Unit 2 Roads to education单元全课时学案（上教版必修二）
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| 名称 | Unit 2 Roads to education单元全课时学案（上教版必修二） |  | |
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| 资源类型 | 试卷 | ||
| 版本资源 | 上教版（2020） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-10-25 18:14:34 | ||
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高中英语 上教版 高一年级 必修二学案
第二单元 Roads to education 第一课时（学生版）
课题：Reading and interaction: An experiment in education (I)
课时学习目标：
了解本文中教育实验的事实信息；
选择实验中的内容作为预告片素材，并陈述预告片的场景。
I. Pre-reading
1.1 Answer the question according to the picture.
What’s this place
______________________________________________________________________________
1.2 Study the two phrases and guess their meaning.
“unteachable” :
______________________________________________________________________________
“Schoolteacher of the Year”:
_______________________________________________________________________________
II. While-reading
2.1 Scan paragraph 1 and answer the questions below.
Where did the writer see the experiment
______________________________________________________________________________________________________________________________________________________________
Where did the experiment take place
______________________________________________________________________________________________________________________________________________________________
How long did the experiment last
______________________________________________________________________________________________________________________________________________________________
Who were involved in this experiment
______________________________________________________________________________________________________________________________________________________________
2.2 Scan paragraph 2 and complete the profiles below.
Why were they regarded as “unteachable” and “difficult”
Students’ Profile
Age:
Number of students:
School performance: They are difficult students because
Who was this great teacher
The teacher’s Profile
Name
Age
Gender
Work experience
Award
2.3 Scan paragraph 3 and complete the table below.
What would this great teacher do to change them
Mr. Beadle’s way of teaching The students’ reaction
2.4 Scan paragraph 4 and answer the following question.
What was the writer’s attitude to this show
______________________________________________________________________________________________________________________________________________________________
III. Post-reading
Design a trailer (预告片) for this show.
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
IV. Interaction
Think about the following question and have a discussion with your classmates.
What do you think will happen in the following two weeks Why
V. Assignments
1. Listen to the audio recording of the text and read the text at least twice.
2. Finish the summary exercise on page 26 in the textbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第二课时（学生版）
课题：Reading and interaction: An experiment in education (II): Deep reading
课时学习目标：
分析教师的教学策略；
深入理解文本中教和学的关系；
选择适合自己的学习策略，并陈述理由。
I. Text revision
1.1. Can you imagine how these students behaved
The students’ possible behaviours
Possible reasons for the behaviours
1.2 Do you think Mr. Beadle’s working as a rock band player will influence his way of teaching How Can you guess why he could be made “Schoolteacher of the Year”
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Deep reading
2.1 A farm has been converted into a school.
Guiding question: How is the learning on the farm different from that in the classroom
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.2 He started teaching students by playing a game where they said something funny about each other.
Guiding questions: Why did saying “something funny” get the attention of all the students What might have happened in the class
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.3 He took the students outside for an English lesson and he asked them to read a quote from a Shakespeare play to some cows.
Guiding question: Why did the students seem to enjoy reading to some cows
________________________________________________________________________________________________________________________________________________________________________________________
2.4 He taught the students basic punctuation on a field by asking them to jump around, clap their hands and shout out the names of the punctuation marks.
Guiding questions: Would the students learn the punctuation marks effectively in this way Why
________________________________________________________________________________________________________________________________________________________________________________________
Why did they do the experiment on the farm
________________________________________________________________________________________________________________________________________________________________________________________
III. Mini-project
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IV. Interaction
Go on to share your mini-project with your classmates.
V. Assignments
1. Improve your mini-project done in class.
2. Finish the reading exercise on pages 21-23 in the workbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第三课时（学生版）
课题：Reading and interaction: An experiment in education (III): Focus on language
课时学习目标：
学习并掌握人物事件描写类动词词组和形容词；
运用主题词汇，口头描述自己最喜欢的一堂课。
Text revision and focus on language
An experiment in education place
1.1 这部小说是以60年代的伦敦为背景的。
_______________________________________________________________________________
1.2 The farm has been converted into a school.
The school has been converted __________a farm.
An experiment in education Verbs and phrases
place be set on a farm be converted into a school
students
1.3 There are 16 students aged 13 and 14. ____________
services for the sick and the aged ____________
an ageing population ____________
1.4 从孩子们的课堂表现看，这节英语课极其成功。(judge)
_______________________________________________________________________________
An experiment in education Verbs and phrases
teacher
first lesson
comments
1.5 in brief _______________
What do you think of Mr. Beadle and his first lesson
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
More exercises about the language use.
Complete the passage on page 29.
