资源简介

(共33张PPT)
高中英语北师大版（2019）选择性必修Book 1
Unit 1 RELATIONSHIPS
Lesson 1 Teachers
To get to know the structure of the text
To acquire the specific information about the changes of Graham before and after he met the teacher and analyze the reasons for the changes
To acquire the specific information about the teacher’s different impression on the student and the teacher’s beliefs in teaching
To talk about a teacher’s qualities who helped in your life
Pair Work. Talk about the qualities that you think good teachers have. Use the phrases below to help you.
to be patient
to be creative
to understand students
to make friends with students
to make students feel confident
to explain things with practical examples and in simple language
Suggested Answers:
I think good teachers should be patient.
I think good teachers should understand and support their students.
I think that good teachers should explain things with practical examples and in simple language.
...
Look at the photos of the two writers: Graham and Mr Jenkins. Can you guess the relationship between the two persons
Relationship？
Read the two texts for the first time. Answer the questions.
1. What is the relationship between Graham and Mr Jenkins
Graham was once Mr Jenkins’ student.
2. What are they mainly about
They talk about the memories that they have of each other.
3. Why were they written
The texts were written because the student and the teacher remembered how they influenced each other.
Read “My plete the information.
What changes
What Graham was like after he went to Mr Jenkins’ class.
What Graham was like before he went to Mr Jenkins’ class.
My Teacher
I haven't seen Mr Jenkins since I left school, but I often think about him. I wasn't very good at most school subjects before I met Mr Jenkins. I suppose I was a bit lazy, especially in maths. The only thing I can remember from school maths is that the angles of a triangle add up to 180 degrees! But when I was 15 and went into Mr Jenkins' class, I really became interested in a subject for the first time.
Before Mr Jenkins taught me, science had simply been a subject full of strange words to me. I had no idea what hydrogen was, and I didn't really want to know, either! I found it all so boring and difficult. But Mr Jenkins made everything interesting. He used to explain things which seemed difficult with lots of practical examples and in simple language. One day, he took us outside, and we built a rocket! I remember that he let me pour some fuel into the rocket, and then another student lit a match to set it off. It was great fun.
I know that I wasn't a willing student, but I wasn't slow to learn new things. The problem was that I lacked confidence in myself. Mr Jenkins made me feel that I had my own strengths. I was interested in the study of the stars and planets and he asked me to give a presentation to the class. That was really the first time I tried to explain science to an audience and now it's my job! Often when I'm preparing a programme, I think about how Mr Jenkins would have done it. Sometimes I think, if only I could call him and ask for his opinion!
Read “My plete the information.
Graham was not very good at most school subjects.
He was a bit lazy.
He found science boring and difficult.
He wasn’t a willing student.
He lacked confidence.
He found his strengths and built confidence.
He was interested in the study of the stars and planets.
He gave a presentation to the class.
What Graham was like before he went to Mr Jenkins’ class.
What Graham was like after he went to Mr Jenkins’ class.
Changes！
He used to explain things which seemed difficult with lots of practical examples and in simple language. One day, he took us outside, and we built a rocket! I remember that he let me pour some fuel into the rocket, and then another student lit a match to set it off. It was great fun.
他过去常常结合很多实际例子用简单的语言解释看似很难的知识。有一天，他把我们带到户外，一起制造了一枚火箭！我记得他让我把燃料倒进火箭，然后另一名学生点燃了一根火柴发射火箭。这非常有趣。
v. 解释，说明
过去常常
build-built-built
把…倒进…
light-lit-lit
v. （使）照亮；（使）燃烧，点燃
发射
3. I know that I wasn’t a willing student, but I wasn't slow to learn new things. The problem was that I lacked confidence in myself. Mr Jenkins made me feel that I had my own strengths. I was interested in the study of the stars and planets and he asked me to give a presentation to the class.
我知道自己不是一个主动学习的学生，但我学习新事物并不慢，问题是对自己缺乏信心。詹金斯先生让我认识到我有自己的长处。我对恒星和行星的研究很感兴趣，他让我给全班同学做一个展示。
adj. 愿意的；积极肯干的
做某事很慢
在……上缺乏信心
使我感到
强调一种状态，对……感兴趣
恒星和行星
ask sb to do sth 要求某人做某事
做展示
be +adj+to do 做某事是怎样的
n. 优势
That was really the first time I tried to explain science to an audience and now it’s my job! Often when I’m preparing a programme, I think about how Mr Jenkins would have done it. Sometimes I think, if only I could call him and ask for his opinion!
