人教版高二Unit 12 Education
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Ｉ． 单元教学目标
技能目标Skill Goals
▲Learn about education in China and other countries
▲Talk about study methods and learning styles
▲Practise making comparisons
▲Integrative language practice
▲Write report
II． 目标语言
功 能 句 式 1. One of the problems in providing compulsory education for all children is getting girls to attend school and making sure they do not leave before they finish.
2. The number of children attending school increased between 1985 and 2002.
3. It’s traditional for boys to get an education while girls stay at home to do housework.
4. It is reported that 99% of school-age children in China attended primary school by 2004.
5. In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to education.
6. In areas where agriculture plays an important role, people do not attach importance to education, and parents are skeptical of anything that takes children away from their work on the farm.
7. In some cultures parents are particularly unwilling to send their daughters to school because the custom is to educate boys rather than girls.

词
汇 1. 四会词汇
load, workload, strict, compulsory, commitment, skeptical, tendency, absent, expand, distribute, corporation, donate, curriculum, ministry, worldwide, aspect, profession, alongside, advocate, housewife, obtain, evident, recorder, select, suit, restriction, schedule, presentation
2. 认读词汇
Confucius, Anton Makarenko, Anne Sullivan, Helen Keller, forum, Turks and Caicos Islands, Alice Springs, computerize, Lesotho, charity, label, axis, measurement
3. 词组
to begin with, drop out (of), result in, attach ... to ...
4. 重点词汇
load, donate, absent, aspect, advocate, obtain, suit, schedule, expand, select, attach ... to ...
结
构 Many communities have lower hopes and requirements of females, and it is traditional for boys to get an education while girls stay at home to do housework.
重 点 句 子 1. It is reported that 99% of school-age children in China attended primary school by 2004. P103
2. In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to education. P103
3. In areas where agriculture plays an important role, people do not attach importance to education, and parents are skeptical of anything that take children away from their work on farm. P103
4. In some cultures parents are particularly unwilling to send their daughters to school because the custom is to educate boys rather than girls. P 103
5. To solve this, Australia uses “distance learning” methods, where the students have lessons by two-way radio and mail. P 103
6. In these countries, where some people do not even have fresh water or basic health care, reaching the target of “Education for All” will be a huge task, despite help from the international community. P104
III． 教材分析与教材重组
1. 教材分析
本单元以education为话题，旨在通过单元教学，使学生了解我国和其他国家的教育情况以及学习方法和策略，并学会进行比较和写文章。
1. 1 WARMING UP 提供了四幅有关educators的图片：Confucius（孔子），Anton Makarenko（安东•马卡连科）， Anne Sullivan and Helen Keller（安•萨利文和海伦•凯勒），Tao Xingzhi（陶行知）。课前布置学生搜集这四位教育家的信息（主要包括time, country, way of teaching），并找出一句自己喜欢的教育名言。
1. 2 LISTENING是关于中美两国教育比较。其中涉及class size, method of teaching/teaching style, homework以及 exams等方面的信息。要求学生们不仅要听懂，而且要根据表格（P101）纪录下主要数据信息。
1. 3 SPEAKING 描述P102页的两个图表，并根据其中的问题进行讨论，阐述自己的观点。
1. 4 PRE-READING是READING的热身活动。要求学生结合SPEAKING所讨论内容，对照自己学校的情况，引导学生对课文的兴趣，以便他们进一步明确自己的观点。
1. 5 READING是essay。其中介绍了中国以及全球教育所面临的问题和解决方案。
1. 6 POST-READING共四个题。第一题Choose the best heading for each paragraph，其目的在于培养、训练学生的概括能力；第二题要求学生注意文中的细节信息，训练学生把握细节的能力；第三题要求找出distance learning, mixed-grade classes, money from international organizations和money from local organizations等methods所对应的国家；第四题要求学生根据课文内容，结合现实形成自己的观点，从自己的周围找问题，并努力解决问题，其目的在于：培养学生的综合分析信息，发现问题、解决问题的能力。
1. 7 LANGUAGE PRACTICE 共五个题。第一题，要求讨论并定义所给十个单词；第二题，运用本单元生词进行短文填空；第三题，参照一段文字完成一个graph（对照SPEAKING部分）；第四题，用所给单词替换短文中的划线单词或短语；第五题，概括总结第三题文字的内容。目的在于：结合SPEAKING部分，让学生学会描述graph或chart，以及根据文字描述画出graph或chart。
1. 8 INTEGRATING SKILLS分Reading和Writing两个部分，第一部分的Reading是阅读短文HOW WE LEARN，其后的三个训练题目的在于帮助学生了解自己的学习方法，并通过讨论进一步改进自己的学习；第二部分的Writing要求学生根据课本所给提示的(Outline)结合自己的实际情况写出一个Report，对自己的学习方法和策略进行分析。其目的在于培养学生写作能力和解决实际问题的能力。
2. 教材重组
2.1从话题内容上分析，WARMING UP 和SPEAKING以及Workbook中的SPEAKING比较一致; 将这三部分整合在一起，设计成一节任务型“口语课”。目的在于引入教育话题，同时让学生了解中国和美国教育的现状，激发学生进一步了解这一话题内容的兴趣，为后面的Reading做好铺垫。
2.2 LISTENING与Workbook中的LISTENING相一致，将两个LISTENING整合在一起，设计成一节 “听力课”。
2.3 将PRE-READING, READING和POST-READING三个活动整合在一起设计成一节“阅读课”。
2.4 将Education for all中的语言点和LANGUAGE PRACTICE设计成一节语言学习课。