Yu Yi, who was made “People’s Educator” in 2019, has dedicated her life to her work. She has inspired many young teachers who ____________ develop their skills, and I am one of them. Yesterday, I was lucky enough to hear her give a speech on education. I _____________ to share her ideas with you!
_____________, her speech was about the changing role of teachers and schools. Schools need to keep up with the times, and teachers who refuse to change will not be successful. Education needs to____________________children’s lives, and provide them with the tools they need to ______________ difficulties when they grow up.
The students who some people describe as “unteachable” are actually eager to learn. However, teachers need to ________________ with interesting and lively lessons, otherwise their students will not be motivated. Teachers also have to be well prepared. While in class, they should make sure that their students understand and pay attention.
______________ the mood in the room, the audience loved her speech.
I _______________ Yu Yi’s deep knowledge and love of education. Even in her nineties, she’s still helping teachers and students grow their talents, and this is why I see Yu Yi as a role model.
Find more information about the teacher in the passage.
Teacher’s profile
Name
Age
Gender
Educational ideas
Award
2.3 Add more useful verbs and phrases from the passage to the following table.
Verbs and phrases
place
students
teacher
lesson
comments
Are there any differences and similarities between these two great teachers
What kind of role do you think a teacher plays on our roads to education
Although they have different gender, nationality and award, they actually have a lot in common. They have dedicated their lives to the cause of education. Mr. Beadle experimented with a group of students to make them ____________(teach); Ms. Yu gives _____________ (inspire) ideas to both teachers and students, whether they are ____________ (talent) or ____________ (talent). If their students are ______________ (attention) in class, they all know how to make them ______________ (motivate) and ______________ (eagerness) to learn. Their ways to deal with students are so ______________ (amaze) and ______________ (education) that they all have a positive effect on both teachers and students.
The value of a good teacher is _______________ (measure). Despite the ______________ (avoid) challenges from students, a good teacher can be _______________ (flexibility) enough to make their lesson _____________ (liveliness).
Classify the adjectives according to the categories given.
adjectives
place relaxing, lively
students
teacher
lesson
comments /
Say something about your favorite lesson with the verbs and adjectives we’ve collected today.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
III. Interaction
1. Talk to your classmates about your favorite lesson.
2. Watch a video about the suffixes and list more examples in the table below.
链接：https://pan./s/1873UpG3d8h72qPc-Ilhk9A
提取码：69mh
Other suffixes that can help you recognize the word class
adjective suffixes -ive
-al
-ous
-ful
-ish
-less
verb suffixes -ise
-ify
noun suffixes -hood
-ment
-ity
-ship
IV. Assignments
1. Review the language points learned in this lesson.
2. Finish the vocabulary exercise on pages 13-14 in the workbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第四课时（学生版）
课题：Grammar activity: the verb-ing and the verb-ed forms as the attributive
课时学习目标：
识别动词-ing/-ed作为定语的形式；
理解动词-ing/-ed作为定语的意义和功能，并能掌握动词-ing/-ed形式作句子中定语的用法；
恰当运用动词-ing/ed形式作句子中的定语，讲述教育故事。
Grammar learning
1.1 Get to know the verb-ing and verb-ed forms as the attributive.
The class is a group of 16 boys and girls, who have been expelled from schools at least once.
= The class is a group of 16 boys and girls expelled from schools at least once.
The teacher who deals with this class is 40-year-old Philip Beadle.
=The teacher dealing with this class is 40-year-old Philip Beadle.
Mr. Beadle’s lessons act as stepping stones for these students.
=Mr. Beadle’s lessons act as stones to step on for these students.
______________________________ ________________________________
______________________________ ________________________________
stepping stones
= the stones for people to step on
More examples:
1.2 A conclusion of the verb-ing and verb-ed forms as the attributive.
Example Meaning Function
a teacher dealing with the students =a teacher who deals with students verb-ing adjective with an active meaning
the boiling water =water which is boiling verb-ing adjective with an active meaning indicating a progressive action
stepping stones =stones for people to step on verb-ing noun
students expelled from schools =students who have been expelled from schools verb-ed adjective with a passive meaning indicating an earlier event
the boiled water =water which has been boiled verb-ed adjective with a passive meaning indicating an earlier event
Use the language
Underline the relevant information about these children, the village and the road in the passage on page 30.
Who are these children
_______________________________________________________________________________
What kind of village is Pili
_______________________________________________________________________________
What kind of road has been paved
_______________________________________________________________________________
How does it benefit the local people
_______________________________________________________________________________
What do all these verb-ing and verb-ed forms mean
the children living in Pili village = _______________________________________________
a new road connecting Pili with Taxkorgan = ______________________________________
a village cut off from the world = _______________________________________________
the newly built road = ________________________________________________________
the travelling time = _________________________________________________________
Choose proper verb-ing or verb-ed forms to complete the sentences.
