unit 12 education 教學案例(人教版高三英語下冊教學案例)

Goals

Learn about education in China and other countries

Talk about study methods and learning styles

Practise making comparisons

Integrative language practice

Write report

Period 1 Let’s listen and speak!

Goals

Talk about education in China and other countries.

Talk about some great educators in China and other countries.

Compare education in China and other countries.

Learn to read the graphs.

Talk about the achievements, progress and problems in education in China.

Listen for gist.

Procedures

Step 1 Leading in(1) by discussion.( pair work, approx. 5 mins.)

T: Hi, everyone. Today we’re going to talk about education and some great educators in China and in other countries. Do you know any great educators?

(Give Ss 3 mins to discuss it in pairs, then present their results to the whole class. )

Leading in(2) by warming up (group work, approx. 10 mins.)

Hello, boys and girls. Look at the pictures in the warming up part on page 100, and think about the following questions.

(1) The educators in the pictures are all famous. When did they live and where did they come from?

(2) Do you know how they taught their students? How was it different from your own education?

(3) Write down what you know about the four educators in the chart on the next page and then report to the class.

Educator Time Country Way of teaching

Confucius Spring and Autumn Period in Chinese history China with the principles of good conduct, practical wisdom, and proper social relationships

Anton Makarenko 1888–1939 Russia His theories emphasized the importance of physical labor, discipline, and the collective in education.

Anne Sullivan 1866-1936 the USA a special educator

show love and patience to students

Tao Xingzhi 1891-1946 China the theory of "Life Education"

he proposed "unity of teaching, learning, and reflective acting."

He believed that one should do first, then one will know.

(For Ss’ limited knowledge, teachers can show the following information.)

Step 2 Listening

Say to Ss: The four educators made great contributions to the young students’ education. And we know that education is of great importance to a country. The education in China has been improved a lot. But there are still a lot for us to do and to be learned from other countries. Next let’s listen to two students comparing education in China and the USA.

1. Before you listen to the tape, think about the following questions.

(1) What do you know about education in the United States?

(2) How is it similar to Chinese education? How is it different?

2. Before you listen to the tape, please go through the chat below.

3.Now let’s listen to the tape and make notes under each heading in pairs.

Comparison of education in China and the USA

Class size

Method of teaching/Teaching style

Homework

Exams

4. After the first listening, encourage the Ss to say what they’ve got from the tape and collect them on the blackboard.

5. Listen to the tape for the second time for details. Help Ss to finish the chart.

6. To make the students understand the passage better, let them listen to the tape for the last time.

Step 3 Speaking

T: We should say that education is very important to a country. To our great joy, education in China has made great improvement. Now please look at the graphs on pages 101 to 102 and discuss the following questions. Before you discuss them, let’s go through some words and phrases.

statistics: (used with a pl. verb)Numerical data.

（與複數動詞連用）統計數據

graph: A diagram that exhibits a relationship, often functional, between two sets of numbers as a set of points having coordinates determined by the relationship.

曲線圖；座標圖；圖解

bar graph [統]條線圖

line graph [數]線圖

Now please look at the two graphs on page 102 and discuss the questions on the right in a group of four.

Good, you’ve got a good idea about education in China. With the results you have got, please talk about the achievements, progress and problems in education in China. The following words and phrases may be useful for your discussion.

a heavy workload to reduce the workload to meet parents’ expectation

to be strict with to raise academic standards under high pressure

Homework

1. Ask the students to collect more information about the four famous educators: Confucius, Anton Makarenco, Anna Sullivan, T ao Xingzhi.

2. Ask the students to collect some information about the education in the city/province.

3. Ask the students to list all the equipment, people and plans that are needed to run a school.

Period 2 Let’s read!

(Education for all)

Goals

◆ Provide students with the goal “EDUCATION FOR ALL” and the present situation of education in China and other countries.

◆ Improve students’ ability of reading comprehension.

Procedures

Step 1 Leading in

1. Talk about the education in the city or province.

2. Talk about the equipment, people and plans that are needed to run a school.

Conclusion: We are lucky enough to have quite good education in our city. But there are many children who don’ t have the chance to go to school because of various reasons. In China we have the “Hope Project” that helps many children who are unable to go to school. And also there is a project named “Education for all”. Today we’ll talk about “Education for all”.

