2. Topic : education/ school matters Topic : education/ school matters

3. Unit 14 My First Class

4. Teaching Objectives Topic: education/school matters Topic: education/school matters 2. Grammar Point: Collocation of some frequently used verbs with nouns for action, such as give somebody an answer, vs. answer somebody 2. Grammar Point: Collocation of some frequently used verbs with nouns for action, such as give somebody an answer, vs. answer somebody 3. Vocabulary: remote, dramatic, co-operation, betray, suggest, amuse, assure, be left stranded, take over, at the sight of, take an interest in, leave … to somebody, keep … down, amount to, establish … rapport with 3. Vocabulary: remote, dramatic, co-operation, betray, suggest, amuse, assure, be left stranded, take over, at the sight of, take an interest in, leave … to somebody, keep … down, amount to, establish … rapport with 4. Writing: Reviewing describing events/people 4. Writing: Reviewing describing events/people

5. Unit 14 My First Class Listening and Speaking Activities Reading Comprehension and Language Activities Extended Activities Fun time

6. Listening and Speaking Activities 1. Warming-up 1. Warming-up 2. Brainstorming 2. Brainstorming 3. Listening 3. Listening 4. Speaking 4. Speaking

7. Warming up

8. What, do you think, makes a good or bad teacher? Characteristics Characteristics Attitude towards students Attitude towards students Attitude towards work Attitude towards work

9. Good Teacher

10. A. Characteristics: A good teacher: sociable, caring, kind, supportive, funny, humorous, organized, creative, experienced, talented, nice, friendly; ready to accept new things;Patient, fair, respectful

11. B. Attitude towards students A good teacher: enjoying his/her lessons, knowing what students expect and making plans to meet their expectations, being receptive to student ’ s needs, helping students find their strengths, always encouraging and motivating them, not speaking negatively about her/his students to anyone else,

12. C. Attitude towards teaching A good teacher: making learning comfortable, fun, enjoying teaching, being passionate about teaching, being serious about work, offering immediate and accurate feedback, having a good methodology, being willing to experiment new strategies, thinking in new ways, and generally doing anything possible to revive the learning process

13. A bad teacher: not creative, boring, and disorganized A bad teacher: not creative, boring, and disorganized A. Characteristics:

14. B. Attitude towards students A bad teacher: picking favorites, not caring what her/his students need, being impatient, knowing little about what students are thinking, A bad teacher: picking favorites, not caring what her/his students need, being impatient, knowing little about what students are thinking,

15. C. Attitude towards teaching A bad teacher: being not well prepared, not caring what they are teaching, simply following the routines

16. Brainstorming 1. Expressions for educational systems: 1. Expressions for educational systems: 2. Expressions for educational functions ( 教育职能部门 ): 2. Expressions for educational functions ( 教育职能部门 ): 3. Expressions for people involved in education: 3. Expressions for people involved in education: 4. Expressions for school organizations: : 4. Expressions for school organizations: : 5. Expressions for school facilities: 5. Expressions for school facilities: 6.Expressions for school activities: 6.Expressions for school activities:

17. 1. Expressions for educational systems: 1. Expressions for educational systems: group, class, grade (form in British elementary and secondary education),pre-school education, elementary (or primary) / secondary / tertiary education, basic education, compulsory education, higher education, adult education, examination-oriented education, group, class, grade (form in British elementary and secondary education),pre-school education, elementary (or primary) / secondary / tertiary education, basic education, compulsory education, higher education, adult education, examination-oriented education,

18. 1. Expressions for educational systems: 1. Expressions for educational systems: quality-oriented /competence oriented education, universal education, vocational education, school curriculum reform, education reform, higher education, school management system, commercialization of educational functions ( 教育、学校产 业化 ) quality-oriented /competence oriented education, universal education, vocational education, school curriculum reform, education reform, higher education, school management system, commercialization of educational functions ( 教育、学校产 业化 )

19. 2. Expressions for educational functions ( 教育职能部门 ): nursery, kindergarten, play center, day- care center, kindie (informal, colloquial expression), elementary / primary schools (the former AmE, the latter BrE), junior high School / senior high school (AmE), middle school / high school (Chinese), comprehensive school (BrE), grammar school / public school (mainly BrE), nursery, kindergarten, play center, day- care center, kindie (informal, colloquial expression), elementary / primary schools (the former AmE, the latter BrE), junior high School / senior high school (AmE), middle school / high school (Chinese), comprehensive school (BrE), grammar school / public school (mainly BrE),

