基础英语教学课件：unit 6 My First Class

1、 Unit 6 My First Class Teaching Objectives nTopic: education/school matters nGrammar Point: verb and noun conversion nVocabulary: educational facilities, activities nWriting: narration, description nNursery nKindergarten nPrimary school nMiddle school nHigh school nVocational school nUniversity / Co

2、llege Educational System Pre-school education: primary education: secondary education: Tertiary education : Further education Brainstorming nWork with your group members to translate the following expressions into English. Group 1 Expressions for education systems n基础教育基础教育/义务教育义务教育 basic education/

3、 compulsory education n应试教育应试教育/素质教育素质教育 examination-oriented /quality-oriented /competence-oriented Education n成人教育成人教育/职业教育职业教育 adult education /vocational education, n教学改革教学改革/教育，学校产业化教育，学校产业化 teaching reform/ commercialization of educational functions n公立学校公立学校/私立学校私立学校 Public school/ private sc

4、hool n寄宿学校寄宿学校/走读学校走读学校 Boarding school/day school Group 2 Expressions for people involved in education n校长校长/辅导员辅导员/讲师讲师/助教助教/副教授副教授/教授教授/导师导师 headmaster, president/ (political) advisor/ counselor; lecturer, assistant lecturer, associate professor, professor, tutor n学前儿童学前儿童/小学生小学生/中学生中学生 pre-schoo

5、l children, pupil, student, n大学生大学生/大一新生大一新生/大二学生大二学生/大三学生大三学生/大四学生大四学生 undergraduate, (freshman, sophomore, junior, and senior) n研究生研究生/博士生博士生/博士后博士后 graduate/postgraduate, doctoral student/phD candidate, post-doctoral student/researcher/ post-doc., n待业的毕业生待业的毕业生 school-leavers (Br.), n退学者退学者/逃课的学生

6、逃课的学生 drop-outs, truants Group 3 Expressions for school facilities udisrespect their dignity and harmful to their physical and mental integrity uBeating, humiliating and shaming children will lower their self-esteem; uLeads to emotional, physical and psychological problems; Pre-reading discussion Wh

7、at are the alternative methods (replacements) to solve these problems without resorting to corporal punishment? uHelping them develop moral judgment; helping them distinguish between right and wrong; uSet role models for kids to fellow uUse rewarding system (praise) to make children more disciplined

8、 uHelping students express the cause of their bad behavior; understanding the reason for their behavior, and relating it to their psychological needs, helping them establish positive life values, Meeting their needs of love and respect. uLetting them look for solutions on their own; Plot Summary nMi

9、ss Slade, a new teacher, had to _a problem class. Her colleagues, Martin, offered to introduce her to the class. Upon entering the classroom they saw a boy throwing a book at another student. as usual, Martin used _ which aroused _ among the students. Miss Slade was shocked by the _of the teacher an

10、d made attempts to _the situation. take over corporal punishment hostility brutality remedy/make up for/ redeem Time Sequence/chronological order Question Discussion 1. Why was Miss Slade nervous before she stepped into the classroom? Miss Slade was nervous because she was a new teacher in the first

11、 place. Secondly, the class she was about to take was not an ordinary class, but a problem one. Book 3-Unit 14 3. What was the classroom like when Mr. Martin and Miss Slade stepped in? When they stepped in, the whole class was in disorder a boyish pandemonium. A boy was throwing a book at another bo

12、y. Book 3-Unit 14 Mr. Martin offered to help her deal with the trouble-makers in her class. His method was swift and painful punishment. This shows that his idea of education was to use force to establish the teachers dominance in class. 2. What did Mr. Martin offer to do to help her? How does that

13、reflect Mr. Martins philosophy on education? 4. How did Mr. Martin handle the situation? Was his method commendable? Why did he behave like that? Mr. Martin first singled out （单独挑出）the culprit （肇 事者）Riccio, and then humiliated him before the whole class and the new teacher with sarcastic remarks. He

14、 threatened the class that he would punish anybody who dared to treat books like that again. Finally, he told the boy to go out into the corridor where he beat him to stop other boys from making trouble. He used force to control the class and demonstrated to the newcomer his authority. Book 3-Unit 1

15、4 5. What kind of change took place in Miss Slades attitude towards Mr. Martin? A complete change took place in Miss Slades attitude towards Mr. Martin. At first, she respected him because he looked like an experienced teacher, warm, kind and ready to help her in handling a problem class. But Mr. Ma

16、rtins behavior towards the boys and their misbehavior completely changed her mind, and she worried that he had ruined her opportunity to win the hearts of her class. Book 3-Unit 14 6. How did the class take the fact that Riccio was physically punished by the teacher? The class took it badly and were

