Unit 2 Roads to education单元全课时教案（上教版必修二）
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| 名称 | Unit 2 Roads to education单元全课时教案（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 | 2021-10-22 18:00:59 | ||
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高中英语 上教版 高一年级 必修二教案
第二单元 Roads to education 第一课时（教师版）
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 It’s a beautiful farm.
1.2 Study the two phrases and guess their meaning.
“unteachable” : It refers to someone whom teachers feel unable to teach.
“Schoolteacher of the Year”: It sounds like an award in honor of outstanding teachers who have made great contributions to education.
II. While-reading
2.1 Scan paragraph 1 and answer the questions below.
Where did the writer see the experiment
The writer watched a great programme on TV one night and it was the first episode of a new series about education.
Where did the experiment take place
It took place on a farm.
How long did the experiment last
It was two weeks on the farm.
Who were involved in this experiment
There were one class of difficult students and one man in this experiment.
2.2 Scan paragraph 2 and complete the profiles below.
Why were they regarded as “unteachable” and “difficult”
Students’ Profile
Age: 13 and 14
Number of students: 16
School performance: They are difficult students because they have been expelled from schools, they are regarded as “unteachable” and they do not behave well even in programme.
Who was this great teacher
The teacher’s Profile
Name Philip Beadle
Age 40
Gender Male
Work experience a rock band player 8 years ago a teacher now
Award “Schoolteacher of the Year”
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
ask them to point at each other say something funny point at each other say something funny
take the students to a field ask them to read to some cows read a brief quote to the cows enjoy it
ask them to jump around, clap their hands and shout “question mark!” and “semicolon!” enjoy this strange way of learning accept their new teacher
2.4 Scan paragraph 4 and answer the following question.
What was the writer’s attitude to this show
The writer was amazed by the show and couldn’t wait to see what would happen next. He also highly recommended it to others to watch it.
III. Post-reading
Design a trailer (预告片) for this show.
I think I’ll first show people how these students behaved in class at school and then the scene where they are reading a quote of Shakespeare to the cows, happy and focused and they are jumping, clapping their hands and shouting “question mark!” and “semicolon!”.
My trailer will show the scene of farm with cows first. Then a man with long curly hair and a group of students are pointing at each other and saying something funny about each other.
My trailer will start with the teacher Mr. Beadle playing rock first. Then the next scene will move to the farm, where he and a group of students are jumping, clapping their hands and shouting “question mark!” and “semicolon!”.
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（教师版）
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 ● noisy, poorly disciplined, inattentive ● uninterested in whatever advice ● fall asleep in class
Possible reasons for the behaviours ● be spoiled or get negative responses from their parents ●be bored with school routines, school work and learning environment
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”
(students’ answers for reference)
I think these kids would love the teacher with a rock style because he probably may build up a rock dream for them by teaching them in a rock way. His music qualities will surely have a positive effect on his way of teaching.
I guess he must have a different understanding of education. Since he worked as a rock player before, he can do something educational but unconventional to the younger generation. That means he must have his own way to attract students, especially those who are not good at study.
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
(students’ answers for reference)
The farm can make these students feel relaxed and free since they can be so close to nature. By contrast, classroom is so small with limited space. The students may feel depressed.
Learning on a farm means they are not learning something so serious, they do not need to do a lot of routine work and they may have a chance to explore something different.
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
(students’ answers for reference)
It’s a great way to get closer to these students and to be accepted by them, because saying something funny can make the teacher feel like part of the students’ group. For example, the teacher may make fun of his own appearance.
Students may have laughed at each other’s shortcomings or bad habits. The class was full of laughter and they were actually listening to the teacher and to each other. Mr. Beadle just wanted to use this unconventional way to help them relaxed and send them a message that we all have shortcomings and we can laugh at all negative remarks.
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
(students’ answers for reference)
Mr. Beadle maybe just made use of the environment, the farm with cows, but the students may have built their confidence and sense of achievement through this activity. Since they were involved in learning, they were active and did their best although they even didn’t realize they were learning.
Students enjoyed it because the cows would not make any comments on their reading. They could simply do it without any worry and pressure even though they may not do it well enough.
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
(students’ answers for reference)
It is an effective way of learning, at least to these students, because this way of teaching is in line with the nature of those aged 13 and 14 and more importantly, learning punctuation is boring. But it made learning less difficult, which in turn helps build up the students’ confidence.
Jumping and clapping hands are like some music beats. You can actually feel punctuation with your body with music. it’s more effective to remember punctuation when students are having a positive and enjoyable experience than if you just sat in a classroom for an hour.
Why did they do the experiment on the farm
They had their first lesson on a farm and played a lot games in their first lesson in order to get the students mentally relaxed, physically involved and be themselves. As the saying goes, “tell me and I forget. Teach me and I remember. Involve me and I learn.”
III. Mini-project
(students’ answers for reference)
I prefer to watch historical documentaries.
Documentaries are more vivid and sensational than reading books, which saves us from simply memorizing the historical facts. Besides, watching documentaries is more relaxing than sitting in the classroom, afraid of being invited to answer questions. More importantly, there are various historical documentaries for me to choose from so that I don’t need to be confined to the limited information presented in the history textbook and therefore I can learn more.
