Unit1RelationshipsLesson1课件高中英语北师大版选择性

Lesson1

TeachersRELATIONSHIPSUNIT11.Toreadandtalkaboutteachers;2.Toreadforgeneralunderstanding;3.Toreadforspecificinformationandunderstandingwordsinthecontext;4.Totalkaboutqualitiesofateacherwhohelpedinyourlife.Lead-inWhatdoyouthinkmakesagoodteacher?

Whatdoyouthinkmakesagoodteacher?beingequaltoeverystudentandhavenoprejudicehavingpassionforteachingandstudentsbeingconsiderateandhumorousmakingfriendswithstudentsbeingpatientandcaringbeingknowledgeableSuggestedanswer:❄Ithinkagoodteachercanexplainthingswithpracticalexamplesandinsimplelanguage.❄Inmyview,agoodteachershouldhaveapassionforhis/herjobandbeenthusiasticabouthis/herstudents.❄AsfarasIamconcerned,agoodteachershould...❄...

Lookatthepictures,thetitleonPages8and9andguesstherelationshipbetweenthetwopeopleandwhatmighthappenedtothem?

Relationship?Pre-reading1.Readthefirstpassagequicklyandmatchthemainideawitheachparagraph.Para.1A.MrJenkins’teachingstyle.Para.2B.Graham’schangesandhisgratitudetoMrJenkins.Para.3C.HowGraham’sschoolworkwasbeforehewentto

MrJenkins’classWhile-reading2.Readthesecondpassagequicklyandfillintheblankswithoneword.Para.1MrJenkins’_____________ofGraham.Para.2MrJenkins’attitudetowards________.Para.3MrJenkins’beliefin_________.

impressionstudentsteaching3.Howarethetwopassagesmainlyorganized?A.Bygivingdefinition.B.Bygivingexamples.C.Bytheorderoftime.D.Bycomparison.√Passage1Para.1Fillintheform.WhatwerethechangesafterGrahammethisteacherMrJenkins?BeforeAfterGrahamwasn’t________mostschoolsubjectsGrahamwas

___________,especiallyinmaths.Grahambecomeinterestedinasubject_______________.goodatabitlazyforthefirsttimeHefounditveryboringanddifficult.Passage1Para.21.WhatdidGrahamthinkofsciencebeforehemetMrJenkins?2.WhichwordsinthefollowingsentencescanbechosentodescribeMrJenkins’teaching?·ButMrJenkinsmadeeverythinginteresting.·Heusedtoexplainthingswhichseemeddifficultwithlotsofpracticalexamplesandinsimplelanguage.·Oneday，hetookusoutside，andwebuiltarocket!Irememberthatheletmepoursomefuelintotherocket，andthenanotherstudentlitamatchtosetitoff.Itwasgreatfun.interestingpracticalsimplefun1.Telltrue(T)orfalse(F)．(1)Grahamdidn’tdowellinhisschoolworkbecausehewasnotcleverenough.()(2)Grahamdidn’tknowhisstrengthsbeforehemetMrJenkins.()(3)Grahamhadaninterestinstarsandplanetsthen.()(4)GrahambecameascienceteacherasMrJenkins.()FTTFPassage1Para.32.Whatisthemeaningofthephrase“awillingstudent”？A.Astudentwholikesstudy.B.Astudentwhoworkshard.C.Astudentwhohasastrongwill.D.Astudentwhohasaninterestinstudy.√BeforeGrahamwenttoMrJenkins’class

Grahamwasnotverygoodatschoolsubjects.

HowMrJenkinstaught

MrJenkinsmadeeverythinginteresting.

AfterGrahambecameMrJenkins’student

Grahamfoundhisstrengthsandbuiltconfidence.

Hewasabitlazy.Hefoundscienceboringanddifficult.Hewasn’tawillingstudent.Helackedconfidenceanddidn’tknowhisstrengths.Heexplainedthingswithlotsofpracticalexamplesandinsimplelanguage.Hetookstudentsoutside,andtheybuiltarocket.Hewasinterestedinthestudyofthestarsandplanets.Hegaveapresentationtotheclass.ReadthepassageMyTeacheragainandfillintheblanks.1.WhatwasMrJenkins’impressionofGrahambeforeandaftertheymet?BeforeAfter

Hewas(1)_________.