Step 2 Reading for general ideas

Ask students to read the passage “Education for all” and match the best heading for each paragraph in the text.

Suggested answers:

B Education for all children worldwide will be difficult to achieve

D Solving the problem of teaching quality in remote areas

A Compulsory education for all Chinese children

F Problems of number and location

C Encouraging people in rural areas to accept education

E Meeting the cost

G Education for All---an international target

Step 3 Reading and copying

Useful expressions from EDUCATION FOR ALL

compulsory education, the future welfare, the World Education Forum, the member countries, to make a commitment, get…into…, to begin with, a positive attitude, play a/an…role, to attach importance to…, be skeptical of…, drop out, be distributed, the remote central and western provinces, spread out, by two-way radio and mail, rely on, non-governmental organizations, to donate sth., provide…with…, to adopt distance learning method, computerized teaching networks, to overcome…, to accomplish…, a huge task.

Step 4 Further understanding of the passage

Ask students to do the task 2 on page 104.

Well, class, please go through the sentences on task 2 on page 104 and try to find out the mistakes in each sentence.

In order to achieve the goal of “education for all”, different countries use different ways to solve their own problems. Try to find out which countries use the following methods to help them provide education.

Distance learning, mixed-grade classes, money from international organizations, money from local organizations.

Now please discuss in a group of four if there are any ways in which education in your area could be improved and which you think is the most important aspect to change.

Step 5 Homework

1 review the passage: Education for all

2. Finish the exercises in “Language study” part.

Period 3 Let’s read and write!

(How we learn)

Goals

1. Read about the study tips.

2. Write about a report analyzing the way you learn.

Procedures

Step 1: Listening and reading aloud.

Ⅰ.Hello, boys and girls, you have been a student for some years. Have you found a good way to carry out your study. Today we’ll read a passage named “How we learn”. First read aloud to the recording of the text HOW WE LEARN on page107. Pay attention to the pauses, the pronunciation and the intonation while listening and reading aloud.

Post-reading questions:

1. Why do students learn in different ways?

2. What are the three basic learning styles?

3. What is the limitation of teachers’ teaching in classrooms?

Suggested answers:

1. Because different people have different ways of obtaining information and use various methods to demonstrate their intelligence and ability.

2. They are: learning through seeing; learning through listening and learning through doing.

3. Restrictions of time, space and resources often make it impossible for teachers to provide the best exercises for all learners.

Ⅱ. Ok, class, just now we talked about the three learning styles. Now let’s try to use them in our real study. Decide which of the study tips below are best suited for the three different types of learners described in the passage.

suggested answers:

Organise a study schedule to include frequent breaks. (learning through seeing)

Study in a quite place where you cannot hear other people talking. (learning through seeing)

Remembering things will be easier if you put the words to music and make a little “memory song”. (learning through doing)

Take part in class discussions and debates. (learning through listening)

Draw charts, graphs, diagrams, flow charts or pictures to organize information when taking notes. (learning through seeing)

If possible use a computer and DVDS to help you study. (learning through seeing)

Make presentations to classmates or discuss ideas with your classmates.

（learning through listening）

Concentrate on similarities and differences you can observe. (learning through doing)

Move around while studying. For example, read while doing exercises.

(learning through doing)

Put posters and photos around your desk and have a stress toy to play with as you work.

(learning through doing)

Listen to and remember funny stories and background information.

（learning through listening）

Create maps, build models or draw and design things. (learning through doing)

Take part in art projects. (learning through doing)

Write about the things you have to learn. (learning through doing)

Ⅲ Now let’s talk about our learning styles in a group of four. Evaluate and compare your learning styles and discuss how to improve the way you study.

Step 2: Copying down expressions.

As is known, language is made up of words and expressions. So, why not read the article and write down all those expressions which are useful to you!

Step 3 Writing an article

Write an article analyzing the way you learn, using the outline below to help you to organise your ideas.

Part 2 Discourse Studies 第二部分 篇章學習

1. Type of writing and summary of the idea 課文體裁、中心思想和段落大意

Reading the text EDUCATION FOR ALL, and then complete the following chart.