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（教师版）
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 be set on a farm
1.1 这部小说是以60年代的伦敦为背景的。
The novel is set in London in the 1960s.
1.2 The farm has been converted into a school.
The school has been converted from a farm.
An experiment in education Verbs and phrases
place be set on a farm be converted into a school
students aged be expelled from schools judging from/by
1.3 There are 16 students aged 13 and 14. 有…岁的
services for the sick and the aged 老人
an ageing population 变老的
1.4 从孩子们的课堂表现看，这节英语课极其成功。（judge）
Judging from/by the students’ performance in class, this English class was a great success.
An experiment in education Verbs and phrases
teacher deal with students give up music be made “Schoolteacher of the Year”
first lesson start by doing point at catch one’s attention take sb. outside for read … to … teach someone something ask … to do jump around clap one’s hands and shout … seem to do
comments have a positive effect on be amazed by can’t wait to do
1.5 in brief 简言之
What do you think of Mr. Beadle and his first lesson
(students’ answers for reference)
He must be quite creative and devoted to his work. Otherwise, he wouldn’t do so well in his work.
His class was very interesting and relaxing because the class was full of laughter.
He was very creative, because he could make use of the environment, the farm, some tricks and the games, instead of a lot of rules, to arouse the students’ attention.
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 are eager to develop their skills, and I am one of them. Yesterday, I was lucky enough to hear her give a speech on education. I can’t wait to share her ideas with you!
In brief, 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 have a positive effect on children’s lives, and provide them with the tools they need to deal with difficulties when they grow up.
The students who some people describe as “unteachable” are actually eager to learn. However, teachers need to catch their attention 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.
Judging by the mood in the room, the audience loved her speech.
I am amazed by 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 Yu Yi
Age in her nineties
Gender female
Educational ideas dedicate her life to the cause of education inspire many young teachers and students to grow their talents schools need to keep up with the times teachers should be well prepared and motivate students with interesting and lively lessons
Award “People’s Educator” in 2019
2.3 Add more useful verbs and phrases from the passage to the following table.
Verbs and phrases
place be set be converted into
students aged be expelled from judging from/by
teacher deal with dedicate … to … inspire … to do give up grow one’s talent keep up with times be made be well prepared motivate … to do
lesson start by doing point at catch one’s attention take sb. outside for read … to … teach someone something ask … to do jump around clap one’s hands and shout … seem to do …
comments have a positive effect on be amazed by can’t wait to do
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 teachable (teach); Ms. Yu gives inspiring/ inspirational (inspire) ideas to both teachers and students, whether they are untalented (talent) or talented (talent). If their students are inattentive (attention) in class, they all know how to make them motivated (motivate) and eager (eagerness) to learn. Their ways to deal with students are so amazing (amaze) and educational (education) that they all have a positive effect on both teachers and students.
The value of a good teacher is immeasurable (measure). Despite the unavoidable (avoid) challenges from students, a good teacher can be flexible (flexibility) enough to make their lesson lively (liveliness).
Classify the adjectives according to the categories given.
adjectives
place relaxing, lively
students teachable, unteachable, talented, untalented, attentive, inattentive inspired, motivated, eager
teacher inspiring, inspirational, motivating, devoted, flexible
lesson inspiring, inspirational, motivating, amazing, educational
comments /
Say something about your favorite lesson with the verbs and adjectives we’ve collected today.
(students’ answers for reference)
My favorite class was a math lesson in my primary school. It was our first class about circle. My math teacher was a very experienced, humorous and inspiring man. He started by drawing a big circle on the blackboard without any tool. It was so round that it caught everyone’s attention. Then he dealt with some special features of circle. We were amazed by both his technique to draw a round circle with bare hands and the unique features of this special shape. This class became my motivation to learn more about math, especially various shapes. It has a positive effect on my math learning.
My most unforgettable class is my music class in my primary school. My music teacher was a young lady. She was always smiling. The learning environment was very relaxing and lively and when class began, the classroom was converted into a dancing hall. We were all eager for her class because she could always caught our attention through different games. We could move around, clap our hands and sing songs happily there. Because of that, our passion for music has been motivated largely. Because of her, I’ve learned that music can be participated and when playing music, you should follow your heart and interpret it in your own way.
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（教师版）
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.
the boiled water the boiling water
= the water which has been boiled = the water which is boiling
stepping stones
= the stones for people to step on
More examples: a swimming pool a sleeping bag a writing desk a diving suit
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
The children living in Pili village are walking across the mountains and rivers to reach their school.
What kind of village is Pili
Pili used to be a village cut off from the world.
What kind of road has been paved
A new road connecting Pili with Taxkorgan has been opened.
How does it benefit the local people
The newly built road is good for everyone.
The travelling time is now only four hours.
What do all these verb-ing and verb-ed forms mean
the children living in Pili village = the children who live in Pili village
a new road connecting Pili with Taxkorgan = a new road which connects Pili with Taxkorgan
a village cut off from the world = a village which was cut off from the world
the newly built road = the road which was built not long ago
the travelling time = the time for travelling
Choose proper verb-ing or verb-ed forms to complete the sentences.