Hehad(2)_____________.

Hegavefullattention.

Hewas(3)______andlovedscience.

He(4)______________sciencesubjects.badbehaviordifficultbrightdidverywellinPassage2Para.12.WhatdidMrJenkinsmeanbysaying“Grahamwasverydifficultbeforehecameintomyclass”？A.Grahamhaddifficultystudyinginschool.B.Grahamwassufferingfromsomedifficultiesinhislife.C.Grahamdidn’tbehavewellinschool.D.Grahamwasnothappy.√3.HowdoesMrJenkinsfeelaboutGrahamnow?FindtheevidencefromParagraph1.

MrJenkinsisproudofGrahambecausehealwayssaystohiswife,“Oh,look,Iusedtoteachhim!”

whenheseesGrahamonTV.However,IhavenotdoneaswellwithallmystudentsasIhavewithGraham.Ithinkit’simportanttounderstandthatthere’snosuchthingasagoodorabadstudent.LookatGraham!Everyoneisgoodatsomethingandit’simportanttofindoutwhatthatisforeachstudent.Weteachersshouldhavemoretimetomakefriendswithallourstudentsandreallyunderstandthem.Thenwecouldmakesurethatwewouldfindthepathtosuccess,bothatschoolandinlaterlife,forallofthem.Passage2Para.2WhatwasMrJenkins’attitudetohisstudents?(Para.2)MrJenkinsthoughtthatteachersshouldbe1.___________toeachstudent,becausethereisnosuchthingasagoodorabadstudentandeveryonehashisown2._____________________；teachersshould3.___________________studentsandreally4.____________themsoastohelpthem5.______________________.equal

advantages/strengthsmakefriendswithfindthepathtosuccessunderstand1.WhatdidMrJenkinsthinkofhisjobasateacher?Hethoughtteachingwasstressfulbutworthwhile.Passage2Para.32.Howdoyouunderstandthequotation“Educationisnotpreparationforlife;educationislifeitself.”?A.Educationshouldbecombinedwithlife.B.Educationisnotanendbutameanstoanend.C.Educationshouldpreparestudentsforlifenotonlyatschoolbutalsoinlaterlife.D.Educationshouldbethroughone’swholelife.√1.HowdoyouunderstandMrJenkins’teachingprinciple“there’snosuchthingasagoodorabadstudent”(Criticalthinking)2.Thinkofateacherinyourlifewho,likeMrJenkins,helpedyoutolearn.Whatqualitiesdoeshe/shehave?Tellhis/herstorytoyourpartner.(Creativethinking)Post-readingSuggestedanswer：MrJenkinsthinksthateverystudenthashisorherownstrengths,andteachersshouldbeequaltoallstudentsandfindouttheirshinningpoints,leadingthemtothepathtosuccess.HisprincipleisjustsimilartothatofthegreatChineseeducator

Confucius,whosaid:“Inteachingthereshouldbenodistinctionofclasses.”1.HowdoyouunderstandMrJenkins’teachingprinciple“there’snosuchthingasagoodorabadstudent”(Criticalthinking)Suggestedanswer：Amongallmyteachers,myheadteacherinMiddleSchoolimpressedmethemost.Shetreatedusasherchildrenandalsoregardedusasanequallyindependentindividual,whicharousedoursenseofresponsibilityandsatisfactiontogrowup.2.Thinkofateacherinyourlifewho,likeMrJenkins,helpedyoutolearn.Whatqualitiesdoeshe/shehave?Tellhis/herstorytoyourpartner.(Creativethinking)ReflectionTeachersaretheengineersofthehumansoul.Teachersarelikecandles,burningthemselvestoilluminateothers.Teachersshouldalwayslookatthestudentswithappreciationandalwaysfacethestudentswithatolerantattitude.