20. 2. Expressions for educational functions ( 教育职能部门 ): 2. Expressions for educational functions ( 教育职能部门 ): college, university, academy (mainly AmE, a secondary or high school, esp. a private one / a school or college for special instruction or training, such as a military academy), school (for professionals such as school of engineering / law / medicine, etc.), vocational school / institute, institute (for education or research), public/private school, boarding school college, university, academy (mainly AmE, a secondary or high school, esp. a private one / a school or college for special instruction or training, such as a military academy), school (for professionals such as school of engineering / law / medicine, etc.), vocational school / institute, institute (for education or research), public/private school, boarding school

21. 3. Expressions for people involved in education: pre-school children, pupil, student, nurse, teacher, headmaster, principal, lecturer, assistant lecturer, associate professor, professor, president (in tertiary education), chancellor (BrE), counselor, (Americans also have a set of expressions for university students: freshmen, sophomore, junior, and senior), undergraduate, postgraduate (more BrE), graduate (more AmE) researcher, school-leavers (BrE), graduates (AmE), drop-outs, truants pre-school children, pupil, student, nurse, teacher, headmaster, principal, lecturer, assistant lecturer, associate professor, professor, president (in tertiary education), chancellor (BrE), counselor, (Americans also have a set of expressions for university students: freshmen, sophomore, junior, and senior), undergraduate, postgraduate (more BrE), graduate (more AmE) researcher, school-leavers (BrE), graduates (AmE), drop-outs, truants

22. 4. Expressions for school organizations: teaching group, department, center, unit, school, branch, office, general service / logistic department teaching group, department, center, unit, school, branch, office, general service / logistic department

23. 5. Expressions for school facilities: gymnasium (gym), playground, classroom, library (school / departmental), laboratory, canteen / dining room, hostel, clinic, financial department, bookstore, theatre hall, classroom building, administrative building, student dormitory / hall of residence, teachers' residential area gymnasium (gym), playground, classroom, library (school / departmental), laboratory, canteen / dining room, hostel, clinic, financial department, bookstore, theatre hall, classroom building, administrative building, student dormitory / hall of residence, teachers' residential area

24. 6.Expressions for school activities: lecture (n. / v.), discussion, seminar (n.), demonstrate (v.), demonstration (n.), presentation, perform / make / do / carry out an experiment, attend, pass / fail / take (exams, courses) / sit exams, sit for (an exam, mainly BrE), earn credits, lecture (n. / v.), discussion, seminar (n.), demonstrate (v.), demonstration (n.), presentation, perform / make / do / carry out an experiment, attend, pass / fail / take (exams, courses) / sit exams, sit for (an exam, mainly BrE), earn credits,

25. 6.Expressions for school activities: do well / badly in exams, revise / review lessons, take notes, play truant, special week (Science and Technology Week, Arts Week, etc), society, sorority ( 社团 ) ， caucus ( 协会 ), students ’ union ( 学生会 ), competition, match, sports meeting, party, ball do well / badly in exams, revise / review lessons, take notes, play truant, special week (Science and Technology Week, Arts Week, etc), society, sorority ( 社团 ) ， caucus ( 协会 ), students ’ union ( 学生会 ), competition, match, sports meeting, party, ball

26. Pre-listening Task 1. If you attend a lecture/class, which seat do you prefer, one in the front of the lecture room or one at the back? Why? 2. When will you choose a seat next to the door? 3. If the lecture is boring, what do you usually do?

27. Post-listening activity 1.Why did the speaker sit next to the door? 2.What can you infer about the boys from what the Careers man said to them? 3.What was happening at the back of the hall? 4.What happened to the rat in the end?

28. 1.What was the Careers man saying? He was saying: "Boys, you must not feel that you are (1)______, just because you are not one of the (2) _______boys who are good at lessons and all that sort of thing. No, indeed. Your (3) ________to society will be just as valuable, even if you are only (4)________or (5) _______of steel together. Indeed, in my opinion —— " He was saying: "Boys, you must not feel that you are (1)______, just because you are not one of the (2) _______boys who are good at lessons and all that sort of thing. No, indeed. Your (3) ________to society will be just as valuable, even if you are only (4)________or (5) _______of steel together. Indeed, in my opinion —— " Blank Filling

29. 2.What did the boys do while the “ Careers man ” was speaking? Mike and the speaker wondered whether the “ Careers man ” was wearing a (6)____ because his hair was certainly very black and (7)______, which was not natural in a (8)_______ his age according to Mike. Jack gave a (9) ________and when the headmaster hissed “ Ssh ” from the platform, the speaker (10)_______. Mike and the speaker wondered whether the “ Careers man ” was wearing a (6)____ because his hair was certainly very black and (7)______, which was not natural in a (8)_______ his age according to Mike. Jack gave a (9) ________and when the headmaster hissed “ Ssh ” from the platform, the speaker (10)_______.