There are a lot of falling/dancing leaves.
There are a lot of leaves lying on the ground/ blown away from the tree/ paving the path.
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 making a huge difference in a small village located 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 taught here are often based on what he learnt earlier in the day.
The students studying 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 living in this village. Fortunately, he is not the only teacher working/ teaching 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 teaching materials. It is not easy to run a free school and the donated 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.
The person I want to talk about is Yu Yi, who is my role model. She believes that the students described as unteachable are actually eager to learn. Teachers need to motivate them with well-prepared and interesting lessons. Things taught in class should be helpful to student’s future life. The teachers refusing to change will not be successful.
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（教师版）
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
(students’ answers for reference)
I like playing basketball with my classmates on the playground. We are always running, jumping and laughing out loud and even shouting. Our clothes are always soaked with sweat. We are all very excited.
I like hiking. Every weekend I hike with my parents and some other hike lovers. It has been 8 years since I joined their group. Thanks to our experienced leader, we have visited many places which few people know, but very beautiful and impressive.
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
Teenagers would love to play games too.
Who are more likely to play these games
1) playing risky and competitive games teenagers
2) playing “tag” children
3) doing “dares” teenagers
4) challenging each other teenagers
2.2 Have a discussion about all these games in the recording.
1) playing risky and competitive games
(students’ answers for reference)
I think risky and competitive games are such games as ball games like the American football, boat races and skateboarding. People may get hurt but quite excited while playing.
2) playing “tag”
(students’ answers for reference)
The games of chicken and eagle or catching people with blindfolded eyes are something called playing tag. They are quite popular among kids. But we teenagers or even adults would like to play tag because of a popular reality show.
3) doing “dares” and challenging each other
(students’ answers for reference)
We boys do “dares”. For example, I once accepted a challenge to eat a whole bag of pepper. I could remember that taste my whole life.
2.3 Brainstorm more outdoor activities in groups of four and who may play these games.
Games Participants
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
2.4 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 brains grow focus and remember things develop social skills use imagination
2.5 Listen to the second part of the recording again and fill in the blanks.
Benefits of play
Play leads to (1) bigger brains/ brains growing and (2) better problem-solving skills according to an experiment on mice.
Play benefits students in concentration and memory. This has been proved in Chinese and Japanese schools, which (3) have breaks every 40 to 50 minutes.
Play is obviously important for social skills and helps us (4) get on with people since it promotes (5) communication and cooperation.
Play allows us to use our (6) imagination.
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 get close to nature run and laugh freely satisfy their curiosity observe different creatures learn to overcome difficulties learn some skills learn to play with other kids
play karting go skiing go cycling go hiking play ball games go rock climbing try thrilling entertainment facilities teenagers relieve academic pressure encourage or comfort each other experience a different life try something thrilling learn from each other see the world
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（教师版）
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”
“A for and against essay” includes both the supporting and opposing arguments.
Analyze the sample writing
2.1 Focus on structure
Content
What’s the purpose of the introductory paragraph Para. 1 varied opinions
How many arguments for and against school uniforms does the writer mention What are they Para. 2 one opposing argument
Para. 3 three supporting arguments
What is the writer’s conclusion in the last paragraph Para. 4 Uniforms are a good idea.
2.2 Focus on content and editing
Content
Arguments and further explanations Against boring look same fail to express themselves
For save parents money cheaper than fashionable clothes
reduce peer pressure not be judged by the clothes
express a group identity and a sense of belonging proud of their school
Editing How are colons used in the essay Provide further explanation
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 A survey shows … Many of them think … Others argue …
To further explain the argument because … which means …
To add more similar arguments Besides, … More importantly, …
What language does the writer use to compare ideas still … while ...
What language does the writer use to summarize his point of view in the last paragraph To sum up, … Therefore, I believe …
2.4 Work in groups and find out more expressions.
Language
To start a “for” and “against” argument A survey shows … Many of them think … Others argue …
To further explain the argument because …/ That’s why … which means … In other words, …/ That is to say, …
To add more similar arguments Besides, …/Furthermore, …/ What’s more, …/ In addition, … More importantly, … Equally, …/ Likewise, …/ Similarly, …
To compare ideas Still … While, …/ However, …/ By contrast, …/ On the other hand, …
To summarize one’s point of view To sum up, …/ In brief, …/ To wrap it all up, … Therefore, I believe …/ Therefore, I am convinced that … Now you see why …
III. Start to write
3.1 Which is your preference, a 45-minute or a 90-minute English class
(student’s answer for reference)
I prefer a 45 minutes English class. Since I am not that good at English, I can hardly handle what the teacher teaches in a 45 minutes class, let alone a 90 minutes class. In other words, a moderate content in a proper time is much more suitable for me.
I prefer a 90 minutes English class. I am not good at English either. That’s why I need more time in class to practice my oral and written English with the teacher and my classmates. Besides, I think I can have all my problems solved in class instead of leaving them at our break time.
3.2 Collect all the supporting and opposing arguments in your group and report in your class.
(student’s answer for reference)
Students in my group have different preference for the length of English class.