Type of writing This is a piece of descriptive writing

Main idea of the passage It tells about the world-wide efforts to achieve the goal of “Education for all”

Main idea of Para.1 Compulsory education for all Chinese children

Main idea of Para 2 Education for all children worldwide will be difficult to achieve

Main idea of Para 3 Encouraging people in rural areas to accept education

Main idea of Para 4 Solving the problem of teaching quality in remote areas

Main idea of Para 5 Meeting the cost

Main idea of Para 6 Problems of number and location

Main idea of Para 7 Education for All---an international target

2. Graphic representation of the text 課文圖解

3. A retold passage of the text 課文複述

Retell the text using about 100 words.

Notes:

1. Try to use your own words.

2. Make use of the chart above while retelling.

3. The possible version below can be used as material for both retelling and dictation.

A possible version of the retold text:

In 1986, the Chinese government introduced the law of “nine years of compulsory education” for every Chinese child by the year 2000, which turns out highly successful.

All the governments in the world realize that the future welfare of the citizens is closely linked to education. For the calculated 113 million children not being in school from the World Education Forum, the UNESCO made a commitment to provide “education for all” by 2015, which has similar difficulties in different countries.

To create a positive attitude is important in carrying out the goal, especially in areas where agriculture plays an important role and children have a tendency to be absent and often drop out to help work in the fields.

China’s large population and big land meant the possibility of the large class sizes and mixed-grade classes. In Australia the so-spread-out population use “distance learning” methods with the help of two-way radio and mail.

The success in bringing education to all depends on economy. So some governments rely on aid from other countries, international organizations.

Every country faces problems in education, which makes the governments look for ways to solve them.

The Chinese government has overcome problems to accomplish the goal, which is not so in the least developed nations in Africa and Asia. So the goal will be a huge task for the world.

Part 3 Key Words and Expressions 第三部分 詞彙與短語

load []

n. 1.（車、船、人、畜等的）負荷；負擔；載重

The truck was carrying a load of bananas. 這輛卡車裝着一車香蕉。

We have to make three loads of the cargo. 我們得把貨物分裝三車。

2. （車輛等的）載重量

I’ve ordered two lorry-loads of sand. 我已定購了兩卡車沙子。

3.（一個成員、一臺機器等的）工作量，負荷

I have a fairly light teaching load this term. 這個學期我的教學負擔相當輕。

4. （常與of連用）大量，許多 (a load of/loads of )

To the reader's disappointment, the leading article in this issue of the magazine is a load of rubbish. 這期雜誌上的主要文章廢話連篇,使讀者大失所望。

v. 1. （常與up, with連用）裝，裝滿，載滿

We loaded the truck with bananas. 我們把香蕉裝上卡車。

2. 裝上（彈匣、膠捲）

Don’t move! The gun is loaded. 別動！這支槍是上了膛的。

workload []

n. 1. 工作量, 工作負擔

She has a very heavy workload. 她的工作負擔很重。

strict [strikt]

adj. 1. 嚴格的，嚴厲的 （規則或行爲）(+with)

Our teacher is strict; we have to do what she says.

我們的老師很嚴格，我們不得不按她說的去做。

2. 精確的；完整的

He made a strict analysis of the experiment.

他對這個實驗做了個精確的分析。

compulsory []

adj. 1. 義務的；強制的；強迫的

Education is compulsory for all children in Britain between the age of 5 and 16.

在英國5歲到16歲的兒童都要接受義務教育。

commitment []

n. 1. 承諾；

The general has repeated his commitment to holding elections as soon as possible.

將軍重申了儘快進行選舉的承諾。

2．責任；承擔義務

I've taken on too many commitments.

我承擔的義務太多了。

3．忠誠，信奉，支援

The company’s success this year would not have been possible without the commitment and dedication of the staff. 如果沒有員工的奉獻精神，公司今年的成功是不可能的。

sceptical []

adj. 懷疑的

Everyone says our team will win, but I’m skeptical of/about it.

人人都說我們隊會贏，但我對此表示懷疑。

tendency []

n. 1. 傾向；趨勢 ① (+to, towards) There is an increasing tendency towards the use of firearms by criminals. 罪犯使用槍械的趨勢在上升。

② （＋to v. ） There is a growing tendency for people to work at home instead of in offices.

人們在家裏而不是在辦公室工作的趨勢日益增長。

2． 癖好，秉性 ①（+to, towards） He’s always had a tendency to /towards frivolity.

