Unit

1

RelationshipsLesson

1TeachersVocabularypracticalangle﹡triangleforthefirsttimehydrogenrocketpourpourintofuellackadj.

實(shí)際的；實(shí)踐的；切實(shí)可行的n.角n.三角形初次，第一次n.氫n.火箭vt.

灌，注，倒投入（倒）……于某物n.燃料vt.缺乏presentationacoupleofusedtobehaviourdragacidonionaccessworthwhileeducationalistn.報(bào)告；陳述，說明一雙，一對(duì)過去經(jīng)常，曾經(jīng)n.行為，舉止vt.拖，拉n.

酸n.洋蔥n.進(jìn)入；接觸的機(jī)會(huì)adj.值得做的；重要的；有益的n.教育(學(xué))家Whatcharactersdotheteachershaveincommon（共同）?Activate

and

ShareTeacher:

apersonwhosejobisteaching,especiallyinaschool.----OxfordDictionaryTheyaredevotedanddedicatednotonlyinclassbutalsoafterclass.1.Whoisyourfavoriteteacher/familymember?

2.Whichsubjectdoeshe/sheteach?

3.Whydoyoulikehimorher？Youcanusethefollowingexpressionstodescribehim/herTo

understand

students/othersTo

be

patientTo

be

creativeTo

make

friends

with

studentsTo

make

students

feel

confidentTo

explain

things

with

practical

examples

and

in

simple

languageconnectedwithrealsituationsratherthanwithideasortheoriesPassage1()Passage2()A.howMr.JenkinsthinksofGrahamB.somethingaboutGrahamhimselfasachildC.Mr.Jenkins’sattitudetowardsteachingD.howMr.JenkinschangesGrahamBDAC1.Thetwopassagestellabout______.Readthetwotextsandanswerthefollowingquestions.Readthetwotextsandanswerthefollowingquestions.Whataretheymainlyabout?GrahamMrJenkinsteacherandstudenthowateacherinfluencedastudentRead

and

ExploreRead

“My

Teacher”

and

complete

the

chart.Before

Graham

went

to

Mr.

Jenkins’

classHow

Mr.

Jenkins

taughtAfter

Graham

became

Mr.

Jenkins’

studentRead

and

ExploreBefore

Graham

went

to

Mr.

Jenkins’

class

Read

and

Explore(Para.1)(Para.2)(Para.3)After

Graham

became

Mr.

Jenkins’

student

Read

and

Explore(Para.3)(Para.1)P9—3Read“MyTeacher”andcompletetheinformation.BeforeAfterwasnotgoodatmostschoolsubjectswasabitlazy,especiallyinmathfoundscienceboringanddifficultwasn'tawillingstudentlackedconfidencedidn'tknowhisstrengthsbecameinterestedinasubjectfoundhisstrengthswaswillingtoexplainsciencetoothersbecameasciencewriterWhatchangedhim?How

did

Mr.

Jenkins

teach?Read

and

Explore(Para.2)(Para.3)Whatchangedhim?MrJenkinsmadeeverythinginteresting.MrJenkinsusedsimplelanguageandpracticalexamples.MrJenkinssetupinterestingexperiments.MrJenkinsgavestudentsopportunities.Oneday,hetookusoutside,andwebuiltarocket!Irememberthatheletmepoursomefuelintotherocket,andthenanotherstudentlitamatchtosetitoff.Heaskedmetogiveapresentationtoclass.Read

and

ExploreRead

“My

Student”.

Answer

the

questions.What

was

Mr.

Jenkins’

impression

of

Graham

before

they

met?

Did

it

change?What

are

Mr.

Jenkins’

beliefs

in

teaching?What

was

Mr.

Jenkins’

impression

of

Graham

before

they

met?

Did

it

change?Read

and

Explore(Para.1)Read“MyStudent”andcompletetheinformation.BeforeAfterwasdifficulthadbadbehavior·draggedhisschoolbagbehindandlookedboringchangedwhengotinterestedgavefullattentionlovedsciencewasbrightImpressionofGrahamhaddonewell·jumpedofftheschoolstageRead

and

Explore(Para.2)2.What

are

Mr.

Jenkins’

beliefs

in

teaching?

Read

and

Explore(Para.3)2.What

are

Mr.