Some of the students in my group believe that a 90-minute English class can provide students with enough opportunities to write, to speak, to practice, which is impossible in a class of 45 minutes or shorter time. And long hours allow every student to be involved in the class. Besides, teachers can do more in long classes. They can deal with more problems from students and can have a deeper and further discussion with the students.
While others argue that 45 minutes would be better. To begin with, a 45minutes English class can lead to high efficiency, because both teachers and students can focus on the most essential and difficult points in class and students can form a habit of making full use of class time. Besides, a 45 minutes class means more rest time between the lessons. Especially for the younger kids, a good rest is good for their brain development and can improve their ability to concentrate and memorize things.
I think all of these arguments are quite reasonable. But personally, I prefer a 45 minutes English class considering my short attention span.
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（教师版）
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
(students’ answers for reference)
I want to be a doctor, especially to treat the old people. My grandma is suffering from a serious mental disorder. She has lost the control of her body and sometimes couldn’t even recognize any of us. I really want to do something to help.
I have no idea what job I can do. But I’ll be a good listener to bring comfort to others, just as my Chinese teacher does. She’s always smiling whenever I share with her my annoyance about my study and my life. She may not solve my problems but at least I can feel better and sometime I can find the solution myself after sharing with her.
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
The poem is about how the speaker is influenced by a teacher and his dream.
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 to sail across a warm blue sea to travel to places known from maps to get to place where sweet-smelling jasmine grows on walls and green leaves burn on an orange tree
Stanzas 2-4 The teacher’s real life lived in a narrow and grey house imagined the land of his dream in his mind failed to get rid of the school’s tight hold told students his dream took ill
Stanzas 5-6 The teacher’s influence on me learning to love the beautiful world travelling to the places I long to go
How do you feel about this poem
(student’s answers for reference)
I feel depressed and sad especially for the teacher because the house he lived in was narrow and grey. He couldn’t shake off the school’s tight hold and he took ill and never returned. His name forgotten, he faded away.
I can feel some hope in this poem. Although the teacher faded in other students’ mind, his lesson stayed with the speaker. He went to where his teacher wanted to go. Besides, the teacher’s dream is very beautiful.
Why do you have that feeling
Motion Color Feeling
Teacher’s dream leave sail across long to be/visit see in his mind’s eye jasmine growing on the walls blue sea jasmine green leaves orange tree green leaves burning/burned glass-clear blue sea warm sweet-smelling jasmine
Teacher’s reality never shake off the school’s tight hold take ill never return be redraw (map) fade away grey dull narrow cold school’s tight hold
What kind of adjectives would you use to describe your feeling about the teacher’s dream and his reality
(answer for reference)
The teacher’s dream is comfortable, relaxing, and carefree, while his real life is awkward, breathless and depressed.
III. Post-reading
Why is there the contrast between the dream and the reality
(students’ answers for reference)
I think dream is always beautiful because the reality is always so helpless. We may have to do something that we don’t want to do in reality, but in dream, we could imagine wildly.
I think the contrast can show that he is a good teacher. Although his life is hard, he didn’t complain anything about it. Instead, he shared his dream with his students, described beautiful things in the world and conveyed optimistic and positive life energy to his students.
The geography teacher wanted to encourage the students to explore the world by describing his beautiful dream to them. He is building a dream for them too.
How do you understand the word “Lesson” in the title
(student’s answers for reference)
I think the lesson could refer to both the geography lesson taught by the teacher, and the teacher’s own life lesson.
The title “lesson” can refer to both physical knowledge and emotional feelings from the teacher.
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（教师版）
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
The school name
The school location
The school years
The school size
The school schedule
The school curriculum
The school mission
The school activity
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. fourteen
The school has around 2,000 students. 700
School starts at nine o’clock. eight
Each lesson at Hawthorne High School is 40 minutes long. 45
Lunchtime is after the second lesson. fourth
The school team is called the Stars and Stripes. Hawthorne High Bears
2.2 The information we’ve got so far.
Information about the American high school in the video
The school name Hawthorne high school
The school location on the east coast of the USA
The school years 4 years
The school size 700 years
The school schedule
The school curriculum
The school mission
The school activity Hawthorne High Bears
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 eight 45 minutes lessons a day five minutes registration period between 1st and 2nd period extra periods: on Saturday mornings 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 核心
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 选修的
noun, optional course or subject studied at school or college 选修科目
elect: verb, choose or decide 选择
Information about the American high school in the video
The school curriculum 5 core subjects: science, math, English, social science, physical education elective subjects: about job, interest, learning capacity
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 a sense of community
The school activity Hawthorne High Bears the prom
pare the American high school with yours.
(student’s answer for reference)
High school in china lasts three years, while in most US states four years. What’s more, in China, students in most time are in their fixed classes except when they are having their elective subjects, while in the United States, students don’t have fixed classrooms and go to different classrooms for lessons. However, students in both countries have a similar number of lessons a day, which is 8 to 9 periods. Besides, creating a sense of community is emphasized in both countries. In China, high school students even wear school uniforms with school logo on it to foster students’ group consciousness. Schools in China also pay attention to the students’ patriotic education by organizing different social activities every school term. What impresses me most is that students in both countries have the extra lessons to attend on weekends, especially for those who are going to take the college entrance examination. It seems that students are having a really busy life in high school, no matter which country they are in.