17、 sympathetic toward Riccio. They talked about how to retaliate by making Mr. Martin suffer and worst of all, they thought all the teachers were their enemies. Book 3-Unit 14 7. What did Miss. Slade do to ease the tense atmosphere in class? Her first attempt was to get the students to listen to her,

18、but she failed. At the suggestion of a boy in the front, she took the roll-call so as to get the students attention. When tension began to ease a little, she tried to amuse them with some humorous remarks. Although her attempts did work completely, she did change the atmosphere by diverting their at

19、tention from the incident and in the end brought some of the students attention to the text book. Book 3-Unit 14 8. What did the narrator mean when she said, “Surely, I did not have to teach them as well”? 9. What did she mean at last by “Oh, Lord. Just pay attention, then”? She meant that she hardl

20、y had any energy left for teaching since she was so exhausted by her effort to undo the harm Mr. Martin had done. It may indicate that the former teachers failed to teach them. She was surprised that the students did not even know what imagery meant. Obviously the boys had not learned much with thei

21、r previous teacher(s). She was ready to start from scratch and explain the basics to them. She told the boy to pay attention to what she was going to say. Book 3-Unit 14 Reading activities nIdentify the basic elements (find out details) of this story: qPlot (summarize the plot) qSetting (specific de

22、scription) qCharacter (make a comparison between Martin and Miss Slades character and teaching method) Setting find out specific description of the setting. What can you learn from the description? nThe school was now thudding with activity.boys streaming out of the assembly hall into the classroom

23、nThe classroom on the top floor in the most remote wing of the school.boyish pandemonium. Noisy, chaotic, problem class making noisy sound To move in a continuous flowing mass,/ swarming out of chaos In-depth Comprehension: Characters nGroup discussion: summarize Martin and Mrs. Slades character and

24、 teaching method. Support your argument with specific descriptions from the text. qMartin is rude. E.g. He said “Stand up, your bastard” to his students qMartin is alsoExample qMartin believes in Corporal punishment, E.g. “Punishment is swift and painful.” q qMiss Slade is gentle. E.g. q Martin q“Pu

25、nishment is swift and painful.” qHis jaws lightly grinding together q“so you think books are for hitting people with, do you?.pick up the book and wait outside.” q“if I caught anyone else treating a book like that, that boy will carry the scars for the rest of his life. Is that understood?” qMartins

26、 muffled voice could be heard in the corridor.sound of the impact of large books.yelps of agony rude, bad-tempered, violent, domineering, mean, vain, pretentious, threatening Rhetorical Question nA rhetorical question is a figure of speech in the form of a question posed for its persuasive effect wi

27、thout the expectation of a reply 修辞性疑问句;不需回答的反诘句 nIs the sky blue?, Is the Pope Catholic? n“If winter comes, can spring be far behind?” Percy Bysse Shelley nSHYLOCK He hath disgraced me, and whats his reason? I am a Jew. Hath not a Jew eyes? hath not a Jew hands, organs, dimensions, senses, affectio

28、ns, passions? fed with the same food, hurt with the same weapons, Subject to the same diseases, healed by the same means warmed and cooled by the same winter and summer, as a Christian is? If you prick us, do we not bleed? if you tickle us, do we not laugh? if you poison us, do we not die? and if yo

29、u wrong us, shall we not revenge? Rhetorical Question qMartin allowed a dramatic pause after the door . q“its not easy to take over in the middle of the term and I will be taking a special interest in seeing how well, or how badly, you behave under circumstances. I ve told Mrs. Smith to send any tro

30、uble maker direct to me.” Martinrude, bad-tempered, violent, domineering专横，专横， 跋扈跋扈 , mean, vain, pretentious, threatening nI stood, quivering with fright. His anger was genuine and terrible to me. nI felt eager to assure him that it would not be me nThirty-three pairs of eyes were trained on me. I

31、smiled. No one smiled back, so I was left stranded with the damn thing on my face. nMy eyes must have betrayed my horror at the sight of what amounted to my first battered child. I felt outraged at having been exposed to such brutality. My feeling towards Martin suffered a sea-change. Miss Slade Sym

32、pathetic, friendly, gentle, grateful, easy- going, open-minded, humorous nThe hostility now rippling through the class suggested that he had also buggered my chances of capturing the hearts of 3B. nIn the end I was exhausted. Surely I did not have to teach them as well? nTo my surprise some of them

33、actually did. Miss Slade Sympathetic, friendly, gentle, grateful, easy- going, open-minded, humorous n“thats all right, go and sit down” n“thats enough talking.” n“thats not necessary” n“All right.” n“I am going to call your names so pipe down” n“All right, you at the back with sweet stuck to your c

