中小学教育资源及组卷应用平台
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.
21世纪教育网
www.21cnjy.com
精品试卷·第
2
页
（共
2
页）
21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
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.
21世纪教育网
www.21cnjy.com
精品试卷·第
2
页
（共
2
页）
21世纪教育网(www.21cnjy.com)