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（教师版）
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 It’s a beautiful farm.
1.2 Study the two phrases and guess their meaning.
“unteachable” : It refers to someone whom teachers feel unable to teach.
“Schoolteacher of the Year”: It sounds like an award in honor of outstanding teachers who have made great contributions to education.
II. While-reading
2.1 Scan paragraph 1 and answer the questions below.
Where did the writer see the experiment
The writer watched a great programme on TV one night and it was the first episode of a new series about education.
Where did the experiment take place
It took place on a farm.
How long did the experiment last
It was two weeks on the farm.
Who were involved in this experiment
There were one class of difficult students and one man in this experiment.
2.2 Scan paragraph 2 and complete the profiles below.
Why were they regarded as “unteachable” and “difficult”
Students’ Profile
Age: 13 and 14
Number of students: 16
School performance: They are difficult students because they have been expelled from schools, they are regarded as “unteachable” and they do not behave well even in programme.
Who was this great teacher
The teacher’s Profile
Name Philip Beadle
Age 40
Gender Male
Work experience a rock band player 8 years ago a teacher now
Award “Schoolteacher of the Year”
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
ask them to point at each other say something funny point at each other say something funny
take the students to a field ask them to read to some cows read a brief quote to the cows enjoy it
ask them to jump around, clap their hands and shout “question mark!” and “semicolon!” enjoy this strange way of learning accept their new teacher
2.4 Scan paragraph 4 and answer the following question.
What was the writer’s attitude to this show
The writer was amazed by the show and couldn’t wait to see what would happen next. He also highly recommended it to others to watch it.
III. Post-reading
Design a trailer (预告片) for this show.
I think I’ll first show people how these students behaved in class at school and then the scene where they are reading a quote of Shakespeare to the cows, happy and focused and they are jumping, clapping their hands and shouting “question mark!” and “semicolon!”.
My trailer will show the scene of farm with cows first. Then a man with long curly hair and a group of students are pointing at each other and saying something funny about each other.
My trailer will start with the teacher Mr. Beadle playing rock first. Then the next scene will move to the farm, where he and a group of students are jumping, clapping their hands and shouting “question mark!” and “semicolon!”.
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（教师版）
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 ● noisy, poorly disciplined, inattentive ● uninterested in whatever advice ● fall asleep in class
Possible reasons for the behaviours ● be spoiled or get negative responses from their parents ●be bored with school routines, school work and learning environment
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”
(students’ answers for reference)
I think these kids would love the teacher with a rock style because he probably may build up a rock dream for them by teaching them in a rock way. His music qualities will surely have a positive effect on his way of teaching.
I guess he must have a different understanding of education. Since he worked as a rock player before, he can do something educational but unconventional to the younger generation. That means he must have his own way to attract students, especially those who are not good at study.
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
(students’ answers for reference)
The farm can make these students feel relaxed and free since they can be so close to nature. By contrast, classroom is so small with limited space. The students may feel depressed.
Learning on a farm means they are not learning something so serious, they do not need to do a lot of routine work and they may have a chance to explore something different.
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
(students’ answers for reference)
It’s a great way to get closer to these students and to be accepted by them, because saying something funny can make the teacher feel like part of the students’ group. For example, the teacher may make fun of his own appearance.
Students may have laughed at each other’s shortcomings or bad habits. The class was full of laughter and they were actually listening to the teacher and to each other. Mr. Beadle just wanted to use this unconventional way to help them relaxed and send them a message that we all have shortcomings and we can laugh at all negative remarks.
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
(students’ answers for reference)
Mr. Beadle maybe just made use of the environment, the farm with cows, but the students may have built their confidence and sense of achievement through this activity. Since they were involved in learning, they were active and did their best although they even didn’t realize they were learning.
Students enjoyed it because the cows would not make any comments on their reading. They could simply do it without any worry and pressure even though they may not do it well enough.
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
(students’ answers for reference)
It is an effective way of learning, at least to these students, because this way of teaching is in line with the nature of those aged 13 and 14 and more importantly, learning punctuation is boring. But it made learning less difficult, which in turn helps build up the students’ confidence.
Jumping and clapping hands are like some music beats. You can actually feel punctuation with your body with music. it’s more effective to remember punctuation when students are having a positive and enjoyable experience than if you just sat in a classroom for an hour.
Why did they do the experiment on the farm
They had their first lesson on a farm and played a lot games in their first lesson in order to get the students mentally relaxed, physically involved and be themselves. As the saying goes, “tell me and I forget. Teach me and I remember. Involve me and I learn.”
III. Mini-project
(students’ answers for reference)
I prefer to watch historical documentaries.
Documentaries are more vivid and sensational than reading books, which saves us from simply memorizing the historical facts. Besides, watching documentaries is more relaxing than sitting in the classroom, afraid of being invited to answer questions. More importantly, there are various historical documentaries for me to choose from so that I don’t need to be confined to the limited information presented in the history textbook and therefore I can learn more.
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（教师版）
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 be set on a farm
1.1 这部小说是以60年代的伦敦为背景的。
The novel is set in London in the 1960s.