34、ollar, whats your name?” n“Would one of you please tell me what you did with Mr. Fellowfield.” Miss Slade Sympathetic, friendly, gentle, grateful, easy- going, open-minded, humorous, responsible Language points nreplacement: qsomeone or something that replaces代替的人或替换物c q我们需要一个人接替秘书的工作。 qWe need a re

35、placement for the secretary who left. nsubstitute for: a person or thing acting in place of another nHe is the doctors substitute during holiday times. nThere is no substitute for good food and exercise. take over: nto gain control over and responsibility for T；I nOur firm took over 2 fruit packing

36、companies last year. nEverybody hopes that he will take over as dean of the department when Mr. Martin retires. n州长已被免职，你看会由谁来接任呢？ nWho do you think will take over now that the governor has been dismissed? stranded nIn a very unfavorable position or situation,处以困境 的，一筹莫展的; adj. qTens of thousands of

37、 travelers were stranded in the heavy snowstorm. qWednesdays snowstorm left more than 300 students stranded with no way home. q我当时在哪儿，既没有护照也没有钱，一筹莫展地流落 在异邦 qThere I was, left stranded in a foreign country, with no passport or money. n to drive or run ashore or aground; 搁浅 qThe tide had gone out, lea

38、ving the boat stranded on the rocks. amount: vi.（amount to） nadd up to or total sth.总计 nTheir traveling expenses amount to seven hundred dollars. nHis debts amount to over $3000. nbe equal to nYour words amount to a refusal. nWhat you say amounts to a direct accusation. rapport na good relationship

39、in which people are able to understand each others ideas or feelings very well. 意见一致，关系和睦 nHe said he wanted to establish/have a (good/close) rapport with the local people. nto put sb./sth. in a place or situation where they are not protected from sth. harmful or unpleasant, 使面临，使遭受（危险或不快）使受使受的影响的影响

40、 (或熏陶或熏陶);使接触使接触 nDo not expose babies to strong sunlight. nto expose yourself to criticism/ridicule nThe local people have never been exposed to glimpses of Western life before. nIt is said that people will get skin cancer if they are exposed to the sun too much. expose sb./sth./yourself (to sth.)

41、straggle n散乱地移动散乱地移动;零星地走零星地走 straggle somewhere :move slowly, in small groups with large, irregular gaps between them. nThey came straggling up the cliff road. q他们零零散散地沿着悬崖小路走上来。 n散乱地分布;散布 If a small quantity of things straggle over an area, they cover it in an uneven or untidy way. nHer grey hair

42、straggled in wisps about her face. q她那灰白的头发一缕缕地披散在脸旁。 ripple nV.n. (使使.起）波纹起）波纹;涟漪涟漪;细浪细浪 qYou throw a pebble in a pool and it ripples. q我能看见黎明的微风在波光粼粼的水面上吹出道道涟漪。 qI could see the dawn breeze rippling the shining/sparkling/ gleaming water. q一阵微风吹过，山谷里的庄稼便随风起伏。 q A slight wind rippled the crops in th

43、e valley. nVERB (感觉感觉)传开，传遍传开，传遍 qA chill shudder/shiver rippled over his skin. q他浑身打了个冷战。 ripple n(事情引起的事情引起的)连锁反应，涟漪作用连锁反应，涟漪作用 qThe ripples of Europes currency crisis continue to be felt in most of the member states. q欧洲货币危机引起的连锁反应仍在影响着大多数的成员 国。 q汽车业的问题造成其他行业也出现了经济上的 连锁反应。 qThe problems of the au

44、to industry have created economic ripples through the rest of the economy as well. inscribe n写写;刻刻;雕雕 If you inscribe words on an object, you write or carve the words on the object. nSome galleries commemorate donors by inscribing their names on the walls. q一些美术馆把捐赠者的姓名镌刻在墙上以示纪念。 n镌刻着佛经的石板 n.stone s

45、labs/slates inscribed with Buddhist texts. n她和马克读了刻在纪念碑内墙上的文字。 nShe and Mark read the words inscribed on the inner walls of the monument. inscribe n题写题写;题献题献;题赠题赠 If you inscribe something in the front of a book or on a photograph, you write it there, often before giving it to someone. qOn the back

46、I had inscribed the words: “to my best friend”. qThe book is inscribed: To John from Laurie Lee. nInscription:题词题词;题赠题赠 qThe medal bears the inscription For distinguished service. q奖章上刻有“功勋卓越”的字样。 indignant n愤怒的愤怒的;愤慨的愤慨的,愤愤不平的；愤愤不平的； 激愤激愤 If you are indignant, you are shocked and angry, because you

47、 think that something is unjust or unfair. at/about n/-ing nHe is indignant at suggestions that they were secret agents. n有人暗示他们可能是特务,这让他非常气愤。 n政府没有征求他们的意见,下院议员们感到很愤怒。 nMPs were indignant that the government had not consulted them. subdue n制服制服;征服征服;控制控制 If soldiers or the police subdue a group of p