Jenkins’

beliefs

in

teaching?

Whatishisbeliefsinteaching?Thereisnosuchthingasagoodorbadstudent.TeachersshouldfindeachstudentstrengthsTeachersshouldmakefriendswithallstudentsandunderstandthem.Teachersshouldhelpstudentsfindthepathtosuccess.Everyoneisgoodatsomethingandit'simportanttofindoutwhatthatisforeachstudents.Educationislifeitself.Imagine

you

are

the

head

teacher

of

Overton

School.

YouaretobeinterviewedbyapresenterinaTVshowwhoseshowguestisGrahamthisepisode.Prepare

a

presentation

to

tell

Graham’s

and

Mr.

Jenkins’

stories.Express

YourselfOraltask:Grahamattitude

and

feelings

before

15attitude

and

feelings

after

15Reasons

for

the

changesMr.

Jenkins

impression

of

Grahamattitude

towards

studentsbeliefs

in

teachingExpress

Yourself1.addupto2.beeagerto3.insimplelanguage4.pourinto5.makefriendswith6.setoff7.lackconfidencein8.giveapresentationUsefulExpressionsExpressYourself9.usedtodo10.adifficultperson11.awillingstudent12.haveone'sownstrengths13.thepathtosuccess14.haveaccessto15.afamouseducationalistSuggested

Answers

Atfirst,Graham

Lawrence

was

not

very

good

at

most

school

subjects.

He

was

a

bit

lazy.

Science

was

a

subject

full

of

strange

words

to

him.

He

didn’t

want

to

know

what

hydrogen

was.

He

found

science

boring

and

difficult.

Atthattime,he

lacked

confidence.

Express

Yourself

However,

when

he

was

15

and

went

into

Mr.

Jenkins’

class,

he

really

became

interested

in

a

subject

for

the

first

time.

Mr.

Jenkins

had

heard

stories

about

Graham’s

bad

behaviour

but

he

believed

there

was

no

such

a

thing

as

a

good

or

a

bad

student

and

tried

to

make

lessons

interesting.DuetothehelpofMr.Jenkins,

Graham

realize

that

he

had

his

own

strengthsandbecameasuccessfulsciencewriteratlast.Express

YourselfThinkandShareMr.

Jenkins

said,

“…it’s

important

to

understand

that

there’s

no

such

thing

as

a

good

or

a

bad

student.”

How

did

he

do?What

made

Graham

a

successful

person?

What

made

Mr.

Jenkins

a

good

teacher?

Write

down

one

or

two

of

his

qualities

and

give

your

reasons.Critical

Thinking

1.Mr.

Jenkins

said,

“…it’s

important

to

understand

that

there’s

no

such

thing

as

a

good

or

a

bad

student.”

How

did

he

do?Critical

Thinking(Para.2)(Para.3)Critical

Thinking

He

did

well

with

Graham.

Though

he

had

known

Graham

was

very

difficult,

he

made

everything

interesting

in

his

teaching

to

attract

his

attention

by

setting

up

experiments.

He

also

explained

difficult

things

with

practical

examples

and

in

simple

language.Inhisclass,heencouragedhimtogiveapresentationtothewholeclass,whichchangedGrahamalot.Critical

Thinking

Mr.

Jenkins

helped

Graham

find

his

interest

and

strength.

For

example,

he

set

up

an

experiment

to

attract

students’

attention

in

the

first

class.

He

gave

Graham

chances

to

present

his

interest

and

boosted

his

confidence.

2.What

made

Graham

a

successful

person?Critical

ThinkingMeanwhile,

Graham

himself

was

bright.hiscuriosityandinnerdrive

3.

What

made

Mr.

Jenkins

a

good

teacher?