1.2 The farm has been converted into a school.
The school has been converted from a farm.
An experiment in education Verbs and phrases
place be set on a farm be converted into a school
students aged be expelled from schools judging from/by
1.3 There are 16 students aged 13 and 14. 有…岁的
services for the sick and the aged 老人
an ageing population 变老的
1.4 从孩子们的课堂表现看，这节英语课极其成功。（judge）
Judging from/by the students’ performance in class, this English class was a great success.
An experiment in education Verbs and phrases
teacher deal with students give up music be made “Schoolteacher of the Year”
first lesson start by doing point at catch one’s attention take sb. outside for read … to … teach someone something ask … to do jump around clap one’s hands and shout … seem to do
comments have a positive effect on be amazed by can’t wait to do
1.5 in brief 简言之
What do you think of Mr. Beadle and his first lesson
(students’ answers for reference)
He must be quite creative and devoted to his work. Otherwise, he wouldn’t do so well in his work.
His class was very interesting and relaxing because the class was full of laughter.
He was very creative, because he could make use of the environment, the farm, some tricks and the games, instead of a lot of rules, to arouse the students’ attention.
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 are eager to develop their skills, and I am one of them. Yesterday, I was lucky enough to hear her give a speech on education. I can’t wait to share her ideas with you!
In brief, 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 have a positive effect on children’s lives, and provide them with the tools they need to deal with difficulties when they grow up.
The students who some people describe as “unteachable” are actually eager to learn. However, teachers need to catch their attention 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.
Judging by the mood in the room, the audience loved her speech.
I am amazed by 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 Yu Yi
Age in her nineties
Gender female
Educational ideas dedicate her life to the cause of education inspire many young teachers and students to grow their talents schools need to keep up with the times teachers should be well prepared and motivate students with interesting and lively lessons
Award “People’s Educator” in 2019
2.3 Add more useful verbs and phrases from the passage to the following table.
Verbs and phrases
place be set be converted into
students aged be expelled from judging from/by
teacher deal with dedicate … to … inspire … to do give up grow one’s talent keep up with times be made be well prepared motivate … to do
lesson start by doing point at catch one’s attention take sb. outside for read … to … teach someone something ask … to do jump around clap one’s hands and shout … seem to do …
comments have a positive effect on be amazed by can’t wait to do
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 teachable (teach); Ms. Yu gives inspiring/ inspirational (inspire) ideas to both teachers and students, whether they are untalented (talent) or talented (talent). If their students are inattentive (attention) in class, they all know how to make them motivated (motivate) and eager (eagerness) to learn. Their ways to deal with students are so amazing (amaze) and educational (education) that they all have a positive effect on both teachers and students.
The value of a good teacher is immeasurable (measure). Despite the unavoidable (avoid) challenges from students, a good teacher can be flexible (flexibility) enough to make their lesson lively (liveliness).
Classify the adjectives according to the categories given.
adjectives
place relaxing, lively
students teachable, unteachable, talented, untalented, attentive, inattentive inspired, motivated, eager
teacher inspiring, inspirational, motivating, devoted, flexible
lesson inspiring, inspirational, motivating, amazing, educational
comments /
Say something about your favorite lesson with the verbs and adjectives we’ve collected today.
(students’ answers for reference)
My favorite class was a math lesson in my primary school. It was our first class about circle. My math teacher was a very experienced, humorous and inspiring man. He started by drawing a big circle on the blackboard without any tool. It was so round that it caught everyone’s attention. Then he dealt with some special features of circle. We were amazed by both his technique to draw a round circle with bare hands and the unique features of this special shape. This class became my motivation to learn more about math, especially various shapes. It has a positive effect on my math learning.
My most unforgettable class is my music class in my primary school. My music teacher was a young lady. She was always smiling. The learning environment was very relaxing and lively and when class began, the classroom was converted into a dancing hall. We were all eager for her class because she could always caught our attention through different games. We could move around, clap our hands and sing songs happily there. Because of that, our passion for music has been motivated largely. Because of her, I’ve learned that music can be participated and when playing music, you should follow your heart and interpret it in your own way.
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（教师版）
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.
the boiled water the boiling water
= the water which has been boiled = the water which is boiling
stepping stones
= the stones for people to step on
More examples: a swimming pool a sleeping bag a writing desk a diving suit
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
The children living in Pili village are walking across the mountains and rivers to reach their school.
What kind of village is Pili
Pili used to be a village cut off from the world.
What kind of road has been paved
A new road connecting Pili with Taxkorgan has been opened.
How does it benefit the local people
The newly built road is good for everyone.
The travelling time is now only four hours.
What do all these verb-ing and verb-ed forms mean
the children living in Pili village = the children who live in Pili village
a new road connecting Pili with Taxkorgan = a new road which connects Pili with Taxkorgan
a village cut off from the world = a village which was cut off from the world
the newly built road = the road which was built not long ago
the travelling time = the time for travelling
Choose proper verb-ing or verb-ed forms to complete the sentences.
There are a lot of falling/dancing leaves.
There are a lot of leaves lying on the ground/ blown away from the tree/ paving the path.