BeforeGrahamwenttoMrJenkins’class,sciencehadsimplybeenasubject1._________wasboringanddifficult.Hewasevenfamousforhisbad2.___________(behave).MrJenkinsstillremembersthefirstdayGrahamwentintohisclass,he3.____________(drag)hisschoolbagbehindhimandlooking4._____(bore),butassoonasMrJenkinssetup5.____experiment,Grahamgave6.____(he)fullattention.Grahamwasabrightstudentbuthisproblemwasthathelackedconfidence.ItwasMrJenkinswhomadehimfeelthathehadhisown7.__________(strength).Now,Grahamisasuccessfulpersonthat/whichbehavio(u)rwasdraggingboredanhisstrengths8._________(explain)sciencetoanaudience.FromGraham’sexample,MrJenkinsrealizesthatitisimportanttofindout9.______strengthsareforeachstudent.Heis10._______(firm)convincedthathehaschosenajobwithalotofstressbutheloveswhathedoesandthinkswhatheisdoingisworthwhile.explainingwhatfirmlyPara.1

Ihaven’tseenMrJenkinssinceIleftschool,butIoftenthinkabouthim.Iwasn’tverygoodatmostschoolsubjectsbeforeImetMrJenkins.IsupposeIwasabitlazy,especiallyinmaths.TheonlythingIcanrememberfromschoolmathsisthattheanglesofatriangleaddupto180degrees!ButwhenIwas15andwentintoMrJenkins’class,Ireallybecameinterestedinasubjectforthefirsttime.引导时间状语从句，表示“自从”引导时间状语从句，表示“在……之前”省略that的宾语从句，作suppose的宾语省略that的定语从句，修饰theonlything引导表语从句引导时间状语从句“第一次”“总计达到”MyTeacherAnalyzethekeypointsofthetextPara.2

BeforeMrJenkinstaughtme,sciencehadsimplybeenasubjectfullofstrangewordstome.Ihadnoideawhathydrogenwas,andIdidn’treallywanttoknow,either!Ifounditallsoboringanddifficult.ButMrJenkinsmadeeverythinginteresting.Heusedtoexplainthingswhichseemeddifficultwithlotsofpracticalexamplesandinsimplelanguage.Oneday,hetookusoutside,andwebuiltarocket!Irememberthatheletmepoursomefuelintotherocket,andthenanotherstudentlitamatchtosetitoff.Itwasgreatfun.“find+宾语+形容词作宾补”表示“认为某物……”形容词短语作后置定语what引导同位语从句，在句中作表语which引导定语从句，在从句中作主语，先行词是things引导宾语从句省略that的宾语从句“点燃；燃放”引导时间状语从句，表示“在……之前”Para.3

IknowthatIwasn’tawillingstudent,butIwasn’tslowtolearnnewthings.TheproblemwasthatIlackedconfidenceinmyself.MrJenkinsmademefeelthatIhadmyownstrengths.Iwasinterestedinthestudyofthestarsandplanetsandheaskedmetogiveapresentationtotheclass.ThatwasreallythefirsttimeItriedtoexplainsciencetoanaudienceandnowit’smyjob!OftenwhenI’mpreparingaprogramme,IthinkabouthowMrJenkinswouldhavedoneit.SometimesIthink,ifonlyIcouldcallhimandaskforhisopinion!引导宾语从句“勤奋的，用功的”引导表语从句引导宾语从句“报告；陈述，说明”Thatwasthefirsttime(that)sbdid/haddonesth“某人第一次做……”引导时间状语从句ifonly引导条件状语从句，意为“要是……就好了”，常用虚拟语气。Para.1

I’vereadacoupleofGraham’sbooksandseenhimonTV.Ialwayssaytomywife,“Ohlook,Iusedtoteachhim!”IrememberGrahamwasverydifficultbeforehecameintomyclass.Ihadheardstoriesabouthisbadbehaviour.OnceIcaughthimandhisfriendsseeingwhocouldjumpthefarthestofftheschoolstage!Butwhenhegotinterested,hechanged.Thefirstdayhewalkedintomyclass,hewasdragginghisschoolbagbehindhimandlookingbored,butassoonasIsetupanexperimenttoshowhowthehumanstomachworksusingacidandanonion,hegavemehisfullattention.Helovedscience!Hewasverybrightandhehaddoneverywellinsciencesubjects.省略that的宾语从句，作谓语动词remember的宾语引导宾语从句名词短语作连词，引导时间状语从句，表示“第一天”引导宾语从句现在分词短语作方式状语MyStudent引导时间状语从句Para.2