There are a lot of_________________________________________leaves.
There are a lot of leaves ________________________________________.
Complete the passage with verb-ing or verb-ed forms of the words below.
This week’s amazing story comes all the way from India. It is about a teenager ____________ a huge difference in a small village ________________ in West Bengal!
It’s two o’clock in the afternoon and 16-year-old Babar Ali has just returned from school in West Bengal. He can’t relax just yet, though: he still needs to teach the children in his village. Babar Ali has got his own school –he’s the world’s youngest head teacher and he is in charge of several hundreds of children. The lessons _______________ here are often based on what he learnt earlier in the day.
The students _______________ at his school all come from poor families. Their parents can’t afford to send them to school, so Babar Ali gives them free lessons. He is very busy, as there are a lot of children _______________ in this village. Fortunately, he is not the only teacher __________________ in the school: ten other students help him give classes to around 800 pupils.
Babar Ali has received a lot of support. He is especially thankful to the people who provide money and _________________ materials. It is not easy to run a free school and the _______________ textbooks and school supplies will allow him to continue his work.
Describe a person or an experience with at least 4 verb-ing or verb-ed forms as the attributive and then share your writing with your classmates.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
III. Interaction
Continue to share with your classmates your writing.
IV. Assignments
1. Review the grammar points we have learned today.
2. Finish grammar exercises on pages 17-18 in the workbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第五课时（学生版）
课题：Listening: Playing games
Speaking: Conducting a survey about play
课时学习目标：
捕捉听力中关于户外活动的对象及具体好处；
采访并总结报道同伴的户外活动内容及收获。
Warming up
What kind of outdoor activity do you love
______________________________________________________________________________________________________________________________________________________________
Listening and speaking
2.1 Listen to the first part of the recording and answer the following questions.
What is the speaker’s point of view
_______________________________________________________________________________
Who are more likely to play these games
1) playing risky and competitive games ___________
2) playing “tag” ___________
3) doing “dares” __________
4) challenging each other ___________
2.2 Have a discussion about all these games in the recording.
1) playing risky and competitive games
______________________________________________________________________________________________________________________________________________________________
2) playing “tag”
______________________________________________________________________________________________________________________________________________________________
3) doing “dares” and challenging each other
______________________________________________________________________________________________________________________________________________________________
2.3 Brainstorm more outdoor activities in groups of four and who may play these games.
Games Participants
children
teenagers
2.4 Listen to the second part of the recording for the first time and take notes.
Games Participants Benefits
1) playing risky and competitive games 2) playing “tag” 3) doing “dares” 4) challenging each other teenagers children teenagers teenagers
2.5 Listen to the second part of the recording again and fill in the blanks.
Benefits of play
Play leads to (1) ____________________________ and (2) ____________________ according to an experiment on mice.
Play benefits students in concentration and memory. This has been proved in Chinese and Japanese schools, which (3) _______________________________.
Play is obviously important for social skills and helps us (4) ___________________ since it promotes (5) __________________ and cooperation.
Play allows us to use our (6) _____________________.
2.6 Work in groups and list more benefits about the outdoor activities you’ve brainstormed.
Games Participants Benefits
hide and seek climb trees fly kites roll down a really big hill catch a fish/butterfly with a net try rock climbing go swimming collect fallen leaves go roller skating children
play karting go skiing go cycling go hiking play ball games go rock climbing try thrilling entertainment facilities teenagers
2.7 Classify all the benefits you’ve listed from the aspects of physical benefits, mental benefits and academic benefits.
III. Interaction
Conduct a survey. Interview at least three of your classmates about the way they play. Complete the table and report your results to the class.
IV. Assignments
1. Finish the listening and speaking exercise on pages 19-20 in your workbook.
2. Write a report of your findings in the interview.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第六课时（学生版）
课题：Writing: A for and against essay on how long an English class should be
课时学习目标：
了解并掌握议论文的结构、内容及语言特征；
根据范文，仿写一篇结构合理、内容恰当的文章。
Get prepared
What is “a for and against essay”
_______________________________________________________________________________
Analyze the sample writing
2.1 Focus on structure
Content
What’s the purpose of the introductory paragraph
How many arguments for and against school uniforms does the writer mention What are they
What is the writer’s conclusion in the last paragraph
2.2 Focus on content and editing
Content
Arguments and further explanations Against
For
Editing How are colons used in the essay
2.3 Focus on language
Language
What language does the writer use to signal the central ideas of the “for” and “against” paragraphs To start a “for” and “against” argument
To further explain the argument
To add more similar arguments
What language does the writer use to compare ideas
What language does the writer use to summarize his point of view in the last paragraph
2.4 Work in groups and find out more expressions.
Language
To start a “for” and “against” argument
To further explain the argument
To add more similar arguments
To compare ideas
To summarize one’s point of view
III. Start to write
3.1 Which is your preference, a 45-minute or a 90-minute English class
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.2 Collect all the supporting and opposing arguments in your group and report in your class.