30. 3.What was happening at the back of the hall? There was an (11)______at the back of the hall. A boy shouted something. Chairs started (12)_________on the floor. Jack was now awake. He and Mike jumped up and (13)______towards the back to see what was happening. "Don't (14) ____on him!" a boy shouted. Mike and Jack stood up on their chairs to have a look. I stood up, too. I saw boys (15)________and staring between their legs. And they were pushing towards the windows. A few fell over. “ What's up? ” someone asked. “ It's Peter. His rat got out. ” Someone else answered. Peter was (16)_____forward, sending chairs (17)_________. “ Don't (18) ______him! ” he yelled. “ Where's he gone? ” There was an (11)______at the back of the hall. A boy shouted something. Chairs started (12)_________on the floor. Jack was now awake. He and Mike jumped up and (13)______towards the back to see what was happening. "Don't (14) ____on him!" a boy shouted. Mike and Jack stood up on their chairs to have a look. I stood up, too. I saw boys (15)________and staring between their legs. And they were pushing towards the windows. A few fell over. “ What's up? ” someone asked. “ It's Peter. His rat got out. ” Someone else answered. Peter was (16)_____forward, sending chairs (17)_________. “ Don't (18) ______him! ” he yelled. “ Where's he gone? ” The hall was in an (19)_____. Boys were pretending to be scared and jumping up and down. We felt (20)_______ excited. This was better than an old careers lecture. The hall was in an (19)_____. Boys were pretending to be scared and jumping up and down. We felt (20)_______ excited. This was better than an old careers lecture.

31. Suggested Answers (1) failures (2) academic (1) failures (2) academic (3) contribution (4) mixing concrete (5) screwing bits (6) wig (7) glossy (8) feller (9) snore (10) groaned (3) contribution (4) mixing concrete (5) screwing bits (6) wig (7) glossy (8) feller (9) snore (10) groaned (11) upheaval (12) squeaking (13) peered (14) tread (15) bending over (11) upheaval (12) squeaking (13) peered (14) tread (15) bending over (16) charging (17) tipping and crashing (18) trample (19) uproar (20) terrifically (16) charging (17) tipping and crashing (18) trample (19) uproar (20) terrifically

32. Reading Comprehension and Language Activities Reading Comprehension and Language Activities 1. Pre-reading activity 1. Pre-reading activity 2. Questions for general 2. Questions for general comprehension comprehension 3. Summaries 3. Summaries 4.Questions for discussion 4.Questions for discussion

33. corporal punishment Spare the rod, spoil the child. Spare the rod, spoil the child. 玉不琢不成器， 人不打不成才。 玉不琢不成器， 人不打不成才。 Punishment by brutal forces, such as beating, whipping, smacking, or any other ways of inflicting pain. Pre-reading activities

34. Pre-reading Task (1) What kind of student do you think is a “ difficult student ” in the teachers ’ eyes? (1) What kind of student do you think is a “ difficult student ” in the teachers ’ eyes? (1) What kind of student do you think is a “ difficult student ” in the teachers ’ eyes? (1) What kind of student do you think is a “ difficult student ” in the teachers ’ eyes? (2) How can society educate a difficult student? (2) How can society educate a difficult student? (2) How can society educate a difficult student? (2) How can society educate a difficult student? (3) Should we make “ corporal punishment ” illegal? (3) Should we make “ corporal punishment ” illegal? (3) Should we make “ corporal punishment ” illegal? (3) Should we make “ corporal punishment ” illegal?

35. Generally speaking, a “difficult student” is a student with a problem of some sort, such as a lack of discipline, inability to study, or anti-social, violent, or rude behavior. Generally speaking, a “difficult student” is a student with a problem of some sort, such as a lack of discipline, inability to study, or anti-social, violent, or rude behavior. Generally speaking, a “difficult student” is a student with a problem of some sort, such as a lack of discipline, inability to study, or anti-social, violent, or rude behavior. Generally speaking, a “difficult student” is a student with a problem of some sort, such as a lack of discipline, inability to study, or anti-social, violent, or rude behavior.