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 making a huge difference in a small village located 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 taught here are often based on what he learnt earlier in the day.
The students studying 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 living in this village. Fortunately, he is not the only teacher working/ teaching 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 teaching materials. It is not easy to run a free school and the donated 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.
The person I want to talk about is Yu Yi, who is my role model. She believes that the students described as unteachable are actually eager to learn. Teachers need to motivate them with well-prepared and interesting lessons. Things taught in class should be helpful to student’s future life. The teachers refusing to change will not be successful.
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（教师版）
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
(students’ answers for reference)
I like playing basketball with my classmates on the playground. We are always running, jumping and laughing out loud and even shouting. Our clothes are always soaked with sweat. We are all very excited.
I like hiking. Every weekend I hike with my parents and some other hike lovers. It has been 8 years since I joined their group. Thanks to our experienced leader, we have visited many places which few people know, but very beautiful and impressive.
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
Teenagers would love to play games too.
Who are more likely to play these games
1) playing risky and competitive games teenagers
2) playing “tag” children
3) doing “dares” teenagers
4) challenging each other teenagers
2.2 Have a discussion about all these games in the recording.
1) playing risky and competitive games
(students’ answers for reference)
I think risky and competitive games are such games as ball games like the American football, boat races and skateboarding. People may get hurt but quite excited while playing.
2) playing “tag”
(students’ answers for reference)
The games of chicken and eagle or catching people with blindfolded eyes are something called playing tag. They are quite popular among kids. But we teenagers or even adults would like to play tag because of a popular reality show.
3) doing “dares” and challenging each other
(students’ answers for reference)
We boys do “dares”. For example, I once accepted a challenge to eat a whole bag of pepper. I could remember that taste my whole life.
2.3 Brainstorm more outdoor activities in groups of four and who may play these games.
Games Participants
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
2.4 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 brains grow focus and remember things develop social skills use imagination
2.5 Listen to the second part of the recording again and fill in the blanks.
Benefits of play
Play leads to (1) bigger brains/ brains growing and (2) better problem-solving skills according to an experiment on mice.
Play benefits students in concentration and memory. This has been proved in Chinese and Japanese schools, which (3) have breaks every 40 to 50 minutes.
Play is obviously important for social skills and helps us (4) get on with people since it promotes (5) communication and cooperation.
Play allows us to use our (6) imagination.
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 get close to nature run and laugh freely satisfy their curiosity observe different creatures learn to overcome difficulties learn some skills learn to play with other kids
play karting go skiing go cycling go hiking play ball games go rock climbing try thrilling entertainment facilities teenagers relieve academic pressure encourage or comfort each other experience a different life try something thrilling learn from each other see the world
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（教师版）
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”
“A for and against essay” includes both the supporting and opposing arguments.
Analyze the sample writing
2.1 Focus on structure
Content
What’s the purpose of the introductory paragraph Para. 1 varied opinions
How many arguments for and against school uniforms does the writer mention What are they Para. 2 one opposing argument
Para. 3 three supporting arguments
What is the writer’s conclusion in the last paragraph Para. 4 Uniforms are a good idea.
2.2 Focus on content and editing
Content
Arguments and further explanations Against boring look same fail to express themselves
For save parents money cheaper than fashionable clothes
reduce peer pressure not be judged by the clothes
express a group identity and a sense of belonging proud of their school
Editing How are colons used in the essay Provide further explanation
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 A survey shows … Many of them think … Others argue …
To further explain the argument because … which means …
To add more similar arguments Besides, … More importantly, …
What language does the writer use to compare ideas still … while ...
What language does the writer use to summarize his point of view in the last paragraph To sum up, … Therefore, I believe …
2.4 Work in groups and find out more expressions.
Language
To start a “for” and “against” argument A survey shows … Many of them think … Others argue …
To further explain the argument because …/ That’s why … which means … In other words, …/ That is to say, …
To add more similar arguments Besides, …/Furthermore, …/ What’s more, …/ In addition, … More importantly, … Equally, …/ Likewise, …/ Similarly, …
To compare ideas Still … While, …/ However, …/ By contrast, …/ On the other hand, …
To summarize one’s point of view To sum up, …/ In brief, …/ To wrap it all up, … Therefore, I believe …/ Therefore, I am convinced that … Now you see why …
III. Start to write
3.1 Which is your preference, a 45-minute or a 90-minute English class
(student’s answer for reference)
I prefer a 45 minutes English class. Since I am not that good at English, I can hardly handle what the teacher teaches in a 45 minutes class, let alone a 90 minutes class. In other words, a moderate content in a proper time is much more suitable for me.
I prefer a 90 minutes English class. I am not good at English either. That’s why I need more time in class to practice my oral and written English with the teacher and my classmates. Besides, I think I can have all my problems solved in class instead of leaving them at our break time.
3.2 Collect all the supporting and opposing arguments in your group and report in your class.
(student’s answer for reference)
Students in my group have different preference for the length of English class.
Some of the students in my group believe that a 90-minute English class can provide students with enough opportunities to write, to speak, to practice, which is impossible in a class of 45 minutes or shorter time. And long hours allow every student to be involved in the class. Besides, teachers can do more in long classes. They can deal with more problems from students and can have a deeper and further discussion with the students.