______________________________________________________________________________________________________________________________________________________________
III. Interaction
Continue to share and polish your essay with your classmates.
IV. Assignments
1. Review what we have learned today.
2. Finish the writing exercise on page 24 in your workbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第七课时（学生版）
课题：Cultural focus I: The Geography Lesson
课时学习目标：
能够理解诗歌主要内容；
能够欣赏诗歌艺术手法；
能够联系生活感悟人生。
Pre-reading
What do you want to do in the near future Who has inspired you to do that
______________________________________________________________________________________________________________________________________________________________
II. While-reading
Read the poem and answer the following questions.
What’s the poem mainly about
Stanzas Main idea
Stanzas 1-3 The teacher’s dream
Stanzas 2-4 The teacher’s real life
Stanzas 5-6 The teacher’s influence on me
_______________________________________________________________________________
What’s the teacher’s dream
What does his real life look like
What’s his influence
Stanzas Main idea Details
Stanzas 1-3 The teacher’s dream
Stanzas 2-4 The teacher’s real life
Stanzas 5-6 The teacher’s influence on me
How do you feel about this poem
______________________________________________________________________________________________________________________________________________________________
Why do you have that feeling
Motion Color Feeling
Teacher’s dream
Teacher’s reality
What kind of adjectives would you use to describe your feeling about the teacher’s dream and his reality
______________________________________________________________________________________________________________________________________________________________
III. Post-reading
Why is there the contrast between the dream and the reality
______________________________________________________________________________________________________________________________________________________________
How do you understand the word “Lesson” in the title
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
III. Interaction
Work in pairs and discuss the questions.
3.1 Have you ever made important life decisions that were inspired by others
Influenced by … I decided to be a(n) …/ decided to do …
3.2 If yes, in what way did they influence you
He /She is a(n) …
He /She devoted all his /her life to …
He /She is so great that …/ His /Her greatness lies in that …
Although he /she is not so great as …, he /she … in his /her life.
Because of his /her work /contributions /achievements, …
I hope that in the future I can …
IV. Assignments
1. Read the poem again and finish exercise 3 on page 38 in your textbook.
2. Write about your own story, record the oral presentation and send it to your teacher.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第八课时（学生版）
课题：Cultural focus II: An American high school
课时学习目标：
了解美国高中学生的生活和课程；
对比中美两国高中学校生活的异同；
得体恰当地介绍自己的高中学习生活。
Focus on the main idea of the video.
Watch the whole video together and see how many aspects of the American high school are mentioned.
Information about the American high school in the video
II. Focus on the details of the video.
Watch the whole video again and correct the factual errors in the sentences.
Hawthorne High School is for students aged nine to eighteen.
The school has around 2,000 students.
School starts at nine o’clock.
Each lesson at Hawthorne High School is 40 minutes long.
Lunchtime is after the second lesson.
The school team is called the Stars and Stripes.
2.2 The information we’ve got so far.
Information about the American high school in the video
2.3 Watch the following part of the video and find the information about the school schedule.
Information about the American high school in the video
The school schedule __________ 45 minutes lessons a day __________ minutes ___________ period between 1st and 2nd period extra periods: ____________________ lunch time: after the fourth period
2.4 Watch the following part of the video and find the information about the school curriculum.
core: noun, the most important part of something ________
e.g. English is a subject on the core curriculum, i.e. one which all the students have to do.
elective: adjective, not compulsory; optional ________
noun, optional course or subject studied at school or college ________
elect: verb, choose or decide _________
Information about the American high school in the video
The school curriculum ____________ subjects: ___________________________________ ___________ subjects:____________________________________
2.5 Watch the following part of the video and find more information about the school mission and the school activity.
Information about the American high school in the video
The school mission
The school activity Hawthorne High Bears
pare the American high school with yours.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IV. Interaction
1. Introduce your high school life to the teachers and students from Hawthorne High School and share with your classmates.