2.5将INTEGRATING SKILLS中的Reading和补充短文整合起来上一节“泛读课”。
2.6将LANGUAGE PRACTICE和INTEGRATING SKILLS中的Writing整合成一节“写作课”。
3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）
1st Period Speaking
2nd Period Listening
3rd Period Reading
4th Period Language study
5th Period Extensive reading
6th Period Writing
Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
way of teaching, compare, be similar to, make notes, be different from
b. 重点句式
There are more exams in China than in America.
The class size of China is very large, while that of America is rather small.
Chinese education is similar to American education in that ...
2. Ability goals 能力目标
Enable the students to talk about educators and what they did.
Learn to describe graphs and charts and also to draw graphs and charts.
3. Learning ability goals 学能目标
Help the students learn how to describe the education of a country.
Teaching important points 教学重点
Describe the graphs and charts so as to make others understand.
Teaching difficult points 教学难点
Describe the information shown in the graphs.
Teaching methods 教学方法
Discussing and talking.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step I Revision
T: Good morning/afternoon, boys and girls!
Ss: Good morning/afternoon, Sir/ Madam!
T: Let’s check the homework first. Yesterday you were asked to look up new words in English-English dictionary. Now, I’ll check your homework in this way. First let’s divide the whole class into two groups and each group presents five words for the other group to explain in English, and then each group gives five explanations for the other group to guess the words. Let’s see which group completes the work better, that’s, which group makes the fewest mistakes. OK, let’s begin.
Group A: Write five new words of this Unit on the blackboard.
1. aspect 2. recorder 3. donate 4. select 5. axis
Group B: Five students come to the front to explain the new words one by one.
1. aspect — one part of a situation, idea, plan etc that has many parts
2. recorder — a piece of electrical equipment that records music, films etc
3. donate — to give something, especially money, to a person or an organization in order to help them
4. select — to choose something or someone by thinking carefully about which is the best, most suitable etc
5. axis — either of the two lines of a graph, by which the positions of points are measured
Group B: Write five new words of this Unit on the blackboard.
1. expand 2. absent 3. ministry 4. profession 5. label
Group A: Five students come to the front to explain the new words one by one.
1. expand — become larger in size, number, or amount, or to make something become larger
2. absent — not at work, school, a meeting etc, because you are sick or decide not to go
3. ministry — a government department that is responsible for one of the areas of government work, such as education or health
4. profession — a job that needs a high level of education and training
5. label — a piece of paper or another material that is attached to something and gives information about it
T: Now come to the second step. Group B will read explanations, and Group A will guess.
Group A: Read the following five explanations for Group B to guess.
1. to put a large quantity of something into a vehicle or container
2. easy to see, notice, or understand
3. to spread something over a large area
4. the subjects that are taught by school, college etc, or the things that are studied in a particular subject
5. a promise to do something or to behave in a particular way
Group B: Guess the words according to the explanations.
1. load 2. evident 3. distribute 4. curriculum 5. commitment
T: Now it’s Group B’s turn to read explanations, and Group A will guess.
Group B: Read the following five explanations for Group A to guess.
1. to publicly say that something should be done
2. a general change or development in a particular direction
3. a married woman who works at home doing the cooking, cleaning etc, but does not have a job outside the house
4. to get something that you want, especially through your own effort, skill, or work
5. a plan of what someone is going to do and when he or she is going to do it
Group A: Guess the words according to the explanations.
1. advocate 2. tendency 3. housewife 4. obtain 5. schedule
T: All of you did a good job. I think both Group A and Group B are winners. Thank you.
Step II Warming up
Talk about the pictures with the teacher’s help.