36. Understanding the reason for their behavior, and relating it to their psychological needs. Understanding the reason for their behavior, and relating it to their psychological needs. Helping them express the cause of their bad behavior. Helping them express the cause of their bad behavior. Helping them distinguish between right and wrong; Helping them distinguish between right and wrong; Letting them look for solutions on their own; Letting them look for solutions on their own; Helping them establish positive life values; Helping them establish positive life values; Helping them develop moral judgment; Helping them develop moral judgment; Meeting their needs of love and respect; Meeting their needs of love and respect; back

37. Corporal punishment is harmful to children. Corporal punishment is harmful to children. a. It could lead to emotional and physical problems; a. It could lead to emotional and physical problems; b. It’s an abuse of power, which will encourage a child to do the same later in life; b. It’s an abuse of power, which will encourage a child to do the same later in life; c. It will lead them into unsatisfying relationships with others; c. It will lead them into unsatisfying relationships with others; d.Beating, humiliating and shaming children will lower their self-esteem; d.Beating, humiliating and shaming children will lower their self-esteem; e. Being violent toward children will devalue them in society’s eyes; e. Being violent toward children will devalue them in society’s eyes; f. It encourages children to resort to violence. f. It encourages children to resort to violence. back

38. Unit 14 My first class

39. Summarize the whole story. Miss. Slade, a new teacher, had to take over a problem class. Her colleague, Mr. Martin, offered to introduce her to the class. Upon entering the classroom, they saw a boy throwing a book at another student. As usual, Mr. Martin used corporal punishment, which aroused hostility among the students. Miss. Slade was shocked by the brutality of the teacher and made attempts to remedy the situation. Miss. Slade, a new teacher, had to take over a problem class. Her colleague, Mr. Martin, offered to introduce her to the class. Upon entering the classroom, they saw a boy throwing a book at another student. As usual, Mr. Martin used corporal punishment, which aroused hostility among the students. Miss. Slade was shocked by the brutality of the teacher and made attempts to remedy the situation.

40. What Mr. Martin did in class: When finding out who the trouble- maker was, Mr. Martin taunted him with sarcastic remarks and intimidated the other students. He took the opportunity to show the new teacher how powerful and effective he was in putting down any trouble in class. When finding out who the trouble- maker was, Mr. Martin taunted him with sarcastic remarks and intimidated the other students. He took the opportunity to show the new teacher how powerful and effective he was in putting down any trouble in class.

41. What Miss Slade did to save the situation: First she looked at Riccio sympathetically, noting his pale look and ill-fitting clothes. Later when the boy returned to class, she showed her disgust for Mr. Martin's brutality although she did not say anything. Then, she made attempts to divert the students' attention from the incident by asking them to stop talking, but to no avail. Then, at the suggestion of a student, she took the roll call to get the attention of the class and she finally got the students to listen. All along she was very friendly and talked humorously, hoping to amuse them and thus regain their trust. First she looked at Riccio sympathetically, noting his pale look and ill-fitting clothes. Later when the boy returned to class, she showed her disgust for Mr. Martin's brutality although she did not say anything. Then, she made attempts to divert the students' attention from the incident by asking them to stop talking, but to no avail. Then, at the suggestion of a student, she took the roll call to get the attention of the class and she finally got the students to listen. All along she was very friendly and talked humorously, hoping to amuse them and thus regain their trust.

42. Comprehension work

43. 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 place. Secondly, the class she was about to take was not an ordinary class, but a problem one. Miss Slade was nervous because she was a new teacher in the first place. Secondly, the class she was about to take was not an ordinary class, but a problem one. Reading Comprehension Reading Comprehension

44. 2. What did Mr. Martin offer to do to help her? How does that reflect Mr. Martin’s philosophy on education? 2. What did Mr. Martin offer to do to help her? How does that reflect Mr. Martin’s philosophy on education? 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 teacher's dominance in class. 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 teacher's dominance in class. Reading Comprehension Reading Comprehension

45. 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 boy. When they stepped in, the whole class was in disorder —— a boyish pandemonium. A boy was throwing a book at another boy. Reading Comprehension Reading Comprehension