2. Use the checklist and reflective questions to evaluate your study in this unit.
IV. Assignments
1. Finish the vocabulary exercise 3 on page 39 in your textbook.
2. Write down your introduction of your school on your worksheet and record the oral presentation.
第二单元 Roads to education 第一课时（学生版）
课题：Reading and interaction: An experiment in education (I)
课时学习目标：
了解本文中教育实验的事实信息；
选择实验中的内容作为预告片素材，并陈述预告片的场景。
I. Pre-reading
1.1 Answer the question according to the picture.
What’s this place
______________________________________________________________________________
1.2 Study the two phrases and guess their meaning.
“unteachable” :
______________________________________________________________________________
“Schoolteacher of the Year”:
_______________________________________________________________________________
II. While-reading
2.1 Scan paragraph 1 and answer the questions below.
Where did the writer see the experiment
______________________________________________________________________________________________________________________________________________________________
Where did the experiment take place
______________________________________________________________________________________________________________________________________________________________
How long did the experiment last
______________________________________________________________________________________________________________________________________________________________
Who were involved in this experiment
______________________________________________________________________________________________________________________________________________________________
2.2 Scan paragraph 2 and complete the profiles below.
Why were they regarded as “unteachable” and “difficult”
Students’ Profile
Age:
Number of students:
School performance: They are difficult students because
Who was this great teacher
The teacher’s Profile
Name
Age
Gender
Work experience
Award
2.3 Scan paragraph 3 and complete the table below.
What would this great teacher do to change them
Mr. Beadle’s way of teaching The students’ reaction
2.4 Scan paragraph 4 and answer the following question.
What was the writer’s attitude to this show
______________________________________________________________________________________________________________________________________________________________
III. Post-reading
Design a trailer (预告片) for this show.
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
IV. Interaction
Think about the following question and have a discussion with your classmates.
What do you think will happen in the following two weeks Why
V. Assignments
1. Listen to the audio recording of the text and read the text at least twice.
2. Finish the summary exercise on page 26 in the textbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第二课时（学生版）
课题：Reading and interaction: An experiment in education (II): Deep reading
课时学习目标：
分析教师的教学策略；
深入理解文本中教和学的关系；
选择适合自己的学习策略，并陈述理由。
I. Text revision
1.1. Can you imagine how these students behaved
The students’ possible behaviours
Possible reasons for the behaviours
1.2 Do you think Mr. Beadle’s working as a rock band player will influence his way of teaching How Can you guess why he could be made “Schoolteacher of the Year”
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Deep reading
2.1 A farm has been converted into a school.
Guiding question: How is the learning on the farm different from that in the classroom
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.2 He started teaching students by playing a game where they said something funny about each other.
Guiding questions: Why did saying “something funny” get the attention of all the students What might have happened in the class
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.3 He took the students outside for an English lesson and he asked them to read a quote from a Shakespeare play to some cows.
Guiding question: Why did the students seem to enjoy reading to some cows
________________________________________________________________________________________________________________________________________________________________________________________
2.4 He taught the students basic punctuation on a field by asking them to jump around, clap their hands and shout out the names of the punctuation marks.
Guiding questions: Would the students learn the punctuation marks effectively in this way Why
________________________________________________________________________________________________________________________________________________________________________________________
Why did they do the experiment on the farm
________________________________________________________________________________________________________________________________________________________________________________________
III. Mini-project
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IV. Interaction
Go on to share your mini-project with your classmates.
V. Assignments
1. Improve your mini-project done in class.
2. Finish the reading exercise on pages 21-23 in the workbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第三课时（学生版）
课题：Reading and interaction: An experiment in education (III): Focus on language
课时学习目标：
学习并掌握人物事件描写类动词词组和形容词；
运用主题词汇，口头描述自己最喜欢的一堂课。
Text revision and focus on language
An experiment in education place
1.1 这部小说是以60年代的伦敦为背景的。
_______________________________________________________________________________
1.2 The farm has been converted into a school.
The school has been converted __________a farm.
An experiment in education Verbs and phrases
place be set on a farm be converted into a school
students
1.3 There are 16 students aged 13 and 14. ____________
services for the sick and the aged ____________
an ageing population ____________
1.4 从孩子们的课堂表现看，这节英语课极其成功。(judge)
_______________________________________________________________________________
An experiment in education Verbs and phrases
teacher
first lesson
comments
1.5 in brief _______________
What do you think of Mr. Beadle and his first lesson
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
More exercises about the language use.
Complete the passage on page 29.
Yu Yi, who was made “People’s Educator” in 2019, has dedicated her life to her work. She has inspired many young teachers who ____________ develop their skills, and I am one of them. Yesterday, I was lucky enough to hear her give a speech on education. I _____________ to share her ideas with you!
