高三英語 Unit12 Education教案 大綱人教版

1、Unit12 Education 單元教學目標技能目標Skill GoalsLearn about education in China and other countriesTalk about study methods and learning stylesPractise making comparisons Integrative language practiceWrite reportII 目標語言功 能 句 式1. One of the problems in providing compulsory education for all children is getting

2、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. Its 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 a

3、ttended 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 anythi

4、ng 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.詞匯1. 四會詞匯load, workload, strict, compulsory, commitment, skeptical, tendency, absent, expand, dist

5、ribute, corporation, donate, curriculum, ministry, worldwide, aspect, profession, alongside, advocate, housewife, obtain, evident, recorder, select, suit, restriction, schedule, presentation2. 認讀詞匯Confucius, Anton Makarenko, Anne Sullivan, Helen Keller, forum, Turks and Caicos Islands, Alice Springs

6、, computerize, Lesotho, charity, label, axis, measurement3. 詞組to begin with, drop out (of), result in, attach . to .4. 重點詞匯load, donate, absent, aspect, advocate, obtain, suit, schedule, expand, select, attach . to .結(jié)構(gòu)Many communities have lower hopes and requirements of females, and it is tradition

7、al for boys to get an education while girls stay at home to do housework.重 點 句 子1. It is reported that 99% of school-age children in China attended primary school by 2004. P1032. In China, as in other countries, the government realizes that the future welfare of its citizens is closely linked to edu

8、cation. P1033. 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. P1034. In some cultures parents are particularly unwilling to send their daughters to school because

9、 the custom is to educate boys rather than girls. P 1035. To solve this, Australia uses “distance learning” methods, where the students have lessons by two-way radio and mail. P 1036. In these countries, where some people do not even have fresh water or basic health care, reaching the target of “Edu

10、cation for All” will be a huge task, despite help from the international community. P104III 教材分析與教材重組 1. 教材分析本單元以education為話題，旨在通過單元教學，使學生了解我國和其他國家的教育情況以及學習方法和策略，并學會進行比較和寫文章。1. 1 WARMING UP 提供了四幅有關(guān)educators的圖片：Confucius（孔子），Anton Makarenko（安東·馬卡連科）， Anne Sullivan and Helen Keller（安·薩利文和海倫&

11、#183;凱勒），Tao Xingzhi（陶行知）。課前布置學生搜集這四位教育家的信息（主要包括time, country, way of teaching），并找出一句自己喜歡的教育名言。1. 2LISTENING是關(guān)于中美兩國教育比較。其中涉及class size, method of teaching/teaching style, homework以及 exams等方面的信息。要求學生們不僅要聽懂，而且要根據(jù)表格（P101）紀錄下主要數(shù)據(jù)信息。1. 3SPEAKING 描述P102頁的兩個圖表，并根據(jù)其中的問題進行討論，闡述自己的觀點。1. 4PRE-READING是READING的熱

12、身活動。要求學生結(jié)合SPEAKING所討論內(nèi)容，對照自己學校的情況，引導學生對課文的興趣，以便他們進一步明確自己的觀點。1. 5READING是essay。其中介紹了中國以及全球教育所面臨的問題和解決方案。1. 6POST-READING共四個題。第一題Choose the best heading for each paragraph，其目的在于培養(yǎng)、訓練學生的概括能力；第二題要求學生注意文中的細節(jié)信息，訓練學生把握細節(jié)的能力；第三題要求找出distance learning, mixed-grade classes, money from international organizatio

13、ns和money from local organizations等methods所對應(yīng)的國家；第四題要求學生根據(jù)課文內(nèi)容，結(jié)合現(xiàn)實形成自己的觀點，從自己的周圍找問題，并努力解決問題，其目的在于：培養(yǎng)學生的綜合分析信息，發(fā)現(xiàn)問題、解決問題的能力。 1. 7LANGUAGE PRACTICE 共五個題。第一題，要求討論并定義所給十個單詞；第二題，運用本單元生詞進行短文填空；第三題，參照一段文字完成一個graph（對照SPEAKING部分）；第四題，用所給單詞替換短文中的劃線單詞或短語；第五題，概括總結(jié)第三題文字的內(nèi)容。目的在于：結(jié)合SPEAKING部分，讓學生學會描述graph或chart，以及

14、根據(jù)文字描述畫出graph或chart。1. 8INTEGRATING SKILLS分Reading和Writing兩個部分，第一部分的Reading是閱讀短文HOW WE LEARN，其后的三個訓練題目的在于幫助學生了解自己的學習方法，并通過討論進一步改進自己的學習；第二部分的Writing要求學生根據(jù)課本所給提示的(Outline)結(jié)合自己的實際情況寫出一個Report，對自己的學習方法和策略進行分析。其目的在于培養(yǎng)學生寫作能力和解決實際問題的能力。 2. 教材重組2.1從話題內(nèi)容上分析，WARMING UP 和SPEAKING以及Workbook中的SPEAKING比較一致; 將這三部分

15、整合在一起，設(shè)計成一節(jié)任務(wù)型“口語課”。目的在于引入教育話題，同時讓學生了解中國和美國教育的現(xiàn)狀，激發(fā)學生進一步了解這一話題內(nèi)容的興趣，為后面的Reading做好鋪墊。2.2 LISTENING與Workbook中的LISTENING相一致，將兩個LISTENING整合在一起，設(shè)計成一節(jié) “聽力課”。2.3 將PRE-READING, READING和POST-READING三個活動整合在一起設(shè)計成一節(jié)“閱讀課”。2.4 將Education for all中的語言點和LANGUAGE PRACTICE設(shè)計成一節(jié)語言學習課。2.5將INTEGRATING SKILLS中的Reading和補充短