48、eople, they defeat them or bring them under control by using force. conquer q政府高级官员承认他们还没能制服反叛者。 qSenior government officials admit they have not been able to subdue the rebels. n抑制，压制，克制抑制，压制，克制(感情感情) To subdue feelings means to make them less strong. q他强迫自己克制并战胜恐惧心理。 qHe forced himself to subdue a

49、nd overcome his fears. Write the words according to the meanings. spread out in a scattered group of a sickly yellowish complexion become responsible for the job after someone else has stopped doing it hit heavily and repeatedly with violent blows straggle sallow take over batter Write the words acc

50、ording to the meanings. shout or cry at a high pitch discontented, not satisfied with conquer and defeat crush and rub between two hard surfaces understand shriek disgruntled grind apprehend Word Study Match the word with its explanation. 1.swift 2.sallow 3.apprehend 4.reluctantly 5.genuine 6.strand

51、 7.straggle 8.agony 9.inscribe 10. subdue a.to leave in a difficult or helpless position b.of a pale yellowish color c.unwillingly; disinclined d.moving with great speed; fast e.to grasp mentally; understand f.to make less intense; to tone down g.to write or print(words or letters) on a surface h. p

52、ure; real; true i.to proceed in a scattered group j.the suffering of intense physical or mental pain Book 3-Unit 14 Translation n1. At the sight of the general walking towards him, he got to his feet at once and saluted. n2. “What is this money for?” “Its for helping those dropout children/ children

53、 who have lost the chance of schooling to come back to school again.” n3. The knock at my door last night sent me quivering with fright. Translation n4. I can assure you that he is a most reliable person. n5. Everybody hopes that he will take over as dean of the department when Mr. Martin retires. n

54、6. She tried her best to hide/cover/conceal her feelings, but her eyes betrayed her longing for the prize. n7. It is said that people will get skin cancer if they are exposed to the sun too much. Text-retelling nCorporal punishment/ disastrous/ replacement nThudding with activity/streaming out of /m

55、ost remote wing/ the door stood open onto/ boyish pandemonium nSallow/ quiver/dramatic pause/ rhetorical questions nLeft stranded with/ straggle to their feet nMuffled voice/sound of the impact of a large textbook/yelps of agony nBetrayed my horror/ amounted to/ battered child/ outraged/be exposed t

56、o / brutality/ sea-change/ capture the hearts of/ nDisplay their sympathies with/ establish a rapport with nInscribe/ lower of the noise level/ indignantly/ subdue Prefix: pan-, co- nPandemonium: pan-表示“广泛的” npanorama 全景，概观 npan-American 泛美的 npandemic（全国或全球性）流行病，大流行病 nPantheism 泛神论 ncooperation: co-

57、表示with, together一起，共同 ncoexist同时共存，和平共处 ncoalition n.联合，联盟 ncoordinate /coordination 协调； 和谐 ncoincide 巧合;同时发生 nco-author 合著者 Useful Expressions n异样的神情异样的神情 n他弓着背，步履蹒跚他弓着背，步履蹒跚 n玫瑰花朵绽放玫瑰花朵绽放 n玫瑰花盛开玫瑰花盛开 n人有悲欢离合，月有阴晴圆缺人有悲欢离合，月有阴晴圆缺 qPeople may have sorrow or joy, be near or far apart qThe moon may be

58、dim or bright, wax or wane. Reading Poetry nMusic (rhythm, rhyme) nImage (imagery, 意象) nTheme nSymbol & symbolic meaning nrose ngardener A Red Red Rose By Robert Burns O, my Luves like a red, red rose, 哦，我的爱人像朵红红的玫瑰 花 Thats newly sprung in June.在六月里迎风初开 O, my Luves like the melodie,哦，我的爱人像支甜甜的曲子 Tha

59、ts sweetly playd in tune.奏得和谐又合拍 As fair art thou, my bonie lass,可爱的姑娘，多美丽的人儿 So deep in luve am I,我是如此深爱着你 And I will luve thee still, my dear,我将永远爱你，我亲爱的 Till a the seas gang dry.直到大海干涸水流尽 Till a the seas gang dry, my dear,直到大海干涸水流尽，我亲爱的 And the rocks melt wi the sun,岩石被太阳晒作灰尘 O, I will luve thee

60、still, my dear,哦，我将永远爱你，我亲爱的 While the sands o life shall run.只要我一息尚存 And fare thee weel, my only luve,再见了，我唯一的爱 And fare thee weel a while!让我们暂时的别离 And I will come again, my luve,但我定将回来，我的爱人 Tho it were ten thousand mile! A Red Red Rose By Robert Burns No one can deny the importance of family educa