T: Yesterday you were told to google Confucius, Anton Makarenko, Anne Sullivan and Tao Xingzhi. Try to say something about when they lived, where they came from, how they taught their students and so on. Who would like to say something about Confucius?
Sa: I’d like to try. Confucius was born in 551 BC, and died in 479 BC. According to Chinese tradition, Confucius was a thinker, political figure, educator, and founder of the Ru School of Chinese thought.
Sb: It is said that Confucius’ great grandfather had moved from his native land Song to Lu, somewhere near the present town of Qufu in southeastern Shandong.
Sc: Confucius’ teachings, conversations and exchanges with his students are recorded in the Lunyu. Study, for Confucius, means finding a good teacher and imitating his or her words and deeds. A good teacher is someone older who is familiar with the ways of the past and the practices of the ancients.
T: Very good. Now who would like to say something about Anton Makarenko?
Sd: Anton Makarenko was born in 1888 and died in 1939. He was one of the outstanding Soviet educators.
Se: I would like to quote something from Makarenko’s works, which shows his way of teaching: “... education is a process that is social in the broadest sense....With all the highly complex world of ambient activity, the child enters into an infinite number of relationships, each of which constantly develops, interweaves with other relationships and is compounded by the child’s own physical and moral growth. All this ‘chaos’ is seemingly quite unquantifiable but nevertheless gives rise at each particular instant to definite changes in the personality of the child.” Sf: I have another piece from his works to share: “Labour becomes an effective means of communist education only when it forms a part of the general educational process; at the same time, this has no meaning unless all children and adolescents are involved in types of socially useful work suited to their age.”
T: All right. So much for the Russian educator. How about Anne Sullivan?
Sg: Anne Sullivan (1866-1936) was a devoted teacher who, despite her own handicap, demonstrated a tireless commitment to a student (Helen Keller) who had severe learning disabilities. She developed a method of touch teaching, using direct experience rather than attempting to explain a concept; and she reasoned that children learned by imitation and repetition, working out their own understanding of the subject.
Sh: I’d like to say something about Mr Tao Xingzhi. I have got a lot about him from the Internet.
T: OK, try to give a brief introduction to him.
Sh: I’ll try. Mr Tao Xingzhi is a great Chinese educationalist for the people. Born on October 18 in She County of Anhui Province, he went to study in the US after graduating from Jinling University in 1914. He came back to China in 1917. Mr Tao Xingzhi was always “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 to the cause of people’s education, liberation and democracy. Mr Tao Xingzhi left behind works of 6 million words, which are treasures for the mankind. Pooling the souls of thinking of different educationists, he founded the theory of “Life Education”, laying the spiritual foundation for the reform and development of Chinese people’s education. 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. Mr Tao Xingzhi belongs to not only China, but also the whole world.
T: I’m glad to see you have got so much information about the great educators by yourselves. Now, everyone is required to finish the chart on Page 101 according to the information we gathered. And who’d like to finish the chart on the blackboard? Volunteers?
A student comes to the blackboard and finishes the chart below:
Educator Time Country Way of teaching
Confucius 551-497 BC China Finding a good teacher and imitating his or her words and deeds
Anton
Makarenko 1888-1939 Russia Entering into a lot of relationships, each of which constantly develops, interweaves with other relationships and is compounded by the child’s own physical and moral growth.
Anne Sullivan 1866-1936 America Using direct experience rather than attempting to explain a concept; learning by imitation, repetition, and working out their own understanding of the subject
Tao Xingzhi 1891-1946 China To give all citizens equal opportunities for education. To create an environment that would encourage learning and the development of learning. To live a democratic life through experiencing the democratic process.
T: Very good. I hope you can find more educators and their ways of teaching.
Step III Speaking
T: When information is presented graphically, it is because the writer wants to draw attention to a change, a difference or a trend. When you read a graph or a chart, ask yourself what change, difference or trend he or she wants to show you. Look at the shape of the graph or the chart, rather than the details. Be careful to describe the subject of the graph rather than the picture the graph makes. For example, you cannot say “the bars get taller from left to right”. You have to say “the number of children attending school increased between 1985 and 2002”. Here we have two graphs on Page 102 (Show the graphs on the slides). First you’re required to understand them and then try to say something about them. Students read the graphs and try to describe them, and finish the questions on the right of the graphs.
Three minutes later.
T: Who’d like to show us your description of the first graph about “School-age children attending school” and also draw the bar for 2010?