16、文整合起來上一節(jié)“泛讀課”。2.6將LANGUAGE PRACTICE和INTEGRATING SKILLS中的Writing整合成一節(jié)“寫作課”。3. 課型設(shè)計與課時分配（經(jīng)教材分析，根據(jù)學情，本單元可以用六課時教完）1st Period Speaking2nd Period Listening3rd Period Reading4th Period Language study5th Period Extensive reading6th Period Writing. 分課時教案The First Period SpeakingTeaching goals 教學目標1. Target l

17、anguage目標語言a. 重點詞匯和短語 way of teaching, compare, be similar to, make notes, be different fromb. 重點句式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

18、力目標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 學能目標Help the students learn how to describe the education of a country.Teaching important points 教學重點Describe the graphs and charts so as

19、 to make others understand.Teaching difficult points 教學難點Describe the information shown in the graphs.Teaching methods 教學方法Discussing and talking.Teaching aids 教具準備A computer and a projector.Teaching procedures & ways 教學過程與方式Step I RevisionT: Good morning/afternoon, boys and girls! Ss: Good morn

20、ing/afternoon, Sir/ Madam! T: Lets check the homework first. Yesterday you were asked to look up new words in English-English dictionary. Now, Ill check your homework in this way. First lets divide the whole class into two groups and each group presents five words for the other group to explain in E

21、nglish, and then each group gives five explanations for the other group to guess the words. Lets see which group completes the work better, thats, which group makes the fewest mistakes. OK, lets begin.Group A: Write five new words of this Uniton the blackboard. 1. aspect 2. recorder 3. donate 4. sel

22、ect 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 parts2. recorder a piece of electrical equipment that records music, films etc3. donate to give something, especially money, to a person or an orga

23、nization in order to help them4. select to choose something or someone by thinking carefully about which is the best, most suitable etc5. axis either of the two lines of a graph, by which the positions of points are measuredGroup B: Write five new words of this Uniton the blackboard.1. expand 2. abs

24、ent 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 larger2. absent not at work, school, a meeting etc, because you are sick or decide not to go3. ministry

25、a government department that is responsible for one of the areas of government work, such as education or health4. profession a job that needs a high level of education and training5. label a piece of paper or another material that is attached to something and gives information about itT: Now come t

26、o 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 container2. easy to see, notice, or understand3. to spread something over a large area4. the subjects

27、 that are taught by school, college etc, or the things that are studied in a particular subject5. a promise to do something or to behave in a particular wayGroup B: Guess the words according to the explanations.1. load 2. evident 3. distribute 4. curriculum 5. commitmentT: Now its Group Bs turn to r

28、ead 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 done2. a general change or development in a particular direction3. a married woman who works at home doing the cooking, cleaning etc, but does not h

29、ave a job outside the house4. to get something that you want, especially through your own effort, skill, or work5. a plan of what someone is going to do and when he or she is going to do itGroup A: Guess the words according to the explanations.1. advocate 2. tendency 3. housewife 4. obtain 5. schedu

30、leT: All of you did a good job. I think both Group A and Group B are winners. Thank you.Step II Warming upTalk about the pictures with the teachers 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 t

31、hey came from, how they taught their students and so on. Who would like to say something about Confucius?Sa: Id 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

32、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

33、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

34、 of the outstanding Soviet educators.Se: I would like to quote something from Makarenkos 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 relations

35、hips, each of which constantly develops, interweaves with other relationships and is compounded by the childs 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.” S

36、f: 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 t

37、heir 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 te

38、aching, 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: Id like to say something about Mr Tao Xingzhi. I have got a lot about him from the Internet.T: OK, t

39、ry to give a brief introduction to him. Sh: Ill 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 alw

40、ays “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 peoples education, liberatio

41、n 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 peoples education.

42、 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 Chinas modern history of education. Mr Tao Xingzhi belongs to not only China, but also

43、 the whole world.T: Im 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 whod like to finish the chart on the blackboard? Volunteers?A student comes to the blac

44、kboard and finishes the chart below:EducatorTimeCountryWay of teachingConfucius551-497 BCChinaFinding a good teacher and imitating his or her words and deedsAnton Makarenko1888-1939RussiaEntering into a lot of relationships, each of which constantly develops, interweaves with other relationships and

45、 is compounded by the childs own physical and moral growth.Anne Sullivan1866-1936AmericaUsing direct experience rather than attempting to explain a concept; learning by imitation, repetition, and working out their own understanding of the subjectTao Xingzhi1891-1946ChinaTo give all citizens equal op

46、portunities 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 SpeakingT: When information is

47、 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

48、 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

49、slides). First youre 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: Whod like to show us your description of the first graph about “School-age childre

50、n 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

51、 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 201

52、0 as high as 100%. (Show his graph to the class)Sb: I dont agree with you. Because a lot of mountainous villages dont 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 proble

53、ms 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. Its hard to tell who is right. But we can tell that both of you are reasonable in thinking like this. Lets hope that all school-age children can attend school as soon

54、 as possible. Now whod 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 p

55、eople 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

56、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 2

57、006. 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 dont 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 liv

58、ing. 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 dont 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. Lets do something for the Hope Project in your spar