他向來表現出輕浮的傾向。

② （＋to v. ）The teacher criticized his tendency to view world affairs purely in terms of the East-West conflicts. 老師批評了他那種單純從東西方衝突的角度去觀察國際事務的傾向。

expand []

vi.&vt. 1. 擴大，膨脹 The business has expanded from having one office to having twelve.

這個公司已從一個分公司發展到擁有12個分公司了。

2. 詳述（故事，論證等）,引申 I don’t quite follow your reasoning. Can you expand (on it)?

我不大理解你的論斷，你能詳細地加以說明嗎？

You’ll have to expand your argument if you want to convince me. 你如果想使我信服， 就必須詳述你的論點。

3． Vi. （人）變得更友善更健談 He expanded a little when he had had a drink, and started to talk more freely. 他喝了一杯酒，變得更友善，並開始暢談起來。

distribute []

vt. 1. 分發，分配某事物 (+sth. to/among sb./sth.)

The demonstrators distributed leaflets to passers-by. 示威向行人分發傳單。

2． 使（某事物）散開，散佈

Baggage loaded onto an aircraft must be evenly distributed.

飛機載運的行李應均勻放置在各個部位。

拓展：distribution n. 1. 分發，分配（多作不可數名詞）

The boys complained that the distribution of prizes was unfair.

男孩們抱怨獎品分配不均。

2． 分佈，散佈（多作不可數名詞）

The pine-tree has a very wide distribution.

松樹的分佈很廣。

corporation []

n. 1. 公司；企業 John works for a large American chemical corporation.

約翰爲一家美國大化學公司工作。

2. 市政府

The corporation has decided that no heavy-duty trucks are permitted to pass through the centre of the city during rush hours.

市政當局決定高峯期間不允許載重卡車透過市中心。

拓展：corporate []

adj.1. 社團的；團體的

corporate responsibility, action, etc 共同的責任，行動等

2． 市政府的；公司的

Corporate executives usually have high salaries. 公司裏的管理人員一般享有高薪。

donate []

vt. 捐贈；贈送

The businessman donated a lot of money to the hospital. 這個商人捐給醫院很多錢。

拓展：donation []

n.1．捐贈；捐贈品；捐款

She made a donation of $ 1,000 to the Children’s Hospital. 她捐了1,000 美元給兒童醫院。

curriculum []

n. 課程 Is German on your school’s curriculum? 你們學校有德語課嗎？

ministry []

n [C] 1. （政府的）部 My brother works in the Ministry of National Defense.

我弟弟在國防部工作。

2. the ministry [GP] 神職界；（全體）牧師

His parents intended him for the ministry. 他的父母有意讓他當牧師。

aspect []

n. 1. 方面 He mentioned only one aspect of the problem.

他只提到問題的一個方面。

2. 容貌，表情

He was serious of aspect but wholly undistinguished. 他面色嚴峻，卻不過一庸人而已.

3. （房屋、門窗等的）朝向

She prefers a house with a southern aspect.

她喜歡朝南的房子。

profession []

cn. 1. 專業，職業（尤指受過專門訓練的，如法律、教學等）

He is a lawyer by profession.

他是職業律師。

2. 信仰或信念的表白 His profession of concern did not seem sincere.

他所表示的關心看來並非出自內心。

拓展：professional adj. []

adj.1.從事專門職業的 A lawyer is a professional man.

律師是從事專門職業的人。

2. 職業的，專業的

For professional footballers, injuries are an occupational hazard.對於職業足球運動員來說,受傷是職業本身帶來的危險。

alongside []

1. prep 在…旁邊；與…並排

The car drew up alongside the kerb. 小汽車在路邊停下來。

2. adv. 橫靠着；沿着；傍着

We brought our boat alongside.

我們把船靠邊。

advocate []

1.vt. 擁護；提倡； 主張

He advocates building more schools. 他主張多建幾所學校。

2. n.（常與of連用）擁護者；提倡者

I am not a strong advocate of “English only” in the reading class.

對於閱讀課上只用英語，我不是個強烈的擁護者。

obtain []

vt., vi. 得到，獲得

I haven't been able to obtain that book.

