2014-2015学年度第9期总第573期高一教案
苏州工业园区第二高级中学 孙炳芳
Is higher better? (P2)
I. Lead-in
Is getting high grades good for students? Why?
II. Fast reading
Para1 Schools believe that the importance of marks will be ______.
Para2-7 This is a ______ that is popular in the US and France.
Para 8-10 Many critics say grade inflation is _____ .
Para11-13 The UK has seemed to find a _______ .
Para 14 Drawing a ______ about grades.
III. Detailed reading
1. Why did Princeton remove the rule of letting no more than 35 percent of grades be in the A range?
The move was to help students gain advantages in the job market and attract more top students to the university.
2. Why does grade inflation do more harm than good?
Because the inflated praise and grades will cheat students out of the opportunity to understand what they do and don’t do well.
3. How has the UK found a balance?
Its system only has three classes of grades: first, second, and third.
4. What does the article say we should actually focus on as students?
We should really reflect on what we have learned, and be prepared to build on what we truly do well and learn from what we do not.
IV. Language focus
adj. + en 构成动词
less;           lessen
deep;         deepen
fast;            fasten
worse;        worsen
weak;          weaken
soft;             soften
broad;         broaden
fresh;          freshen
1. Student may not be able to tell what their strengths and weaknesses are.
Student may not be able to tell what their learning _________ and  _________     are.
2.19 percent of students graduated with a first, while 76 percent received a second. Only 5 percent were given a third.
19 percent of students graduated with a first, while 76 percent received a second. _____ ____ ____ ____  were given a third.
3. No matter how school grade them, students should…
no matter how +adj./adv.; however +adj./adv.引导让步状语从句
However hard he works, he can’t catch up with his classmates.
It has been reported that a large number of citizens in Harbin still enjoy swimming, ____
A. no matter how cold is it        B. however cold is it
C. no matter how it is cold        D. however cold it is

Is sharing bad for you? (P2)
I. Lead-in:
Do you agree that shared joy is a double joy, and shared sorrow is half a sorrow? If so, give an example. If not, also give an example.
II. Fast-reading:
P1(1-_____): Introduction
P2(             ): The first study
P3(             ): The second study
P4(    12     ): Conclusion
III. Detailed-reading:
1. What did the research published in Psychological Science discover?
According to the research, shared experiences may feel stronger, whether they’re good or bad.
2. Why couldn’t the first study prove that a shared experience made the feeling stronger?
Because it is possible that people simply enjoy any experience more when they have a partner.
3. What does paragraph 7 imply?
It implies that shared joy can be doubled if shared, but it is not necessarily true when it comes to feeling better in times of sorrow.
4. How did researchers carry out the second study?  What did they find out?
They had two groups of students taste bitter chocolates, and students said the pieces they ate together tasted worse.
5. What do you think the article means by, “sorry, it might be better if you run those 10 laps alone”?
It means that we’d better not share our sorrow with our friends, since sharing sorrow makes the sorrow worse.
IV. Language focus:
1.But surely you would also feel relieved if your friends volunteered to join you…
I have to do lots of homework every day, which puts a lot of pressure on me, but I always feel relieved when ________.
2. We don’t realize how much we are affected by people around us whom…
When I can’t concentrate, it’s often because I’m affected by _________.
3. Who hasn’t felt an urge to yawn after others yawned around them?
When I listen to a great song, I feel the urge to ________.

Paying the price (P6)
I. Lead-in:
Do you like your school environment? Why/why not?
Who do you think created it?
II. Fast reading:
Why did the teacher take all of the desks out of the classroom?
III. Detailed reading:
1.Before she took away the desks, what did she do?
She got permission from the school superintendent, the principal, and the building supervisor.
2. What answers did the students first give when they were asked how they earned their desks?
Students thought it was their grades or behavior that earned them their desks.
3. How did the teacher make the students realize the value of their desks and treasure them in the future?
She invited 27 US veterans wearing uniforms to carry the desks back into the classroom and told the students that it was these men who had created such a good learning environment for them.
4. What did the teacher try to make the students understand through this lesson?
She tried to make them understand that it was up the students to sit in the classroom responsibly to learn, to be good students and good citizens.
IV. Language focus:
1.With the permission of…, she …
What will happen if you go somewhere without your father’s permission?
With my parents’ permission, I went to ________.
2. You can’t have a desk until you tell me how you earn them.
He has earned his popularity by ________.
3. It’s up to you to sit here responsibly to learn …
What also reminds us to sit here responsibly to learn?
How can we be responsible learners?