read!
(Education for all)
Goals
◆ Provide students with the goal “EDUCATION FOR ALL” and the present situation of education in China and other countries.
◆ Improve students’ ability of reading comprehension.
Procedures
Step 1 Leading in
1. Talk about the education in the city or province.
2. Talk about the equipment, people and plans that are needed to run a school.
Conclusion: We are lucky enough to have quite good education in our city. But there are many children who don’ t have the chance to go to school because of various reasons. In China we have the “Hope Project” that helps many children who are unable to go to school. And also there is a project named “Education for all”. Today we’ll talk about “Education for all”.
Step 2 Reading for general ideas
Ask students to read the passage “Education for all” and match the best heading for each paragraph in the text.
Suggested answers:
B Education for all children worldwide will be difficult to achieve
D Solving the problem of teaching quality in remote areas
A Compulsory education for all Chinese children
F Problems of number and location
C Encouraging people in rural areas to accept education
E Meeting the cost
G Education for All---an international target
Step 3 Reading and copying
Useful expressions from EDUCATION FOR ALL
compulsory education, the future welfare, the World Education Forum, the member countries, to make a commitment, get…into…, to begin with, a positive attitude, play a/an…role, to attach importance to…, be skeptical of…, drop out, be distributed, the remote central and western provinces, spread out, by two-way radio and mail, rely on, non-governmental organizations, to donate sth., provide…with…, to adopt distance learning method, computerized teaching networks, to overcome…, to accomplish…, a huge task.
Step 4 Further understanding of the passage
Ask students to do the task 2 on page 104.
Well, class, please go through the sentences on task 2 on page 104 and try to find out the mistakes in each sentence.
In order to achieve the goal of “education for all”, different countries use different ways to solve their own problems. Try to find out which countries use the following methods to help them
provide education.
Distance learning, mixed-grade classes, money from international organizations, money from local organizations.
Now please discuss in a group of four if there are any ways in which education in your area could be improved and which you think is the most important aspect to change.
Education For All (EFA)
What is the Education For All (EFA)?
Education for All (EFA) is an international commitment first launched in Jomtien, Thailand in 1990 to bring the benefits of education to very citizen in every society? Partners comprised a broad coalition of national governments, civil society groups, and development agencies such as UNESCO and the World Bank. In the face of slow progress over the decade, the commitment was reaffirmed in Dakar, Senegal in April 2000 and then again in September 2000, when 189 countries and their partners adopted two of the EFA goals among the eight Millennium Development Goals (MDGs) to be achieved by 2015.
The EFA commitment is specifically to:
Ensure universal primary education for all children by 2015 (also an MDGs)
Eliminate gender disparities in primary and secondary education (also an MDGs)
Improve early childhood care and education
Ensure equitable access to 搇ife skills?programs
Achieve a 50 percent increase in adult literacy by 2015
Improve all aspects of the quality of education
Progress on MDGs
Despite considerable EFA progress in recent years, at least 52 of the 154 developing countries will face difficulty in achieving
universal completion of primary education by 2015 unless efforts are accelerated substantially. And though gender gaps in primary and secondary enrollment are narrowing, 43 developing countries will not meet the 2005 gender parity goal, of which 30 are unlikely to meet it by 2015 without intensified actions. Low-income countries face the greatest challenges to reaching the MDGs. Notably, at least 44 of the 81 low-income countries will face difficulty in achieving universal completion of primary education by 2015 without accelerated efforts. And though their gender gaps in primary and secondary enrollment are narrowing, 32 low-income countries will not meet the 2005 gender parity goal, of which 22 are unlikely to meet it by 2015 without intensified actions.
What does it take?