46. 4. How did Mr. Martin handle the situation? Was his method commendable? Why did he behave like that? 4. How did Mr. Martin handle the situation? Was his method commendable? Why did he behave like that? Mr. Martin first singled out the culprit Riccio, and then humiliated him before the whole class and the new teacher with sarcastic remarks. He 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 deter other boys from making trouble. Judging by his behavior, Mr. Martin was not a good teacher because he needed force to control the class Mr. Martin first singled out the culprit Riccio, and then humiliated him before the whole class and the new teacher with sarcastic remarks. He 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 deter other boys from making trouble. Judging by his behavior, Mr. Martin was not a good teacher because he needed force to control the class Reading Comprehension Reading Comprehension

47. 5. What kind of change took place in Miss Slade ’ s attitude towards Mr. Martin? A complete change took place in Miss Slade's 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. Martin's 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. A complete change took place in Miss Slade's 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. Martin's 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. Reading Comprehension Reading Comprehension

48. 6. How did the class take the fact that Riccio was physically punished by the teacher? 6. How did the class take the fact that Riccio was physically punished by the teacher? The class took it badly and were 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. The class took it badly and were 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. Reading Comprehension Reading Comprehension

49. 7. What did Miss. Slade do to ease the tense atmosphere in class? 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, 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 attention from the incident and in the end brought some of the students' attention to the text book. Her first attempt was to get the students to listen to her, 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 attention from the incident and in the end brought some of the students' attention to the text book. Reading Comprehension Reading Comprehension

50. 8. What did the narrator mean when she said, “ Surely, I did not have to teach them as well ” ? 8. What did the narrator mean when she said, “ Surely, I did not have to teach them as well ” ? She meant that she hardly had any energy left for teaching since she was so exhausted by her effort to undo the harm Mr. Martin had done. She meant that she hardly had any energy left for teaching since she was so exhausted by her effort to undo the harm Mr. Martin had done. Reading Comprehension Reading Comprehension

51. 9. What did she mean at last by “ Oh, Lord. Just pay attention, then ” ? She was surprised that the students did not even know what imagery meant. Obviously the boys had not learned much with their 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. She was surprised that the students did not even know what imagery meant. Obviously the boys had not learned much with their 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. Reading Comprehension Reading Comprehension

52. 10. Comment on the two teachers. What would you do as a teacher if you happened to have a “ Riccio ” in your class? The following opinion and facts may be of reference. (1) Corporal punishment is not a humane method of education at school although punishment is necessary. (2) Teachers should treat students as human beings and not try to dominate them; (3) Children are sometimes naughty but they will gradually mature if they are given correct guidance. The following opinion and facts may be of reference. (1) Corporal punishment is not a humane method of education at school although punishment is necessary. (2) Teachers should treat students as human beings and not try to dominate them; (3) Children are sometimes naughty but they will gradually mature if they are given correct guidance. Reading Comprehension Reading Comprehension

53. (4) Teachers must be patient with their students. (5) A good teacher is not just a professional who imparts academic knowledge to the students, but a friend for life. (6) In many cases teachers who are sweet to students will find that the badly behaved ones take advantage of them. Sometimes a teacher has to be cruel to be kind to help students learn. They may not enjoy it at the time, but later in life their knowledge and discipline will be of great use. (4) Teachers must be patient with their students. (5) A good teacher is not just a professional who imparts academic knowledge to the students, but a friend for life. (6) In many cases teachers who are sweet to students will find that the badly behaved ones take advantage of them. Sometimes a teacher has to be cruel to be kind to help students learn. They may not enjoy it at the time, but later in life their knowledge and discipline will be of great use. Reading Comprehension Reading Comprehension

54. ENTER Unit 14 My first class

55. The story is set in a boys ’ high school. The narrator is going to teach a “ problem class ” which means that the boys in this class have serious discipline problems and perform badly. The story is set in a boys ’ high school. The narrator is going to teach a “ problem class ” which means that the boys in this class have serious discipline problems and perform badly.

57. thudding with activity … schoolboys streaming out of the assembly hall: noisy with all the commotion as the boys moved out of the assembly hall in a continuous flow. Thudding indicating a dull sound which could be heard even inside the teachers ’ office. Streaming: originally meaning moving together in the same direction like flowing water. thudding with activity … schoolboys streaming out of the assembly hall: noisy with all the commotion as the boys moved out of the assembly hall in a continuous flow. Thudding indicating a dull sound which could be heard even inside the teachers ’ office. Streaming: originally meaning moving together in the same direction like flowing water.