我還沒能得到那本書。

辨析：get, obtain, acquire, gain, win, earn這組動詞的一般含義是“得到”。

obtain包含着“努力”、“希望”或“決意”去獲得某物的意思。

The journalist immediately set out to obtain these important facts.

那位新聞記者立即着手獲取這些重要的資料。

Ordinary people would then be able to use them to obtain valuable information.

那時平常的人便能運用它們去獲取寶貴的資訊。

get是最普遍、使用範圍最廣的詞

I sat in the front of the bus to get a good view of the countryside.

我坐在公共汽車的前部，以得到有利於觀賞農村風光的機會。

acquire雖然含有“努力獲得”的意思，但更強調在原來的基礎上自然增長或新的增添。

After having been instructed to drive out of town, I began to acquire confidence.

接到把車開出城的指令後，我的信心增長了。

gain有obtain的含義，但更強調目的物需要努力奮鬥才能得到，而且這種東西具有價值，特別是物質價值。

During that time, she so gained my aunt's confidence that she was put in charge of the domestic staff.

在這期間，她得到了我姑姑如此的信任，結果被委任爲家僕的負責人。

A penny saved is a penny gained.

省一文是一文。(諺語)

win雖然常常可以和gain換用，但win具有gain所不能表達的含義。如：獲得者具有有利的品質

It seemed certain that this would win the prize.

這一塊會得獎，這似乎是肯定的了。

This invariably wins them the love and respect of others.

這種行爲常常爲他們贏得別人的愛戴和尊敬。

earn包含着獲得物與所花的氣力是相互成比例的

His achievements earned him respect and admiration.

他的成就爲他贏得別人的尊敬和讚美。

Some of them have come home for a few days' hard-earned leave.

他們中的有些人已經回國，度過那得之不易的幾天假日。

evident []

1. adj.明顯的

It's evident that you are tired.

顯然你累了。

辨析：evident, obvious, clear, plain這組形容詞都有“清楚的”或“明顯的”意思。

evident在善於修辭的作者筆下，總包含一定的跡象。

It's evident that someone has been here.

顯然有人來過這裏。

obvious所表示的“明顯的”強調容易發現，常常用於修飾或說明那些本想掩蓋而又沒有能掩蓋徹底的事情

The rope had been cut, so it was obvious that the lamb had been stolen.

繩子是被割斷的，因此這隻羊羔顯然是被偷去的。

注：此句中的obvious 換用evident則更確切。

He is the stereotyped monster of the horror films and the adventure books, and an obvious (though not perhaps strictly scientific) link with our ancestral past.

它們是恐怖電影和驚險小說中的老一套的怪物，並且與我們的祖先有着明顯的(雖然可能沒有科學的) 聯繫。

clear(以及常見的plain)是口語中常用詞，其含義爲“清楚易懂”。clear 除了“清楚的”，“清晰的”之外，還有許多其他含義。如“流暢的”，“無障礙的”等。

The water of the lake is as clear as glass.

湖水清徹如同明鏡。

He gave a clear answer to the direct question.

他對那個直截了當的問題作了清晰的答覆。

plain除了“清楚的”、“淺顯的”之外，也有些別的含義。如：a plain face(一個普通的或不漂亮的面孔)

The letter was written in plain English.

那封信是用淺顯的英語寫的。

select []

1. vt. 挑選，選擇；擇優 (select sb./sth. as sth. )

I was selected for the team.

我被選入這個隊。

2. adj.挑選的，精選的, 擇優的

a select group of top scientists 最優秀科學家小組

a film shown to a select audience 給內部觀衆反映的影片

辨析：choose， select， elect， pick

這些動詞都指從一些可能性中做出選擇。

Choose含有運用判斷力在一些人、物或行爲方式中選出一個的意思。

We do not choose survival as a value; it chooses us。

並不是我們把生存作爲一種價值而選擇了它；而是它選擇了我們。

Select側重於從許多不同種類中進行選擇時的挑剔態度。

Four skiers will be selected to represent each country.

每個國家將選出四名滑雪者作爲代表。

Elect強烈地暗示着通常在兩者之間作出挑選時的深思細想。

I elected not to go.

我決定不去。

Pick和select 一樣，表示選擇時的小心謹慎。

I picked a book to read.