Sustained effort is at the heart of achieving EFA. Countries need to put appropriate policies in place, implement reforms and programs within strategic education sector and national development plans, and adequately fund primary education. Key principles include inclusiveness and equity - and thus the need for scaling up and targeting of hard-to-reach, disadvantaged groups; and a focus on results and outcomes - calling for steady attention to education quality and support to service-delivery levels (school and classroom) as much as possible. Important World Bank analytical work has helped (i) redefine the universal primary education goal as Universal Primary Completion, recognizing that learning takes place not when children enroll but only when they complete a quality primary education; and (ii) establish a "indicative framework?of benchmarks comprising measures of quality, efficiency, and domestic resource mobilization found key to success in countries that have
realized gains on EFA. Achieving EFA will take multi-dimensional efforts:
◆ improving access and equity
◆ focusing on girls?education and in particular improving their dropout and retention rates
helping education systems cope with HIV/AIDS, which puts education systems at grave risk
◆ promoting early childhood development, proven to improve learning outcomes
◆ protecting EFA prospects in post-conflict countries
and advancing adult literacy and non-formal education for children and youth, including
◆ orphans who have no a ccess to more traditional and formal schooling.
Examples of countries? efforts to achieve EFA may be found at these sites:
Yemen: World Bank Approves US$ 65 Million to Boost Basic Education in Yemen
India: World Bank To Support India's Goal Of Achieving Elementary Education
Ghana: World Bank Contributes US$78 Million to Boost Quality of Education
Bangladesh: World Bank Joins Donors To Support Primary Education
Related Resources
UNESCO's Education For All site
Achieving Universal Primary Education by 2015 - A Chance for Every Child
IDA and Education
Primary school students attend class along with a pig and
chickens in a village in Shangqiu County, Central China's Henan Province. [China Daily]
HOPE PROJECT : There is many (big amount) of people in China can't afford their child to school. They are too poor that even don't have enough food. Usually they only have income about US$30-150 per year (Can't believable?? Me too). They have poor knowledge that they don't know how to improve there life quality. Some organizes and the Chinese government set up a HOPE PROJECT to help these children. They believe that better knowledge will help people to improve their life. The collect money from some rich area (e.g. Hong Kong etc.) to help these children to school to teach them some basic knowledge. That is HOPE PROJECT.
Step 5 Homework
1 Review the passage: Education for all
2. Finish the exercises in “Language study” part.
Period 3 Let’s read and write!
(How we learn)
Goals
1. Read about the study tips.
2. Write about a report analyzing the way you learn.
Procedures
Step 1: Listening and reading aloud.
Ⅰ.Hello, boys and girls, you have been a student for some years. Have you found a good way to carry out your study. Today we’ll read a passage named “How we learn”. First r ead aloud to the recording of the text HOW WE LEARN on page107. Pay attention to the pauses, the pronunciation and the intonation while listening and reading aloud.
Post-reading questions:
1. Why do students learn in different ways?
2. What are the three basic learning styles?
3. What is the limitation of teachers’ teaching in classrooms?
Suggested answers:
1. Because different people have different ways of obtaining information and use various methods to demonstrate their intelligence and ability.
2. They are: learning through seeing; learning through listening and learning through doing.
3. Restrictions of time, space and resources often make it impossible for teachers to provide the best exercises for all learners.
Ⅱ. Ok, class, just now we talked about the three learning styles. Now let’s try to use them in our real study. Decide which of the study tips below are best suited for the three different types of learners described in the passage.
suggested answers:
Organise a study schedule to include frequent breaks. (learning through seeing)
Study in a quite place where you cannot hear other people talking. (learning through seeing)
Remembering things will be easier if you put the words to music and make a little “memory song”. (learning through doing)
Take part in class discussions and debates. (learning through listening)
Draw charts, graphs, diagrams, flow charts or pictures to organize information when taking notes. (learning through seeing)
If possible use a computer and DVDS to help you study.