Write

down

his

qualities

and

give

your

reasons.Critical

Thinkingcreativecaring/patientpassionate

/devotedHe

was

good

with

difficult

students

like

Graham

andthere'snosuchthingasagoodorabadstudentinhisheart.He

helped

students

feel

confident.helpfulHe

knew

how

to

help

them

by

explaining

things

with

practical

examples

and

in

simple

language.Hethoughteducationislifeitselfandhedevotedhimselftoturnstudentsintosuccessfuladults.Critical

Thinking

Therelationshipbetweenateacherandthestudentcanbeeithergoodorbad,helpfulorharmful.Eitherway,therelationshipmayaffectthestudentfortherestofhislife.(The

importance)Howtobuildanidealteacher-studentrelationship

Agoodteacher-studentrelationshipwillmakelearningenjoyableandmaketheteacher'sjobworthwhile.Incontrast,abadrelationshipcandiscouragethestudentsfromlearning,andmaketeachinganunpleasanttask.(The

benefits

and

harm）Howtobuildanidealteacher-studentrelationship

Buthowtobuildanidealteacher-studentrelationship.Firstofall,theteacherandthestudentshouldrespeteachother,whichistheprecondictionaboutgoodrelationship.Moreover,theteacher‘sattitudeplaysanimportantrole.Iftheteacheristoostrict,itmightfrightenthestudent.Ontheotherhand,

iftheteacheristoopermissive,thestudentmaybecomelazy.（How

to

do)Howtobuildanidealteacher-studentrelationship

Besides,

theteachershouldgivethestudentencouragement,aswellashavepatientandunderstanding.Finally,asforthestudent,heshouldbeeagerforknowledgeandwilliingtoworkhard.Ifhelearnsfromhisteachermodestly,hewillbeabletoprofitfullyfromhisteacher'steaching.（How

to

do)Howtobuildanidealteacher-studentrelationship

Inconclusion,agoodteacher-studentrelationshipneedscommoneffortsfromboththeteacherandthestudent,anditcanbemutuallybeneficial.Thestudentgainsknowledgeenjoyablyandtheteachergainssatisfactionfromhisteachingjob.(Conclusion)Howtobuildanidealteacher-studentrelationship

IfGrahamandMr.JenkinsmeeteachotherontherealityTVtalkshow,whatwilltheysaytoeachotherortotheaudience?Pleasewritethestoryaccordingtothetextwithin100words.Youcanchooseanyrole.HomeworkReadandthinkReadandthinkIhaven’tseenMrJenkinssinceIleftschool,butIoftenthinkabouthim.since:

介詞，表示“自……以來，自從”。Ihaven’theardfromhersincelastyear.

副詞，表示“從那時(shí)以來”Isawhimlastyear,butwehaven’tmetsince.

連詞，表示“從……以來；由于；既然”HehasbeenillsinceIsawhimlasttime.Thefishermansaid,“SinceImustdie,Imust...”自從我離開學(xué)校后就沒見過詹金斯先生，但我經(jīng)常想起他。UsefulexpressionsIwasn’tgoodatmostschoolsubjectsbeforeImetMrJenkins.begoodatsth.:

擅長(zhǎng)做某事begoodforsth.:對(duì)某事有利begoodtosb.:對(duì)某人友好

在我遇到詹金斯先生之前，我的大部分功課都不好。UsefulexpressionsIsupposeIwasabitlazy,especiallyinmaths.suppose:

基本意思是指在證據(jù)不全、情況未確定時(shí)所作的猜想。可指缺乏確切的事實(shí)但可根據(jù)一些現(xiàn)象來推測(cè);也可指提出合乎邏輯推理的假設(shè)來論證某事;還可指委婉地提出建議。Usefulexpressions我想我有點(diǎn)懶，尤其是在數(shù)學(xué)方面。IsupposeIwasabitlazy,especiallyinmaths.suppose是及物動(dòng)詞,可接名詞、代詞或that/wh-從句(可用于虛擬式)作賓語。還可接以“(tobe+)n./adj./prep.-phrase”或動(dòng)詞不定式、現(xiàn)在分詞充當(dāng)補(bǔ)足語的復(fù)合賓語。suppose搭用tobe構(gòu)成的復(fù)合賓語,如用于被動(dòng)結(jié)構(gòu),tobe有時(shí)可以省去。suppose作“作為建議來考慮”解時(shí),常用于祈使句,用以提出建議,可譯為“…如何〔怎么樣〕?”。與“whatif”用法相似,動(dòng)詞一般用現(xiàn)在時(shí)或過去時(shí)。用過去時(shí)時(shí),所提建議聽起來不十分肯定。我想我有點(diǎn)懶，尤其是在數(shù)學(xué)方面。UsefulexpressionsIsupposeIwasabitlazy,especiallyinmaths.especially是個(gè)“強(qiáng)調(diào)副詞”，用來加強(qiáng)語氣。意為“尤其是；特別是”。表示“特別地”，用于修飾形容詞或副詞，強(qiáng)調(diào)程度。e.g.:ltisespeciallycoldtoday.用于強(qiáng)調(diào)目的，意為“特意”、“專門”，通常與表目的的不定式或介詞for短語連用。e.g.:Weboughtitespeciallyforyou.我想我有點(diǎn)懶，尤其是在數(shù)學(xué)方面。UsefulexpressionsTheonlythingIcanrememberfromschoolmathsisthattheanglesofatriangleaddupto180degrees!add:v.添加，增加addupto:

總計(jì)為；合計(jì)達(dá)add...to...:往……中添加……e.g.Ifyouadd4to6,youget10.addto:增加，增添e.g.Thesoldierswereextremelytiredandtheheavyrainaddedtotheirdifficulty.從學(xué)校數(shù)學(xué)課中我能記得的唯一的一件事是三角形的角度加起來是180度！UsefulexpressionsButwhenIwas15andwentintoMrJenkins’class,Ireallybecameinterestedinasubjectforthefirsttime.becameinterestedin:

強(qiáng)調(diào)一種動(dòng)作，開始對(duì)……感興趣

beinterestedin:

強(qiáng)調(diào)一種狀態(tài)，對(duì)……感興趣但當(dāng)我15歲進(jìn)入詹金斯先生的課堂時(shí)，我第一次真正對(duì)一門學(xué)科產(chǎn)生了興趣。UsefulexpressionsBeforeMrJenkinstaughtme,sciencehadsimplybeenasubjectfullofstrangewordstome.動(dòng)作在hadbeen發(fā)生之后在詹金斯先生教我之前，科學(xué)對(duì)我來說只是一門充滿奇怪詞匯的學(xué)科。Usefulexpressions動(dòng)作在taught發(fā)生之前before引導(dǎo)的時(shí)間狀語從句Ihadnoideawhathydrogenwas,andIdidn’treallywanttoknow,either!either:副詞，表示“也”，用于否定句或否定詞組之后加強(qiáng)語氣，通常置于句尾。

我不知道氫是什么，我也不想知道！UsefulexpressionsHeusedtoexplainthingswhichseemeddifficultwithlotsofpracticalexamplesandinsimplelanguage.practicalexamples:

實(shí)例insimplelanguage:用簡(jiǎn)單的語言他過去常常用大量的實(shí)例和簡(jiǎn)單的語言來解釋看似困難的事情。Usefulexpressions...andthenanotherstudentlitamatchtosetitoff.setoff:引爆（炸彈）；拉響（警報(bào)）；引發(fā)，出發(fā)，激起setabout:開始做某事setforth:開始一段旅程setback:推遲，阻礙setto:著手做setdown:寫下……然后另一個(gè)學(xué)生點(diǎn)燃了一根火柴。UsefulexpressionsIknowthatIwasn’tawillingstudent,butIwasn’tslowtolearnnewthings.awillingstudent:

用功的學(xué)生

unwillingstudent:

不愛學(xué)習(xí)的學(xué)生我知道我不是一個(gè)用功的學(xué)生，但我學(xué)習(xí)新事物并不遲鈍。UsefulexpressionsTheproblemwasthatIlackedconfidenceinmyself.lack:

vt.缺乏，缺少；需要的東西；

n.缺乏，不足，沒有；缺少的東西；lackof+名詞：缺少某物belackingin缺乏（某種品質(zhì)、特點(diǎn)等）,不夠lackfor缺（多用于否定句）問題是我對(duì)自己缺乏信心。UsefulexpressionsMrJenkinsmademefeelIhadmyownstrengths.strengths:

優(yōu)勢(shì)=advantage

weakness:

劣勢(shì)=disadvantage詹金斯先生讓我覺得我有自己的優(yōu)勢(shì)。UsefulexpressionsSometimesIthink,ifonlyIcouldcallhimandaskforhisopinion!Ifonly引導(dǎo)的虛擬語氣，表示與事實(shí)相反的觀點(diǎn)。有時(shí)我想，如果我能給他打電話征求他的意見就好了！UsefulexpressionsIusedtoteachhim.usedtodo:

