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Unit 12 Education

整体感知

单元要点

1 load 2 workload 3 strict

4 compulsory 5 commitment

6 sceptical 7 tendency 8 absent

9 unwilling 10 expand 11 distribute

12 corporation 13 donate

14 curriculum 15 ministry

16 worldwide 17 profession

18 alongside 19 advocate

20 housewife 21 obtain

Word study 22 evident 23 recorder

24 anecdote 25 select 26 suit

27 restriction 28 schedule

29 presentation 30 analyse

31 measurement

1.负荷2.工作负担 3.严

厉的4、有责任的 5、承

诺

6、常怀疑的 7、倾向，

8、缺席的 9、不愿意的

10、扩大，11、分布

12、公司 13、捐赠，

14、（全部的）课程

15、（政府的）部

16、遍及全世界的 17、

职业 18、在…旁边19、

提倡

20、家庭主妇 21、获得

22、明显的 23、记录者

24、轶事 25、选择

26、适合于 27、限制

28、进度表 29、描述，

30、分析 31、衡量，测

量

1 be strict with/in 2 begin with

3 drop out(of)

useful

expressions

4 be unwilling to do 5 result in

1、对…要求严格 2、首

先，

3、活动，竞赛中退出，

退学

4、不愿意做… 5、产生

某种作用或结果

Sentence

patterns and

1．It be reported that 从句

2．…the custom is to educate boys rather than girls .

communicative

3．…the number of students in some schools is so low that students

English

Topic and

Writing

of …

1 To talk about study methods and learning styles

2 To write a report analyzing the way you learn

背景知识

key school

The designation “key school” exists for selected schools at every level:

elementary, secondary, and higher. In addition, there are various levels of the “key”

designation itself: There are national key institutions; provincial or municipal key

institutions, and county or district key institutions. Key schools all enjoy priority

funding as well as the privilege of recruiting the best students. At the elementary and

secondary levels, this concept is similar to that of a “magnet” or “college preparatory”

school in the United States. Entry into such schools is based on examination and

academic promise and achievement. For such schools, success usually is measured in

terms of the percentage of its graduates entering colleges and

universities----especially the key colleges and universities priority in the allocation of

limited resources, the training of top-level manpower for China’s reconstruction can

be carried out more efficiently.

In certain areas, the “key school” concept has come under fire. Indeed, the

success of the key elementary and middle schools has been measured too often solely

in terms of the college placement of its students, rather than on more objective

measurements of learning. Furthermore, remnants of the same sort of elitism that shut

down the key schools during the Cultural Revolution have re-emerged, leading to

questioning by education authorities. Nevertheless, the vast majority of students

gaining admission to China’s colleges and universities are graduates of key upper