_____________, her speech was about the changing role of teachers and schools. Schools need to keep up with the times, and teachers who refuse to change will not be successful. Education needs to____________________children’s lives, and provide them with the tools they need to ______________ difficulties when they grow up.
The students who some people describe as “unteachable” are actually eager to learn. However, teachers need to ________________ with interesting and lively lessons, otherwise their students will not be motivated. Teachers also have to be well prepared. While in class, they should make sure that their students understand and pay attention.
______________ the mood in the room, the audience loved her speech.
I _______________ Yu Yi’s deep knowledge and love of education. Even in her nineties, she’s still helping teachers and students grow their talents, and this is why I see Yu Yi as a role model.
Find more information about the teacher in the passage.
Teacher’s profile
Name
Age
Gender
Educational ideas
Award
2.3 Add more useful verbs and phrases from the passage to the following table.
Verbs and phrases
place
students
teacher
lesson
comments
Are there any differences and similarities between these two great teachers
What kind of role do you think a teacher plays on our roads to education
Although they have different gender, nationality and award, they actually have a lot in common. They have dedicated their lives to the cause of education. Mr. Beadle experimented with a group of students to make them ____________(teach); Ms. Yu gives _____________ (inspire) ideas to both teachers and students, whether they are ____________ (talent) or ____________ (talent). If their students are ______________ (attention) in class, they all know how to make them ______________ (motivate) and ______________ (eagerness) to learn. Their ways to deal with students are so ______________ (amaze) and ______________ (education) that they all have a positive effect on both teachers and students.
The value of a good teacher is _______________ (measure). Despite the ______________ (avoid) challenges from students, a good teacher can be _______________ (flexibility) enough to make their lesson _____________ (liveliness).
Classify the adjectives according to the categories given.
adjectives
place relaxing, lively
students
teacher
lesson
comments /
Say something about your favorite lesson with the verbs and adjectives we’ve collected today.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
III. Interaction
1. Talk to your classmates about your favorite lesson.
2. Watch a video about the suffixes and list more examples in the table below.
链接：https://pan./s/1873UpG3d8h72qPc-Ilhk9A
提取码：69mh
Other suffixes that can help you recognize the word class
adjective suffixes -ive
-al
-ous
-ful
-ish
-less
verb suffixes -ise
-ify
noun suffixes -hood
-ment
-ity
-ship
IV. Assignments
1. Review the language points learned in this lesson.
2. Finish the vocabulary exercise on pages 13-14 in the workbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第四课时（学生版）
课题：Grammar activity: the verb-ing and the verb-ed forms as the attributive
课时学习目标：
识别动词-ing/-ed作为定语的形式；
理解动词-ing/-ed作为定语的意义和功能，并能掌握动词-ing/-ed形式作句子中定语的用法；
恰当运用动词-ing/ed形式作句子中的定语，讲述教育故事。
Grammar learning
1.1 Get to know the verb-ing and verb-ed forms as the attributive.
The class is a group of 16 boys and girls, who have been expelled from schools at least once.
= The class is a group of 16 boys and girls expelled from schools at least once.
The teacher who deals with this class is 40-year-old Philip Beadle.
=The teacher dealing with this class is 40-year-old Philip Beadle.
Mr. Beadle’s lessons act as stepping stones for these students.
=Mr. Beadle’s lessons act as stones to step on for these students.
______________________________ ________________________________
______________________________ ________________________________
stepping stones
= the stones for people to step on
More examples:
1.2 A conclusion of the verb-ing and verb-ed forms as the attributive.
Example Meaning Function
a teacher dealing with the students =a teacher who deals with students verb-ing adjective with an active meaning
the boiling water =water which is boiling verb-ing adjective with an active meaning indicating a progressive action
stepping stones =stones for people to step on verb-ing noun
students expelled from schools =students who have been expelled from schools verb-ed adjective with a passive meaning indicating an earlier event
the boiled water =water which has been boiled verb-ed adjective with a passive meaning indicating an earlier event
Use the language
Underline the relevant information about these children, the village and the road in the passage on page 30.
Who are these children
_______________________________________________________________________________
What kind of village is Pili
_______________________________________________________________________________
What kind of road has been paved
_______________________________________________________________________________
How does it benefit the local people
_______________________________________________________________________________
What do all these verb-ing and verb-ed forms mean
the children living in Pili village = _______________________________________________
a new road connecting Pili with Taxkorgan = ______________________________________
a village cut off from the world = _______________________________________________
the newly built road = ________________________________________________________
the travelling time = _________________________________________________________
Choose proper verb-ing or verb-ed forms to complete the sentences.