曾經(jīng)，過去

beusedtodoing:

習(xí)慣于我以前教過他。UsefulexpressionsIhadheardstoriesabouthisbadbehaviour.hadheard:

過去完成時(shí)，表示過去某一時(shí)間前就已經(jīng)發(fā)生或完成了的動(dòng)作，對(duì)過去的某一點(diǎn)造成的某種影響或是結(jié)果，用來指在另一個(gè)過去行動(dòng)之前就已經(jīng)完成了的事件。。我聽說過關(guān)于他不良行為的故事。Usefulexpressions...butassoonasIsetupanexperimenttoshowhowthehumanstomachworksusingacidandanonion,hegavemehisfullattention.assoonas:

一……就setup:

建立；創(chuàng)立fullattention:

充分的關(guān)注但當(dāng)我使用酸和洋蔥做了一個(gè)實(shí)驗(yàn)來展示人類的胃是如何工作時(shí)候，他對(duì)我給予了充分的關(guān)注。UsefulexpressionsIthinkit’simportanttounderstandthatthere’snosuchthingasagoodorabadstudent.nosuchthing:

沒有這回事我認(rèn)為要理解世上沒有好學(xué)生或壞學(xué)生這件事很重要。UsefulexpressionsEveryoneisgoodatsomethingandit’simportanttofindoutwhatthatisforeachstudent.findout:

發(fā)現(xiàn)，強(qiáng)調(diào)結(jié)果

find:發(fā)現(xiàn)，強(qiáng)調(diào)動(dòng)作每個(gè)人都擅長(zhǎng)某件事，了解這對(duì)每個(gè)學(xué)生來說都很重要。UsefulexpressionsWeteachersshouldhavemoretimetomakefriendswithallourstudentsandreallyunderstandthem.teachers為we的同位語，起到限定或說明的作用。我們老師應(yīng)該有更多的時(shí)間與我們所有的學(xué)生交朋友，真正理解他們。UsefulexpressionsThenwecouldmakesurethatwewouldfindthepathtosuccess...makesure:

確保=ensure

thepathto:

通往……的道路然后我們就能確保找到通往成功的道路……UsefulexpressionsThethingaboutbeingateacheristhatyouhaveaccesstochildren’smindswhentheyareopenandeagertolearn.haveaccessto:

接近beeagertodosth.:

渴望做某事作為一名教師，當(dāng)孩子們敞開心扉學(xué)習(xí)時(shí)，你可以接觸到他們的思想。UsefulexpressionsIfwhatIdoasateachercanhelpturnachildlikeGrahamintosuchasuccessfuladult,thenIknowwhatI’mdoingisworthwhile.worthwhile:

與worthy一樣,既可作表語,又可作定語。表示某事因重要、有趣或受益大而值得花時(shí)間、金錢或努力去做,一般做“值得的”、“值得做的”、“有意義的”解.用作表語時(shí),可接動(dòng)名詞或動(dòng)詞不定式。TheSummerPalaceisworthwhilegoing/togotohaveavisit.UsefulexpressionsIfwhatIdoasateachercanhelpturnachildlikeGrahamintosuchasuccessfuladult,thenIknowwhatI’mdoingisworthwhile.worthy可作表語,也可作定語。作定語時(shí)意思為“有價(jià)值的”、“值得尊敬的”、“應(yīng)受到賞識(shí)的”；用作表語時(shí)意思為“值得……的”、“應(yīng)得到……的”,其后接ofsth.,也可以后接todosth.。Thatisworthyofnote.UsefulexpressionsIfwhatIdoasateachercanhelpturnachildlikeGrahamintosuchasuccessfuladult,thenIknowwhatI’mdoingisworthwhile.worth是一個(gè)只能作表語的形容詞,意思為“值……的”、“相當(dāng)于……的價(jià)值的”、“有……價(jià)值的”、“值得……的”。后接名詞、接動(dòng)名詞的主動(dòng)形式。Thissecond-handcarisworth$2000atthemost.Thisbookisworthreading.如果我作為一名教師所做的能夠幫助像格雷厄姆這樣的孩子成為如此成功的成年人，那么我知道我所做的是值得的。UsefulexpressionsP78--1Completetheparagraphwiththecorrectformofthewordsandphrases.ABCDEFGABCDEFGFApracticalexamplesCexperimentsDlackedconfidenceGEbehavioursBReadandunderlinetheverbsBeforeI