58. Punishment is swift and painful: what Mr. Martin means by punishment is corporal punishment as will be told later in the story. This remark reflects Martin ’ s philosophy on education. He believes that corporal punishment, administered immediately and inflicting pain on the trouble-maker is effective in correcting a boy ’ s misbehavior although it is painful. Punishment is swift and painful: what Mr. Martin means by punishment is corporal punishment as will be told later in the story. This remark reflects Martin ’ s philosophy on education. He believes that corporal punishment, administered immediately and inflicting pain on the trouble-maker is effective in correcting a boy ’ s misbehavior although it is painful.

60. wing of the school: part of the school building which sticks out from the main part or which was built later than the main part wing of the school: part of the school building which sticks out from the main part or which was built later than the main part

61. remote Back Many students in our school come from remote parts of the country. Language Points and vocabulary

62. The door stood open onto a scene of … : from the open door Miss Slade caught sight of what was going on inside the classroom. Onto means to a position on, facing … E.g. They came out of the garden onto a brightly-lit street. The word scene suggests that there is something unusual about the situation inside the classroom. The view is unusual because it is the narrator ’ s first class; furthermore, the class is not an ordinary one, but a “ problem ” one. She is anticipating something unusual happening inside. The door stood open onto a scene of … : from the open door Miss Slade caught sight of what was going on inside the classroom. Onto means to a position on, facing … E.g. They came out of the garden onto a brightly-lit street. The word scene suggests that there is something unusual about the situation inside the classroom. The view is unusual because it is the narrator ’ s first class; furthermore, the class is not an ordinary one, but a “ problem ” one. She is anticipating something unusual happening inside.

63. stand up, you bastard: stand up, you bastard: Bastard is an insulting swear word used to address someone who you think is mean or vicious, etc. one uses it when one gets extremely angry. It is not a suitable word to use before the students at all. This reflects that Mr. Martin himself is not polite, and that he despises the students, showing them no respect at all. Bastard is an insulting swear word used to address someone who you think is mean or vicious, etc. one uses it when one gets extremely angry. It is not a suitable word to use before the students at all. This reflects that Mr. Martin himself is not polite, and that he despises the students, showing them no respect at all.

64. the boy got to his feet, in no special hurry: the boy got to his feet, in no special hurry: the boy stood up slowly. It suggests that the boy was reluctant to follow Mr. Martin ’ s order as he must know that it would mean corporal punishment for him. the boy stood up slowly. It suggests that the boy was reluctant to follow Mr. Martin ’ s order as he must know that it would mean corporal punishment for him.

65. He was long, thin and sallow and the sleeves of his blazer were too short: He was long, thin and sallow and the sleeves of his blazer were too short: the boy looked ill-nourished and poorly dressed. Sallow: (of a person ’ s face) unhealthy, of a pale yellowish color. The inclusion of this detail points up Miss Slade ’ s sympathy for the students. She was an entirely different type of teacher from Mr. Martin. the boy looked ill-nourished and poorly dressed. Sallow: (of a person ’ s face) unhealthy, of a pale yellowish color. The inclusion of this detail points up Miss Slade ’ s sympathy for the students. She was an entirely different type of teacher from Mr. Martin.

66. quiver: to shake with a slight, rapid, tremulous movement. Back The little match girl kept quivering with cold at Christmas ’ eve. Language Points and vocabulary

67. Martin allowed a dramatic pause … : Martin allowed a dramatic pause … : Mr. Martin deliberately stopped for some time to let his authority be felt more strongly. In fact he was not just displaying his authority to intimidate the students but also to impress the new teacher with how powerful he was. This description vividly depicts the personal characteristics of Mr. Martin. Mr. Martin deliberately stopped for some time to let his authority be felt more strongly. In fact he was not just displaying his authority to intimidate the students but also to impress the new teacher with how powerful he was. This description vividly depicts the personal characteristics of Mr. Martin.

68. dramatic: Arresting or forceful in appearance or effect Back Landing on the moon was one of the most dramatic scientific adventures of the twentieth. Language Points and vocabulary

69. I felt eager to assure him that it would not be me: I felt eager to assure him that it would not be me: He felt eager to tell him that he didn ’ t understand why the boys should carry scars for life for just being childish. He felt eager to tell him that he didn ’ t understand why the boys should carry scars for life for just being childish.