Sa: The number of school-age children attending school increased between 1985 and 2002. In 1985, more than 95 percent of school-age children attended school, while in 2002 more than 99 percent of school-age children attended school, rising by nearly 4 percent. I think, it is with the help of the government that more and more school-age children have the chance of attending school. According to the graph and the present situation as well, it is hoped that all the school-age children will go to school in 2010. I would like to put the bar for 2010 as high as 100%. (Show his graph to the class)
Sb: I don’t agree with you. Because a lot of mountainous villages don’t have schools, teachers and equipment for teaching. We still have a long way to go. Though we have achieved a lot, and we are trying our best, we have to keep in mind that many problems remain there for us to overcome, and some of them will take a long time, perhaps more than 10 years, or twenty years.
T: Very good. It’s hard to tell who is right. But we can tell that both of you are reasonable in thinking like this. Let’s hope that all school-age children can attend school as soon as possible. Now who’d like to show us your description of the second graph about “People aged 15 and over who are unable or find it very difficult to read” and also draw the line to 2006?
Sc: Fewer and fewer people are unable to read or find it very difficult to read. In 1997, nearly 18 percent of people aged 15 and over are unable or find it very difficult to read, while in 2002 only 8 percent of people aged 15 and over are unable or find it very difficult to read, going down by nearly 10 percent. As we can see, people are becoming richer and richer; more and more people begin to realize the importance of providing their children with a proper education. Of course, our government is playing an important role in helping more children and adults learn to read. According to the graph and the present situation as well, it is certain that all the children and adults will be able to read in 2006. I would like to put the line to 2006 down to bottom. (Show his graph to the class)
Sd: I hope so, too. But I don’t think so. After all, facts are facts. I once met a group of school-age children in the railway station. They were just wandering, begging, stealing something here and there for a living. They could not read, and none of them had ever been to a school. My parents travel a lot, and they often meet such people wherever they go. China has the largest population in the world, and many people refuse to learn because they don’t have the money, even for water and bread.
T: Thanks for your words. It reminds us that we have the responsibility to help those who are poor. Let’s do something for the Hope Project in your spare time, OK?
Ss: OK.
Step IV Talking
T: We have known something about Chinese education by getting to the famous educators and the graphs. Now, we will have a discussion about two topics. Topic one is about the achievements, progress and problems in education in China. You may use the words on Page 102.
Show the following words on the slide.
a heavy workload, to reduce the workload, to meet parents’ expectations, to be strict with, to raise academic standards, under high pressure
T: Topic two is about lifelong learning. You may read the short paragraphs on Pages 235-236 and finish the first two exercises before the discussion. Group A, B and C are required to discuss Topic one; Group D, E and F will discuss Topic two. Five minutes’ discussion and then each group will be asked to present your ideas. Begin!
Students have a discussion in group work for five minutes. Five minutes later.
Sa: First, we think China is making great progress in education, whether for school-age children or for those who can not read. As we see from the graphs, people are putting more money and effort into their children’s education. Second, there still remain a lot of problems. For example, the government doesn’t offer enough money for education for all, and the teachers are not well paid.
T: Thank you. I really appreciate your idea, and I hope you will get a higher position in the government office, therefore you can give teachers high salaries. Anybody else?
Sb: The teachers are living a simple life and working very hard. So are the students. We have to study from morning till night to meet our parents’ expectations. It is under such high pressure that we are burdened with a heavy workload. As we know, the load is becoming heavier and heavier.
Sc: The government has been trying to reduce the workload of the students, but it really disappoints us. I think the government should focus on raising the students’ academic standards instead of putting a workload on our shoulders. Besides, the teachers should be strict with us students, but they should not forbid us to do some activities just because they didn’t do them when they were young.
T: Excellent ideas. I will take your advice as a teacher. Thank you.
Sd: We would like to talk about the second topic. Personally, I think lifelong learning is a good idea. I’m sure I will keep on learning all through my career or, I may say, throughout my whole life. Because it is really necessary for us to learn non-stop if we want to enjoy a happy and full life. As I grow old, perhaps I will become more interested in learning something practical.
Se: I think lifelong learning is important for those who are healthy enough, but not necessary for every old person. If an old person is not strong enough, or doesn’t have a clear mind, why should he or she learn new techniques?
Sf: Lifelong learning will become more and more necessary as the whole society ages. I think we should make the youth — the old in the future, aware of the worrying prospect and be ready to face it. No matter what is necessary for the society, people should learn it. Just do it, for you, for me, for the whole world.
T: Excellent ideas. Thank you all. And I’m sure our country will have a brighter and more prosperous future. Thank you again.
Step V Homework
T: You have done very well in the class. That’s all for this period. Homework for today:
1. Remember the information about the famous educators and review your notes about the differences and similarities between the education in China and the USA.
2. Learn the new words by heart and remember their English explanations as many as possible. In next period, I’ll check the new words by having a dictation. Goodbye everyone.
Ss: Goodbye, sir/madam.
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