met

MrJenkins,sciencehadsimplybeenasubjectfullofstrangewordstome.Grahamwasverydifficultbeforehecameintomyclass.Ihadheardstoriesabouthisbadbehavior.IknewIhadchosenajobwithalotofstress.BeforeI

met

MrJenkins,sciencehadsimplybeenasubjectfullofstrangewordstome.PresentPastsciencehadbeenasubject……I

met

MrJenkinsFuturePleasetellwhichactionhappenedbeforetheother.Pleasetellwhichactionhappenedbeforetheother.BeforeI

met

MrJenkins,sciencehadsimplybeenasubjectfullofstrangewordstome.Grahamwasverydifficultbeforehecameintomyclass.Ihadheardstoriesabouthisbadbehavior.IknewIhadchosenajobwithalotofstress.Focusonlanguage規(guī)則動(dòng)詞的變化a一般情況下載動(dòng)詞后面加ed,work—workedb以e結(jié)尾的動(dòng)詞直接加d,use—usedc以輔音字母加y結(jié)尾的動(dòng)詞，把y改i再加ed,study—studiedd以重讀閉音節(jié)結(jié)尾，前面有單個(gè)原因字母是，雙寫輔音字母，再加ed,stop—stoppedFocusonlanguage過去完成時(shí)與when,before,assoonas,till/until等引導(dǎo)時(shí)間狀語的從句連用，強(qiáng)調(diào)動(dòng)作發(fā)生的時(shí)間前后。Whenshegothomeherchildrenhadslept.Beforetheyarrivedherethefilmhadalreadystarted.Lastnight,assoonasIhadfinishedmyworkIwenttosleep過去完成時(shí)由“haddone”構(gòu)成，其用法如下：常使用過去完成時(shí)的句型：（1）This/That/Itwasthefirst/second/third…timethat…that從句的謂語動(dòng)詞用過去完成時(shí)Thiswasthefirsttimethattheyhadmetinthirtyyears.這是他們?nèi)陙淼谝淮我娒妗＿^去完成時(shí)由“haddone”構(gòu)成，其用法如下：常使用過去完成時(shí)的句型：（2）Itwas+一段時(shí)間+since從句since從句的謂語動(dòng)詞用過去完成時(shí)Itwastenyearssincewehadhadsuchawonderfultime.自我們?cè)冗^一段如此美妙的時(shí)光以來，已經(jīng)過去十年了。過去完成時(shí)由“haddone”構(gòu)成，其用法如下：常使用過去完成時(shí)的句型：（3）用于表示“一……就……”的句型中：Hardlyhadsb.done…when...did…;Nosoonerhadsb.done…than...did…Hardlyhadshegonetobedwhenthebellrang.她一上床睡覺鈴就響了。NosoonerhadIsatdownthantherewasaloudknockonthedoor.我一坐下來就有人大聲敲門。AnUnluckyDay

7:00(eatup)8:00(getup)presentLastSunday,Ihadanunluckyday.BythetimeI_________,mysister___________upallmybreakfastonthetable.

gotup

hadeaten

Exercise29:159:35presentbeonarriveIwenttoseethefilmwithemptystomach.WhenI___________atthecinema,thefilm_________(be)onfor20minutes.arrived

hadbeen

graduate

notsee

Afterthefilm,IwenttomeetafriendwhomI___________(notsee)sincewe_________.

hadnotseengraduatedtalksteal

Wehadcoffeeandtalkedhappily.

ButwhenIwasgoingtopayforit,I__________(find)

mywalletandcellphone_______________

(steal).Whatanunluckyday!

foundhadbeenstolen

1Nobodybelievedhimbecausehe___________(lie)before.2Theyweren’tsurprisedatall._______they__________(hear)thenewsearlier?3Didthepolicebelievethathe___________(yetnotsteal)thecar?hadliedHadheardhadnotstolenExercise34Ifirstmetherattheparty.I______________(neversee)her