(learning through seeing)
Make presentations to classmates or discuss ideas with your classmates.
（learning through listening）
Concentrate on similarities and differences you can observe. (learning through doing)
Move around while studying. For example, read while doing exercises.
(learning through doing)
Put posters and photos around your desk and have a stress toy to play with as you work.
(learning through doing)
Listen to and remember funny stories and background information.
（learning through listening）
Create maps, build models or draw and design things. (learning through doing)
Take part in art projects. (learning through doing)
Write about the things you have to learn. (learning through doing)
Ⅲ Now let’s talk about our learning styles in a group of four. Evaluate and compare your learning styles and discuss how to improve the way you study.
Step 2: Copying down expressions.
As is known, language is made up of words and expressions. So, why not read the article and write down all those expressions which are useful to you!
Useful expressions from HOW WE LEARN
in many ways, physical appearance, have…in common, learning style theory, facial expression, body language, tend to,
take detailed notes, think in pictures, absorb information, talk things through, give close attention to, be active in, take a hands-on approach, enjoy doing experiments and surveys, a variety of, provide…for…, be aware of, the most appropriate ways.
Step 3 Writing an article
Write an article analyzing the way you learn, using the outline below to help you to organise your ideas.
Part 2 Discourse Studies 第二部分篇章学习
1. Type of writing and summary of the idea 课文体裁、中心思想和段落大意
Reading the text EDUCATION FOR ALL, and then complete the following chart.
Type of writing This is a piece of descriptive writing
Main idea of the passage It tells about the world-wide efforts to achieve the goal of “Education for all”
Main idea of Para.1 Compulsory education for all Chinese children
Main idea of Para 2 Education for all children worldwide will be difficult to achieve
Main idea of Para 3 Encouraging people in rural areas to accept education
Main idea of Para 4 Solving the problem of teaching quality in remote areas
Main idea of Para 5 Meeting the cost
Main idea of Para 6 Problems of number and location
Main idea of Para 7 Education for All---an international target
3. Graphic representation of the text 课文图解
In 1986, the Chinese government introduced the law of “compulsory education” by the year of 2000.
Para. 1 the UNSCO ra ised the goal of “Education for all” in 2000
Para. 2
It is important to encourage the students in rural areas to accept education. The governments try to solve the problem of teaching quality in remote areas. The countries try different ways to meet the cost. Many countries face the problems of number and location.
“ Education for all” is an international target demanding great efforts.
3. A retold passage of the text 课文复述
Retell the text using about 100 words.
Notes:
1. Try to use your own words.
2. Make use of the chart above while retelling.
3. The possible version below can be used as material for both retelling and dictation.
A possible version of the retold text:
In 1986, the Chinese government introduced the law of “nine years of compulsory education” for every Chinese child by the year 2000, which turns out highly successful. Besides China, all the governments in the world realize the importance of education. For the calculated 113 million children not being in school from the World Education Forum, the UNESCO made a commitment to provide “education for all” by 2015. T o create a positive attitude is important in carrying out the goal, especially in areas where agriculture plays an important role and children have a tendency to be absent and often drop out to help work in the fields. China’s large population and big land produce the large class sizes and mixed-grade classes. The “distance learning”
methods with the help of two-way radio and mail is useful in Australia where the population is very spread out. For the reason that the success in bringing education to all depends on economy, some governments rely on aid from other countries, international organizations. Every country faces problems in education, which makes the governments look for ways to solve them. The Chinese government has overcome problems to accomplish the goal. So the goal will be a huge task for the world.
Part 3 Key Words and Expressions 第三部分词汇与短语
load []
n. 1. something that is being carried or is to be carried.
（车、船、人、畜等的）负荷；负担；载重
The truck was carrying a load of bananas. 这辆卡车装着一车香蕉。