我選了一本書讀。

suit [su:t, sju:t]

vt.1. 滿足；取悅；適意；對…方便

It suits me if you come to work at eight o'clock. 如果你八點來上班我就滿意了。

2. 適合，適當 That dress suits you. 那套衣服你穿起來挺合適。

n. 1. n. 一套衣服， 套裝

a business suit 一套西裝

2. 訴訟

He is suing for divorce.

他向法院提出要求離婚。

restriction []

n. 限制；約束

There is a restriction against smoking in schools.

禁止在學校吸菸。

拓展：restrict []

vt. 限制；限定

He restricts himself to two cigarettes a day.

他限制自己每天吸兩支香菸。

schedule []

n. 時間表；進度表；程序表

The next thing on our schedule is to telephone our friends.

我們的日程安排中要做的下一件事是給我們的朋友打電話。

presentation []

n. 1. [U] 贈送，引見，提出，出席，演出

They are preparing for the presentation of a new musical. 他們正準備上演新的歌舞喜劇。

2. [U] 贈送，引見，提出，出席，演出等的方式

She needs to improve her presentation of the arguments. 她需要改進闡述其論點的方式。

3. [C] 所贈送，引見，提出，出席，演出的事物，贈品，禮物,（尤指經儀式）授予之物

We went to the premiere of their new presentation. 我們去觀看了他們的新劇目的首場演出。

The queen will make the presentation herself. 女王將親自授予禮品。

拓展：present

adj. []

1. 出席的；到場的

How many people were present at the meeting? 會議有多少人出席？

2. 現在的；現存的

What is your present job? 你現在的工作是什麼？

vt. []

1. 贈予；頒予

They presented flowers to their teacher. 他們獻花給老師。

The mayor presented a silver cup to the winner. 市長把銀盃授予了獲勝者。

2.提出；呈遞

The committee is presenting its investigation report next week.

委員會將於下星期提出調查報告。

The baker presented his bill. 麪包師呈上帳單。

3. 表示；呈現

He presented his apologies. 他表示道歉。

4. 演出；公演

The theatre company is presenting 'Romeo and Julia' by Shakespeare next week.

劇團下星期將演出莎劇'羅密歐和朱麗葉'。

5. 介紹；引見；舉薦

May I present Mr Robinson to you? 可否讓我向你介紹羅賓遜先生?

The new ambassador was presented to the president. 新大使被引見給總統。

6. 展現

He always presents a calm smiling face. 他總是展現出平和的微笑。

7. 表現；造成

Money presents no difficulty to them. 資金對他們來說不成問題。

Expressions from Unit 12

to make comparisons 做比較

comparison

1. [U] 比較

He showed us a good tyre for comparison. 他給我們一個好輪胎作比較。

2. comparison of A to/and/with B, comparison between A and B A和B的比較

It is often useful to make a comparison between two things.

將兩件事物相比較往往是有益的。

3. bear/stand comparison with sb./sth. 比得上某人/某物

That’s a good dictionary, but it doesn’t bear comparison with this one.

那是本好字典，但比不上這本。

4. by/in comparison with sb./sth. 相比之下，比較起來

The tallest buildings in London are small in comparison with those in New York.

to begin with

1.首先，第一

I’m not going. To begin with I haven’t a ticket, and secondly I don’t like the play.

我不去。一來我沒票，二來我不喜歡這齣戲。

2. 起初

To begin with he had no money, but later he became quite rich.

他起初沒錢，可是後來相當富有了。

to attach

1. to attach sth. to sth. 將某物系在、縛在或附在另一物上

to attach a label to each piece of luggage 每件行李上都加上標籤

2. to attach sb. to sb. /sth. 將某人派給（一人或一組織）去執行某任務，使隸屬於（尤用於被動語態）

You’ll be attached to this department until the end of this year. 你在年底前將暫屬於這一部門。

3. to attach oneself to sb./sth. （有時指不受歡迎或未受邀請而）依附某人、參加某事

A young man attached himself to me at the party and I couldn’t get rid of him.