There are a lot of_________________________________________leaves.
There are a lot of leaves ________________________________________.
Complete the passage with verb-ing or verb-ed forms of the words below.
This week’s amazing story comes all the way from India. It is about a teenager ____________ a huge difference in a small village ________________ in West Bengal!
It’s two o’clock in the afternoon and 16-year-old Babar Ali has just returned from school in West Bengal. He can’t relax just yet, though: he still needs to teach the children in his village. Babar Ali has got his own school –he’s the world’s youngest head teacher and he is in charge of several hundreds of children. The lessons _______________ here are often based on what he learnt earlier in the day.
The students _______________ at his school all come from poor families. Their parents can’t afford to send them to school, so Babar Ali gives them free lessons. He is very busy, as there are a lot of children _______________ in this village. Fortunately, he is not the only teacher __________________ in the school: ten other students help him give classes to around 800 pupils.
Babar Ali has received a lot of support. He is especially thankful to the people who provide money and _________________ materials. It is not easy to run a free school and the _______________ textbooks and school supplies will allow him to continue his work.
Describe a person or an experience with at least 4 verb-ing or verb-ed forms as the attributive and then share your writing with your classmates.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
III. Interaction
Continue to share with your classmates your writing.
IV. Assignments
1. Review the grammar points we have learned today.
2. Finish grammar exercises on pages 17-18 in the workbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第五课时（学生版）
课题：Listening: Playing games
Speaking: Conducting a survey about play
课时学习目标：
捕捉听力中关于户外活动的对象及具体好处；
采访并总结报道同伴的户外活动内容及收获。
Warming up
What kind of outdoor activity do you love
______________________________________________________________________________________________________________________________________________________________
Listening and speaking
2.1 Listen to the first part of the recording and answer the following questions.
What is the speaker’s point of view
_______________________________________________________________________________
Who are more likely to play these games
1) playing risky and competitive games ___________
2) playing “tag” ___________
3) doing “dares” __________
4) challenging each other ___________
2.2 Have a discussion about all these games in the recording.
1) playing risky and competitive games
______________________________________________________________________________________________________________________________________________________________
2) playing “tag”
______________________________________________________________________________________________________________________________________________________________
3) doing “dares” and challenging each other
______________________________________________________________________________________________________________________________________________________________
2.3 Brainstorm more outdoor activities in groups of four and who may play these games.
Games Participants
children
teenagers
2.4 Listen to the second part of the recording for the first time and take notes.
Games Participants Benefits
1) playing risky and competitive games 2) playing “tag” 3) doing “dares” 4) challenging each other teenagers children teenagers teenagers
2.5 Listen to the second part of the recording again and fill in the blanks.
Benefits of play
Play leads to (1) ____________________________ and (2) ____________________ according to an experiment on mice.
Play benefits students in concentration and memory. This has been proved in Chinese and Japanese schools, which (3) _______________________________.
Play is obviously important for social skills and helps us (4) ___________________ since it promotes (5) __________________ and cooperation.
Play allows us to use our (6) _____________________.
2.6 Work in groups and list more benefits about the outdoor activities you’ve brainstormed.
Games Participants Benefits
hide and seek climb trees fly kites roll down a really big hill catch a fish/butterfly with a net try rock climbing go swimming collect fallen leaves go roller skating children
play karting go skiing go cycling go hiking play ball games go rock climbing try thrilling entertainment facilities teenagers
2.7 Classify all the benefits you’ve listed from the aspects of physical benefits, mental benefits and academic benefits.
III. Interaction
Conduct a survey. Interview at least three of your classmates about the way they play. Complete the table and report your results to the class.
IV. Assignments
1. Finish the listening and speaking exercise on pages 19-20 in your workbook.
2. Write a report of your findings in the interview.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第六课时（学生版）
课题：Writing: A for and against essay on how long an English class should be
课时学习目标：
了解并掌握议论文的结构、内容及语言特征；
根据范文，仿写一篇结构合理、内容恰当的文章。
Get prepared
What is “a for and against essay”
_______________________________________________________________________________
Analyze the sample writing
2.1 Focus on structure
Content
What’s the purpose of the introductory paragraph
How many arguments for and against school uniforms does the writer mention What are they
What is the writer’s conclusion in the last paragraph
2.2 Focus on content and editing
Content
Arguments and further explanations Against
For
Editing How are colons used in the essay
2.3 Focus on language
Language
What language does the writer use to signal the central ideas of the “for” and “against” paragraphs To start a “for” and “against” argument
To further explain the argument
To add more similar arguments
What language does the writer use to compare ideas
What language does the writer use to summarize his point of view in the last paragraph
2.4 Work in groups and find out more expressions.
Language
To start a “for” and “against” argument
To further explain the argument
To add more similar arguments
To compare ideas
To summarize one’s point of view
III. Start to write
3.1 Which is your preference, a 45-minute or a 90-minute English class
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.2 Collect all the supporting and opposing arguments in your group and report in your class.
