(一)主題任務(Core tasks)
任務一：談論教育家
鼓勵學生到圖書館、閱覽室及上網搜索有關教育名人的資料。本課可設計如下任務型教學活動： How much do you know about famous educators?
活動時間：熱身之前或之后，或本單元之后
活動形式：個人活動、小組活動、班級活動
語言知識要求：
詞匯：educator，to begin with，worldwide，result
in，achievement，strict等
句型：本單元日常交際用語
語言技能要求：聽、說、讀、寫
活動過程：
1．分配角色：四人一組，互相補充；
2．辦黑板報或小報，注意人物介紹、時代背景、教育理念等；
3．在小組范圍內交流有關內容，并做適當修改；
4．每位同學收集一位教育家的情況及其教育名言+；
5．鼓勵學生就教育家及其名言談些個人看法。
任務二：談論教育公平性
The reading tell s US that in some cultures parents are particularly unwilling to send their daughters to school because it is the custom to educate boys rather
than girls．Please state your own points of view on it．The topic for discussion is “Is education only for boys?”
教師要善于引導學生利用聽力、閱讀等相關素材進行組織、歸納、總結。
活動時間：閱讀課之后
活動形式：采用辯論形式
活動過程：
1．分配角色：四人一組，分正方、反方，就課文中的情況進行陳述；
2．各組每一位成員均參加辯論；
2．每個成員均要有發言的機會；
3．選出最佳辯手。
活動目的：培養學生的語言表達能力與辯論能力
辯論評價表：學生在辯論時，可采用以下的評價表進行評價
Item Evaluation
Attitude(Manners，confidence) 5 4 3 2 1
Delivery Body language 5 4 3 2 1
Articulation 5 4 3 2 1
Speed 5 4 3 2 1
Timing 5 4 3 2 1
Speech Organization of Ideas 5 4 3 2 1
Sufficient Examples/Support 5 4 3 2 1
Pronunciation and intonation 5 4 3 2 1
Fluency 5 4 3 2 1
任務三：比較中國教育與美國教育活動時間：學完本單元之后活動形式：個人活動、小組活動、全班活動活動過程：
1．利用已有知識，適當拓展；
2．互相補充，并添加一些項目；
3．歸納本單元所學內容，使知識形成網絡。以下例子可供參考：
Chinese Education versus American Education
(二)熱身(Warming up)
該部分由四位教育家引出，除了課本上的三個練習外，教師可結合這些內容引導學生展開思維：
1．Education refers to training and instruction of children，young people and adults in schools，colleges， etc．But what do you think “education” means?
2．What other educators do you know about besides those mentioned in the text?
3．Think of as many words as possible that are associated with education．
(三)聽力(Listening)
“聽力”(Listening)部分第一項活動設置了兩個問題，要求學生聽前思考，學生若有困難，可適當啟發學生圍繞下列問題思考：
1．What kind of schools are there in the USA?
2．Are most of the schools run by the state?
3．Do American students have more holidays than us?
4．How many students are there in a class in American schools?
5．Do American schools have the same curriculum as Chinese schools?
6．How do students behave at school?
7．How is the relationship between teachers and students?
8．Are students encouraged to be independent at school?
9．How do students study in school?
10．Are students encouraged to discuss and even argue in class?
11．What are the American people's attitudes towards education?
第二項任務用表格的形式，要求學生對中美的班級、教學方式、家庭作業、考試等四個方面進行比較。在聽時要提醒學生注意關鍵詞。填完之后，要求學生互相取長補短。第三項任務采用小組合作學習方式。第四題要提醒學生注意抓住關鍵的句子，弄清楚邁克對中國學校中哪些教學方式喜歡，那些感到困惑，并了解其原因。
(四)口語(Speaking)
1．指導識圖：圖與文互補、互為依托。教師要指導學生看懂條形圖及曲線圖。在日常生活中這兩種圖表處處可見。教師要指導學生通過圖表挖掘本質的東西，例如圖表所反映的事物的變化、差異及未來趨勢等。
2．示范表述：如果學生很難用英語表達，教師可引導學生用相關文字表達圖表內容。例如：From the bar graph，we c。an see that more and more school-age children attended school from 1985 to 2002．In 1985， there were 95.5 percent of school-age children attending school．．．
3．理清思路：在完成兩幅圖后的文字表述后，可適當補充一些圖表讓學生識別，并用英語來表述內在含義。
4．適當引申：除此之外，我們還可讓學生認識餅狀圖等。
(五)讀前(Pre-reading)
第一題要求羅列開辦一所學校所需要的設備、人員及規劃等，可采用“頭腦風暴"的形式，激發學生的思維。可采用網狀圖表形式：
第二題探討政府必須做哪些安排及討論所面臨的問題與困難。
(六)閱讀(Reading)
1．解讀文章標題：閱讀文章前，板書文章標題 EDUCATION FOR ALL，然后鼓勵學生大膽預測。
Please predict what the text will tell US．
What does “Education for A11’’mean?