70. assure : To cause to feel sure: Back The doctor tried to assure the patient that the medicine was safe. Language Points and vocabulary

71. a rhetorical question: a rhetorical question: It refers to Mr. Martin ’ s question, which does not need an answer. In saying “ Is that understood? ” Mr. Martin was not questioning the boys whether they understood or not but was making a strong statement that they should understand fully what would be at stake if they dared to disregard his order. The boys knew from previous experience exactly what he meant. It refers to Mr. Martin ’ s question, which does not need an answer. In saying “ Is that understood? ” Mr. Martin was not questioning the boys whether they understood or not but was making a strong statement that they should understand fully what would be at stake if they dared to disregard his order. The boys knew from previous experience exactly what he meant.

72. keep … down Back The child kept his head down in front of his mother since he had broken her favorite vase. Language Points and vocabulary

73. I was left stranded with the damn thing on my face: I was left stranded with the damn thing on my face: She was left in an embarrassing situation because her smile was met with a cold response from the students. It froze on her face just like a stranded boat washed to the shore unable to go back to the sea. She was left in an embarrassing situation because her smile was met with a cold response from the students. It froze on her face just like a stranded boat washed to the shore unable to go back to the sea.

74. stranded : to bring into or leave in a difficult or helpless position. Back Rusted out boat stranded for over 50 years during a bad storm. Language Points and vocabulary

75. be left stranded : to bring into or leave in a difficult or helpless position. Back The old woman was left stranded in the countryside after her husband died. Language Points and vocabulary

76. co-operation Back He ask for police co-operation in looking for his lost child. Language Points and vocabulary

77. take over : to assume the control or management of. Back They wanted me to take over the job of editing the magazine when Mr. Smith left for his holidays. Language Points and vocabulary

78. take an interest in Back I wish you ’ d take a greater interest in your work Language Points and vocabulary

79. The boys straggled to their feet as he left the room: The boys straggled to their feet as he left the room: To show respect for the teacher, the students would usually stand up when the teacher enters or leaves the room. In this situation, the boys rose to their feet very reluctantly, which shows their lack of respect for Mr. Martin. To show respect for the teacher, the students would usually stand up when the teacher enters or leaves the room. In this situation, the boys rose to their feet very reluctantly, which shows their lack of respect for Mr. Martin.

81. My eyes must have betrayed my horror at the sight of what amounted to my first battered child: My eyes must have betrayed my horror at the sight of what amounted to my first battered child: Miss Slade was too horrified by Mr. Martin ’ s brutality to be able to conceal her anger at him and her sympathy for Riccio. Miss Slade was too horrified by Mr. Martin ’ s brutality to be able to conceal her anger at him and her sympathy for Riccio.

82. betray: To make known unintentionally: Back Her trembling hands betrayed her nervousness. Language Points and vocabulary

83. at the sight of Back The woman almost fainted at the sight of the wound to her son's shoulder. Language Points and vocabulary

84. amount to : To add up in number or quantity Back The annual output of the steel plant amounts to ten million tons. Language Points and vocabulary

85. My feelings towards Mr. Martin had suffered a sea-change: My feelings towards Mr. Martin had suffered a sea-change: Her feelings towards Mr. Martin went through very great changes. At the beginning of the story, Miss Slade respected him as Mr. Martin looked like a warmhearted, caring and experienced teacher. But now, his brutality to the students made her think otherwise. Her feelings towards Mr. Martin went through very great changes. At the beginning of the story, Miss Slade respected him as Mr. Martin looked like a warmhearted, caring and experienced teacher. But now, his brutality to the students made her think otherwise.

86. The hostility now rippling through the class … : The hostility now rippling through the class … : the hostility now spreading all over the class … the hostility now spreading all over the class …

87. suggest : To make evident indirectly; intimate or imply: Back His changed attitude suggested that what I had done was rather foolish. Language Points and vocabulary

88. buggered my chances of capturing the hearts of 3B: buggered my chances of capturing the hearts of 3B: destroyed all her hopes to make friends with the students of 3B. Bugger is a slang expression, here meaning destroy. The word carries an intense feeling of dislike. Buggery originally is anal rape. It is exceedingly rude. One might say “ it is buggered ” meaning ‘ it is broken ’ or “ he ’ s a silly bugger ”, meaning ‘ he ’ s an idiot ’. This is quite archaic. destroyed all her hopes to make friends with the students of 3B. Bugger is a slang expression, here meaning destroy. The word carries an intense feeling of dislike. Buggery originally is anal rape. It is exceedingly rude. One might say “ it is buggered ” meaning ‘ it is broken ’ or “ he ’ s a silly bugger ”, meaning ‘ he ’ s an idiot ’. This is quite archaic.