这是我第一次努力向观众讲解科学知识，现在这成了我的工作！在准备一个项目时，我常会想如果是詹金斯先生，他会怎么做。有时甚至想，如果能打电话征求他的意见就好了！
explain sth. to sb. 向某人解释某事
“如何，怎样” 宾语从句
“要是……就好了”
Sometimes I think, if only I could call him and ask for his opinion.
有时我认为，要是我能给他打电话询问建议就好了。
If only... ! “但愿......；要是......就好了！”
If only引导的感叹句用虚拟语气：
①表过去未曾实现的愿望用had done
eg. If only I had gone by taxi.我要是乘出租车去就好了。
②表现在难以实现的愿望用did (be动词用were)
eg. If only I were rich. 但愿我很富有。
③表示将来难以实现的愿望用“could/should/would/might+动词原形”
eg. We are so tired, if only we could take the day off tomorrow!
我们太累了，要是明天能休息一天就好了！
Before 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)
Read “My Teacher” and complete the information.
Before
After
was not good at most school subjects
was a bit lazy, especially in math
found science boring and difficult
wasn't a willing student
lacked confidence
didn't know his strengths
became interested in a subject
found his strengths
was willing to explain science to others
became a science writer
How did Mr. Jenkins teach
Read and Explore
(Para. 2)
(Para. 3)
Read and Explore
My student
1. I’ve read a couple of Graham’s books and seen him on TV. I always say to my wife, “Oh look, I used to teach him!” I remember Graham was very difficult before he came into my class. I had heard stories about his bad behaviour.
一些
adj. 难以讨好的；难以取悦的
过去常常
had done: 过去完成时
我读过几本格雷厄姆的书，也在电视上看过他。我总是对我妻子说:“哦，看，我以前教过他!”我记得格雷厄姆在来我班之前非常难搞。我听说过有关他不良行为的传闻。
Once I caught him and his friends (seeing who could jump the farthest off the school stage!) But when he got interested, he changed. The first day he walked into my class, he was dragging his schoolbag behind him and looking bored,
有一次我撞见他和几个朋友比赛，看谁能从学校的舞台上跳得最远。但当他对学习产生兴趣时，他变了。第一次走进我的班级时，他书包在身后拖着，一幅百无聊赖的样子.
catch-caught-caught
从…跳
catch sb. doing sth.当场发现某人正在做某事
有一次我抓住了他和他的朋友们看谁能从学校的舞台上跳得最远!但当他感兴趣时，他就变了。第一天他走进我的教室，他拖着书包，看起来很无聊，
but as soon as I set up an experiment to show (how the human stomach works using acid and an onion), he gave me his full attention. He loved science! He was very bright and he had done very well in science subjects.
聪明的
为...做准备
宾语从句
全神贯注
在……方面做的好
一…就…
但当我准备好用酸和洋葱做实验来展示来展示人类胃是如何工作时，他就全神贯注。他热爱科学!他很聪明，科学学科学得很好。
2. However, I have not done as well with all my students as I have with Graham. I think it's important to understand (that there's no such thing as a good or a bad student.) Look at Graham! Everyone is good at something and it's important to find out (what that is for each student.)
和...一样好
宾语从句
there's no such thing as a/an +可数名词单数
没有像...这回事
不过,并不是每一个学生我都教的像格雷厄姆那样成功。我认为重要的是要知道没有所谓的好学生或者坏学生。看看格雷厄姆！每个人都有擅长的事，重要的是要找出每个学生擅长的是什么。
We teachers should have more time to make friends with all our students and really understand them. Then we could make sure that we found the path to success, both at school and in later life, for all of them.
确保
与…交朋友
通向成功的道路
我们教师应该有更多的时间与我们所有的学生交朋友，真正了解他们。然后我们可以确保我们找到成功之路，无论是在学校还是在以后的生活中，为他们所有人。
3. I knew I had chosen a job with a lot of stress but I love (what I do). The thing about being a teacher is (that you have access to children’s minds when they are open and eager to learn. )
我知道我选择了一份压力很大的工作，但我爱我的工作。做教师意味着，你有机会在孩子们敞开心扉、渴望学习的时候，走进他们的心灵。
有机会……
what引导宾语从句
渴望做某事
我知道我选择了一份压力很大的工作，但我喜欢我的工作。当老师意味着，当孩子们敞开心扉并渴望学习时，你有机会走进他们的内心
If what I do as a teacher can help turn a child like Graham into such a successful adult, then I know (what I’m doing) is worthwhile. As John Dewey, the famous educationalist, said, “Education is not preparation for life; education is life itself.”
作为老师如果可以帮助像格雷厄姆这样的孩子成长为如此成功的人，那么我知道我做的是值得的。正如著名教育家约翰·杜威所说:“教育不是为生活做准备；教育就是生活本身。”
what引导主语从句
把……转变为
Read “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 “My Student” and complete the information.
Before
After
was difficult
had bad behavior
· dragged his schoolbag
behind and looked
boring
changed when got interested
gave full attention
loved science
was bright
had done well
· jumped off the school stage
Impression of Graham
Read 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
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 Thinking
Meanwhile, Graham himself was bright.
his curiosity and inner drive
3. What made Mr. Jenkins a good teacher Write down his qualities and give your reasons.
Critical Thinking
creative
caring/
patient
passionate /devoted
He was good with difficult students like Graham and there's no such thing as a good or a bad student in his heart.
He helped students feel confident.
helpful
He knew how to help them by explaining things with practical examples and in simple language.
He thought education is life itself and he devoted himself to turn students into successful adults.
Critical Thinking

展开更多......

收起↑