While others argue that 45 minutes would be better. To begin with, a 45minutes English class can lead to high efficiency, because both teachers and students can focus on the most essential and difficult points in class and students can form a habit of making full use of class time. Besides, a 45 minutes class means more rest time between the lessons. Especially for the younger kids, a good rest is good for their brain development and can improve their ability to concentrate and memorize things.
I think all of these arguments are quite reasonable. But personally, I prefer a 45 minutes English class considering my short attention span.
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（教师版）
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
(students’ answers for reference)
I want to be a doctor, especially to treat the old people. My grandma is suffering from a serious mental disorder. She has lost the control of her body and sometimes couldn’t even recognize any of us. I really want to do something to help.
I have no idea what job I can do. But I’ll be a good listener to bring comfort to others, just as my Chinese teacher does. She’s always smiling whenever I share with her my annoyance about my study and my life. She may not solve my problems but at least I can feel better and sometime I can find the solution myself after sharing with her.
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
The poem is about how the speaker is influenced by a teacher and his dream.
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 to sail across a warm blue sea to travel to places known from maps to get to place where sweet-smelling jasmine grows on walls and green leaves burn on an orange tree
Stanzas 2-4 The teacher’s real life lived in a narrow and grey house imagined the land of his dream in his mind failed to get rid of the school’s tight hold told students his dream took ill
Stanzas 5-6 The teacher’s influence on me learning to love the beautiful world travelling to the places I long to go
How do you feel about this poem
(student’s answers for reference)
I feel depressed and sad especially for the teacher because the house he lived in was narrow and grey. He couldn’t shake off the school’s tight hold and he took ill and never returned. His name forgotten, he faded away.
I can feel some hope in this poem. Although the teacher faded in other students’ mind, his lesson stayed with the speaker. He went to where his teacher wanted to go. Besides, the teacher’s dream is very beautiful.
Why do you have that feeling
Motion Color Feeling
Teacher’s dream leave sail across long to be/visit see in his mind’s eye jasmine growing on the walls blue sea jasmine green leaves orange tree green leaves burning/burned glass-clear blue sea warm sweet-smelling jasmine
Teacher’s reality never shake off the school’s tight hold take ill never return be redraw (map) fade away grey dull narrow cold school’s tight hold
What kind of adjectives would you use to describe your feeling about the teacher’s dream and his reality
(answer for reference)
The teacher’s dream is comfortable, relaxing, and carefree, while his real life is awkward, breathless and depressed.
III. Post-reading
Why is there the contrast between the dream and the reality
(students’ answers for reference)
I think dream is always beautiful because the reality is always so helpless. We may have to do something that we don’t want to do in reality, but in dream, we could imagine wildly.
I think the contrast can show that he is a good teacher. Although his life is hard, he didn’t complain anything about it. Instead, he shared his dream with his students, described beautiful things in the world and conveyed optimistic and positive life energy to his students.
The geography teacher wanted to encourage the students to explore the world by describing his beautiful dream to them. He is building a dream for them too.
How do you understand the word “Lesson” in the title
(student’s answers for reference)
I think the lesson could refer to both the geography lesson taught by the teacher, and the teacher’s own life lesson.
The title “lesson” can refer to both physical knowledge and emotional feelings from the teacher.
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（教师版）
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
The school name
The school location
The school years
The school size
The school schedule
The school curriculum
The school mission
The school activity
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. fourteen
The school has around 2,000 students. 700
School starts at nine o’clock. eight
Each lesson at Hawthorne High School is 40 minutes long. 45
Lunchtime is after the second lesson. fourth
The school team is called the Stars and Stripes. Hawthorne High Bears
2.2 The information we’ve got so far.
Information about the American high school in the video
The school name Hawthorne high school
The school location on the east coast of the USA
The school years 4 years
The school size 700 years
The school schedule
The school curriculum
The school mission
The school activity Hawthorne High Bears
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 eight 45 minutes lessons a day five minutes registration period between 1st and 2nd period extra periods: on Saturday mornings 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 核心
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 选修的
noun, optional course or subject studied at school or college 选修科目
elect: verb, choose or decide 选择
Information about the American high school in the video
The school curriculum 5 core subjects: science, math, English, social science, physical education elective subjects: about job, interest, learning capacity
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 a sense of community
The school activity Hawthorne High Bears the prom
pare the American high school with yours.
(student’s answer for reference)
High school in china lasts three years, while in most US states four years. What’s more, in China, students in most time are in their fixed classes except when they are having their elective subjects, while in the United States, students don’t have fixed classrooms and go to different classrooms for lessons. However, students in both countries have a similar number of lessons a day, which is 8 to 9 periods. Besides, creating a sense of community is emphasized in both countries. In China, high school students even wear school uniforms with school logo on it to foster students’ group consciousness. Schools in China also pay attention to the students’ patriotic education by organizing different social activities every school term. What impresses me most is that students in both countries have the extra lessons to attend on weekends, especially for those who are going to take the college entrance examination. It seems that students are having a really busy life in high school, no matter which country they are in.
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.