聚會中有個小年青總纏着我，我也甩不開他。

4. to attach sth. to sth. 將某一事物和另一事物相聯繫

Do you attach any importance to what he said? 你認爲他說的話重要嗎？

5. to attach to sb. 與某人相關聯，歸於某人

No blame attaches to you in this blame. 這件事不怪你。

drop out

1. （從活動、競賽中）退出

Since his defeat he’s dropped out of politics. 他失敗後就不再從事政治活動了。

2. 中途退學，輟學

She got a scholarship to Cambridge but dropped out a year later.

她得到了劍橋大學的獎學金，但一年後就退學了。

其它詞組：drop behind 落後

drop by 順便訪問：停下做短暫訪問

drop off 睡着；減少

drop in 順便走訪, 不預先通知的拜訪

rely on/upon sb. /sth. to do sth.

1. 依賴,指望某人、某事物

I relied on your coming early. 我指望你早點來。

2. 信任、依賴某人/某事物

You can rely on me to keep your secret. 你儘管相信我一定爲你保密。

tend to 有某種傾向；有…的趨勢

People under stress tend to express their full range of potential.

處於壓力下的人容易發揮自己全部的潛力。

Education For All (EFA)

What is the Education For All (EFA)?

Education for All (EFA) is an international commitment first launched in Jomtien, Thailand in 1990 to bring the benefits of education to 揺very citizen in every society? Partners comprised a broad coalition of national governments, civil society groups, and development agencies such as UNESCO and the World Bank. In the face of slow progress over the decade, the commitment was reaffirmed in Dakar, Senegal in April 2000 and then again in September 2000, when 189 countries and their partners adopted two of the EFA goals among the eight Millennium Development Goals (MDGs) to be achieved by 2015.

The EFA commitment is specifically to:

Ensure universal primary education for all children by 2015 (also an MDGs)

Eliminate gender disparities in primary and secondary education (also an MDGs)

Improve early childhood care and education

Ensure equitable access to 搇ife skills?programs

Achieve a 50 percent increase in adult literacy by 2015

Improve all aspects of the quality of education

Progress on MDGs

Despite considerable EFA progress in recent years, at least 52 of the 154 developing countries will face difficulty in achieving universal completion of primary education by 2015 unless efforts are accelerated substantially. And though gender gaps in primary and secondary enrollment are narrowing, 43 developing countries will not meet the 2005 gender parity goal, of which 30 are unlikely to meet it by 2015 without intensified actions. Low-income countries face the greatest challenges to reaching the MDGs. Notably, at least 44 of the 81 low-income countries will face difficulty in achieving universal completion of primary education by 2015 without accelerated efforts. And though their gender gaps in primary and secondary enrollment are narrowing, 32 low-income countries will not meet the 2005 gender parity goal, of which 22 are unlikely to meet it by 2015 without intensified actions.

What does it take?

Sustained effort is at the heart of achieving EFA. Countries need to put appropriate policies in place, implement reforms and programs within strategic education sector and national development plans, and adequately fund primary education. Key principles include inclusiveness and equity - and thus the need for scaling up and targeting of hard-to-reach, disadvantaged groups; and a focus on results and outcomes - calling for steady attention to education quality and support to service-delivery levels (school and classroom) as much as possible. Important World Bank analytical work has helped (i) redefine the universal primary education goal as Universal Primary Completion, recognizing that learning takes place not when children enroll but only when they complete a quality primary education; and (ii) establish a "indicative framework?of benchmarks comprising measures of quality, efficiency, and domestic resource mobilization found key to success in countries that have realized gains on EFA. Achieving EFA will take multi-dimensional efforts:

◆ improving access and equity

◆ focusing on girls?education and in particular improving their dropout and retention rates

◆ helping education systems cope with HIV/AIDS, which puts education systems at grave risk

◆ promoting early childhood development, proven to improve learning outcomes

◆ protecting EFA prospects in post-conflict countries

◆ and advancing adult literacy and non-formal education for children and youth, including orphans who have no access to more traditional and formal schooling.

Examples of countries? efforts to achieve EFA may be found at these sites:

Yemen: World Bank Approves US$ 65 Million to Boost Basic Education in Yemen

India: World Bank To Support India's Goal Of Achieving Elementary Education

Ghana: World Bank Contributes US$78 Million to Boost Quality of Education

Bangladesh: World Bank Joins Donors To Support Primary Education

Related Resources

UNESCO's Education For All site

Achieving Universal Primary Education by 2015 - A Chance for Every Child

IDA and Education