高三英语 Unit12 Education教案 大纲人教版

1、Unit12 Education 单元教学目标技能目标Skill GoalsLearn about education in China and other countriesTalk about study methods and learning stylesPractise making comparisons Integrative language practiceWrite reportII 目标语言功 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.词汇1. 四会词汇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. 认读词汇Confucius, Anton Makarenko, Anne Sullivan, Helen Keller, forum, Turks and Caicos Islands, Alice Springs

6、, computerize, Lesotho, charity, label, axis, measurement3. 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 tradition

7、al 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. 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 Xingz

11、hi（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. 2LISTENING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. 3SPEAKING 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. 4PRE-READING是READING的热身活动。要求学生结合SPEAKING

12、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. 5READING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. 6POST-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 loca

13、l 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. 7LANGUAGE 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char

14、t。1. 8INTEGRATING 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

15、”。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

16、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 Speaking2nd Period Listening3rd Period Reading4th Period Language study5th Period Extensive reading6th Period Writing. 分课时教案The First Period SpeakingTeaching goals 教学目标1. Target language目标语言a. 重点词汇

17、和短语 way of teaching, compare, be similar to, make notes, be different fromb. 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 stud

18、ents 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 un

19、derstand.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/

20、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 English, and then eac

21、h 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. select 5. axis Group B:

22、 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 organization in order to

23、 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. absent 3. ministry 4.

24、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 a government depart

25、ment 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 to the second step.

26、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 that are taught by

27、 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 read explanations, a

28、nd 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 have a job outside t

29、he 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. scheduleT: All of you did

30、 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 they came from, how

31、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 thought.Sb: It is s

32、aid 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 im

33、itating 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

34、 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 relationships, each of which

35、 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.” Sf: I have another p

36、iece 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 ri

37、ght. 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 direc

38、t 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, try to give a brief

39、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 always “giving whole-h

40、eartedly 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, liberation and democracy. Mr

41、 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. Mr Guo Moruo prais

42、ed 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 the whole world.T:

43、 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 blackboard and finishes

44、 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 is compounded by t

45、he 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 opportunities for edu

46、cation. 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 presented graphica

47、lly, 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 su

48、bject 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 your

49、e 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 children attending school”

50、 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

51、, 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%.

52、(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 problems remain there for

53、 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 as possible. Now w

54、hod 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 o

55、ver 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 provi

56、ding 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 t

57、o 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 living. They could not

58、 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 sp