We have to make three loads of the cargo. 我们得把货物分装三车。

2. the amount which the stated vehicle can carry.（车辆等的）载重量
I’ve ordered two lorry-loads of sand. 我已定购了两卡车沙子。

3. the amount of work that must be done by a member of a group , a machine, etc.
（一个成员、一台机器等的）工作量，负荷
I have a fairly light teaching load this term. 这个学期我的教学负担相当轻。

4. a lot of （常与of连用）大量，许多 (a load of/loads of )
To the reader's disappointment, the leading article in this issue of the magazine is a load of rubbish. 这期杂志上的主要文章废话连篇,使读者大失所望。

v. 1.to put（a load） on or in （a vehicle, structure, etc）.
（常与up, with连用）装，装满，载满
We loaded the truck with bananas. 我们把香蕉装上卡车。

2. to put bullets, etc. into (a gun) or film into (a camera)装上（弹匣、胶卷）
Don’t move! The gun is loaded. 别动！这支枪是上了膛的。

workload []
n. 1. The amount of work assigned to or expected from a worker in a specified time period.
工作量, 工作负担
She has a very heavy workload. 她的工作负担很重。

strict [strikt]
adj. 1. severe and demanding obedience, esp. in rules of behavior.
严格的，严厉的（规则或行为）(+with)
Our teacher is strict; we have to do what she says.
我们的老师很严格，我们不得不按她说的去做。

2. exact 精确的；完整的
He made a strict analysis of the experiment.
他对这个实验做了个精确的分析。

compulsory []
adj. 1. which must be done by law, or by orders, etc. 义务的；强制的；强迫的
Education is compulsory for all children in Britain between the age of 5 and 16.
在英国5岁到16岁的儿童都要接受义务教育。

commitment []
n. 1.a responsibility or promise to follow certain beliefs or a certain course of action 承诺；
The general has repeated his commitment to holding elections as soon as possible.
将军重申了尽快进行选举的承诺。

2．thing one has promised to do责任；承担义务
I've taken on too many commitments.
我承担的义务太多了。

3．the state of being committed, belief 忠诚，信奉，支持
The company’s success this year would not have been possible without the commitment and dedication of the staff. 如果没有员工的奉献精神，公司今年的成功是不可能的。

sceptical []
adj. unwilling to believe a claim or promise, doubting, distrustful 怀疑的，持怀疑态度的
Everyone says our team will win, but I’m skeptical of/about it.
人人都说我们队会赢，但我对此表示怀疑。

tendency []
n. 1. movement or prevailing movement in a given direction 倾向；趋势① (+to, towards) There is an increasing tendency towards the use of firearms by criminals. 罪犯使用枪械的趋势在上升。

② （＋to v. ） There is a growing tendency for people to work at home instead of in offices. 人们在家里而不是在办公室工作的趋势日益增长。

2． A natural likelihood of developing, thinking, or behaving in a particular way 癖好，秉性①（+to, towards）He’s always had a tendency to /towards frivolity.
他向来表现出轻浮的倾向。

② （＋to v. ）The teacher criticized his tendency to view world affairs purely in terms of the East-West conflicts. 老师批评了他那种单纯从东西方冲突的角度去观察国际事务的倾向。

expand []
vi.&vt. 1. to increase the size, volume, quantity, or scope of;
enlarge 扩大，膨胀
The business has expanded from having one office to having twelve.
这个公司已从一个分公司发展到拥有12个分公司了。

2. to express at length or in detail; enlarge on详述（故事，论证等）,引申
I don’t quite follow your reasoning. Can you expand (on it)?
我不大理解你的论断，你能详细地加以说明吗？
You’ll have to expand your argument if you want to convince me.
你如果想使我信服，就必须详述你的论点。

3． Vi.(of a person) to become more friendly and willing to talk （人）变得更友善更健谈He expanded a little when he had had a drink, and started to talk more freely.
他喝了一杯酒，变得更友善，并开始畅谈起来。

distribute []
vt. 1. to divide and dispense in portions分发，分配某事物(+sth. to/among sb./sth.)
The demonstrators distributed leaflets to passers-by. 示威向行人分发传单。

2．to spread or diffuse over an area; scatter 使（某事物）散开，散布
Baggage loaded onto an aircraft must be evenly distributed.
飞机载运的行李应均匀放置在各个部位。

拓展：distribution n. 1. The act of distributing or the condition of being distributed; apportionment 分发，分配（多作不可数名词）
The boys complained that the distribution of prizes was unfair.
男孩们抱怨奖品分配不均。