______________________________________________________________________________________________________________________________________________________________
III. Interaction
Continue to share and polish your essay with your classmates.
IV. Assignments
1. Review what we have learned today.
2. Finish the writing exercise on page 24 in your workbook.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第七课时（学生版）
课题：Cultural focus I: The Geography Lesson
课时学习目标：
能够理解诗歌主要内容；
能够欣赏诗歌艺术手法；
能够联系生活感悟人生。
Pre-reading
What do you want to do in the near future Who has inspired you to do that
______________________________________________________________________________________________________________________________________________________________
II. While-reading
Read the poem and answer the following questions.
What’s the poem mainly about
Stanzas Main idea
Stanzas 1-3 The teacher’s dream
Stanzas 2-4 The teacher’s real life
Stanzas 5-6 The teacher’s influence on me
_______________________________________________________________________________
What’s the teacher’s dream
What does his real life look like
What’s his influence
Stanzas Main idea Details
Stanzas 1-3 The teacher’s dream
Stanzas 2-4 The teacher’s real life
Stanzas 5-6 The teacher’s influence on me
How do you feel about this poem
______________________________________________________________________________________________________________________________________________________________
Why do you have that feeling
Motion Color Feeling
Teacher’s dream
Teacher’s reality
What kind of adjectives would you use to describe your feeling about the teacher’s dream and his reality
______________________________________________________________________________________________________________________________________________________________
III. Post-reading
Why is there the contrast between the dream and the reality
______________________________________________________________________________________________________________________________________________________________
How do you understand the word “Lesson” in the title
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
III. Interaction
Work in pairs and discuss the questions.
3.1 Have you ever made important life decisions that were inspired by others
Influenced by … I decided to be a(n) …/ decided to do …
3.2 If yes, in what way did they influence you
He /She is a(n) …
He /She devoted all his /her life to …
He /She is so great that …/ His /Her greatness lies in that …
Although he /she is not so great as …, he /she … in his /her life.
Because of his /her work /contributions /achievements, …
I hope that in the future I can …
IV. Assignments
1. Read the poem again and finish exercise 3 on page 38 in your textbook.
2. Write about your own story, record the oral presentation and send it to your teacher.
高中英语 上教版 高一年级 必修二
第二单元 Roads to education 第八课时（学生版）
课题：Cultural focus II: An American high school
课时学习目标：
了解美国高中学生的生活和课程；
对比中美两国高中学校生活的异同；
得体恰当地介绍自己的高中学习生活。
Focus on the main idea of the video.
Watch the whole video together and see how many aspects of the American high school are mentioned.
Information about the American high school in the video
II. Focus on the details of the video.
Watch the whole video again and correct the factual errors in the sentences.
Hawthorne High School is for students aged nine to eighteen.
The school has around 2,000 students.
School starts at nine o’clock.
Each lesson at Hawthorne High School is 40 minutes long.
Lunchtime is after the second lesson.
The school team is called the Stars and Stripes.
2.2 The information we’ve got so far.
Information about the American high school in the video
2.3 Watch the following part of the video and find the information about the school schedule.
Information about the American high school in the video
The school schedule __________ 45 minutes lessons a day __________ minutes ___________ period between 1st and 2nd period extra periods: ____________________ lunch time: after the fourth period
2.4 Watch the following part of the video and find the information about the school curriculum.
core: noun, the most important part of something ________
e.g. English is a subject on the core curriculum, i.e. one which all the students have to do.
elective: adjective, not compulsory; optional ________
noun, optional course or subject studied at school or college ________
elect: verb, choose or decide _________
Information about the American high school in the video
The school curriculum ____________ subjects: ___________________________________ ___________ subjects:____________________________________
2.5 Watch the following part of the video and find more information about the school mission and the school activity.
Information about the American high school in the video
The school mission
The school activity Hawthorne High Bears
pare the American high school with yours.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IV. Interaction
1. Introduce your high school life to the teachers and students from Hawthorne High School and share with your classmates.
2. Use the checklist and reflective questions to evaluate your study in this unit.
IV. Assignments
1. Finish the vocabulary exercise 3 on page 39 in your textbook.
2. Write down your introduction of your school on your worksheet and record the oral presentation.