2．歸納各段大意：學生歸納之后與讀后(Post-reading)的第一題結合起來完成。
3．猜測生詞意思：在閱讀時，要求學生根據上下文大膽猜測詞義。如：
In 1986 the Chinese government introduced a law that by the year 2000 every Chinese child would have nine years of compulsory education．
China and other countries found that in the country side when children do start school，they have a tendency to be absent and drop out later．
4．變換措辭：除了要求學生根據上下文大膽猜測詞義外，教師還可鼓勵學生用英語解釋閱讀文章中的句子。學生若有困難，可由學生指出課文中與老師所說的意思相近的句子。例如：Please find the sentence in the text which is closest in meaning to the
sentence you have heard．
(七)讀后(Post-reading)
1．結合課文尋求解決途徑：
要求學生除完成“讀后”練習外，可根據課文完成下表，并補充更多的問題，提出更多的解決辦法。
Problems Solutions
1 Shortage of Classrooms
2 Shortage of teachers
3 Shortage of money
4 Parents un willing to send daughters to school in rural areas
5
6
2．要求學生聯系生活思考：
1)List the problems facing the governments of some countries．
2)Did any of your previous schools face such difficulties/Did any schools that you attended face such difficulties?
3) Have great changes taken place in your previous schools / the schools you attended?
4)What do you think the government will do to improve the school?
5)What information in the article do you find most surprising?
(八)語言訓練(Language practice)
1．第一題要求學生小組合作進行討論，然后寫出詞義，教師若要求編寫生詞卡，那會得到很好的效果。例如：
Word PrOnunciation Definition Example
absent /bsnt／ not present Who is absent in the meeting?
2．第二題從語篇出發要求學生用本單元所學詞語填空。語篇內容與閱讀課文緊密聯系，可作為閱讀部分的重要補充。
3．學生將第三題的圖表畫好之后，教師最好要求學生結合圖表，將內容再敘述一遍。
4．第四道題要求學生用所提供的詞語替代第三題中劃線部分的詞語，教師在布置學生做這道作業時，最好先要求學生直接用所學過的單詞或詞組來替換，培養學生大膽嘗試的習慣。
5．第五題可采用兩兩合作形式，互相取長補短。
(九)綜合技能(Integrating skills)
1．教師可提出以下問題供學生討論：
Do you know your learning style?
What’s your greatest difficulty in learning a foreign language?
Do you think you are an effective learner? Why or why not?
2．要求學生完成一道書面表達作業：
Suppose your friend doesn’t know how to learn effectively，please give him/her some advice．
(二)測試性評價
1．Complete the sentences using the words and expressions in the box．
1)Carelessness almost _______ his failure．
2)Because he was i11，he was _______ from school．
3) _______ ，I would like to make a brief introduction to our hometown．
4)After he lost favour with voters，he decided to _______ politics．
5)Be more _______ with yourself．Work harder．Don’t waste time playing．
6)Boys have a _______ to fight more than girls．
7)She worked for a large _______ after she graduated from college．
8)Metal _______ when it is hot，but contracts when it gets cold．
2．Look at the chart above and match them with their meanings by writing the prepositions plus the correct word I The first one has been done for you． Please add as many as possible．
1)occasionally =at times
2)immediately = _______
3)now，at this time = _______
4)not less than = _______
5)not know what to do，think，or s ay= _______
6)close，near by= _______
7)after(much)effort，delay，etc；in the end= _______
答案：
1．1 resulted in 2 absent 3 To begin with
4 drop out of 5 strict 6 tendency
7 corporation 8 expands
2．2 at once 3 at present 4 at least
5 at a loss 6 at hand 7 at last