89. threatening colourful fates for Martin: threatening colourful fates for Martin: threatening to retaliate by making Mr. Martin suffer. Fate, when used as a countable noun, means an end or result, especially death. threatening to retaliate by making Mr. Martin suffer. Fate, when used as a countable noun, means an end or result, especially death.

90. I shall knock a few of their heads together: I shall knock a few of their heads together: I shall punish them by telling them off. The speaker is showing sympathy for the teacher. I shall punish them by telling them off. The speaker is showing sympathy for the teacher.

91. establish … rapport with: Buid up relationship, especially one of mutual trust or emotional affinity. Back My sister-in-law has established a good rapport with my mother. Language Points and vocabulary

92. take names: take names: cf. roll-call. While both of the terms mean the same thing, the former is more colloquial than the latter. cf. roll-call. While both of the terms mean the same thing, the former is more colloquial than the latter.

93. pipe down: pipe down: be quiet, a slang expression be quiet, a slang expression

94. pipe down Definition:To stop talking; to lower the volume. Frequently used as a command meaning "Be quiet! “ Definition:To stop talking; to lower the volume. Frequently used as a command meaning "Be quiet! “ Example:1) Pipe down! Mom's talking on the phone. Example:1) Pipe down! Mom's talking on the phone. 2) Hey, pipe down in there -- I'm trying to think! 2) Hey, pipe down in there -- I'm trying to think! Etymology:In the old days in the British navy, musical pipes were used to send messages to the crew. The last pipe message of the day was called 'pipe down', and it signalled the time to be quiet and go to bed. Etymology:In the old days in the British navy, musical pipes were used to send messages to the crew. The last pipe message of the day was called 'pipe down', and it signalled the time to be quiet and go to bed.

95. All right, you at the back with the sweet stuck to your collar: All right, you at the back with the sweet stuck to your collar: Miss Slade was trying to amuse the students by deliberately mentioning the fact that someone had stuck a sweet onto the boy ’ s collar without his knowing it. She was being friendly and humorous so as to ease the tension in class. Miss Slade was trying to amuse the students by deliberately mentioning the fact that someone had stuck a sweet onto the boy ’ s collar without his knowing it. She was being friendly and humorous so as to ease the tension in class.

96. felt for the sweet: felt for the sweet: found it by using his hands For example, She felt in the bag for her key. found it by using his hands For example, She felt in the bag for her key.

97. Surely, I did not have to teach them as well: Probably the previous teachers did not do much teaching with this class. They either spent time punishing those trouble-makers or playing with the students. Miss. Slade was exhausted trying to undo the harm Mr. Martin had done. She worked so hard to establish a friendly relationship with her students that she felt she had no more energy left to for her teaching. Surely, I did not have to teach them as well: Probably the previous teachers did not do much teaching with this class. They either spent time punishing those trouble-makers or playing with the students. Miss. Slade was exhausted trying to undo the harm Mr. Martin had done. She worked so hard to establish a friendly relationship with her students that she felt she had no more energy left to for her teaching.

98. This sentence shows some self-pity as if she were saying to herself, “ Oh, I ’ ve done so much already. How could I have any more energy to teach them as well? ” But it is also a little humorous and light-hearted. Obviously, she knows she is there to teach! This sentence shows some self-pity as if she were saying to herself, “ Oh, I ’ ve done so much already. How could I have any more energy to teach them as well? ” But it is also a little humorous and light-hearted. Obviously, she knows she is there to teach!

99. amuse: To cause to laugh or smile by giving pleasure. Back She was amused by the joke I told her. Language Points and vocabulary

100. Fun Time Fun Time

101. Racking Your Brains Try to solve the following riddles. 1. What animal carries two hills on its back? Camel Your age 2. What goes up but never comes down?

102. Part Three: Further Development >> Racking Your Brains 4. A bird am I and a male, On my head there is a crown, With many coins on may tail. A towel A peacock 3. What gets wet as it dries?

103. Part Three: Further Development >> Racking Your Brains Have someone throw it to you. 5. The longer it stands, the lower it grows. A candle 6. What’s the best way to catch a fish?

104. Extended Activities Extended Activities Listen and retell: Listen and retell: The boy and the apple tree The boy and the apple tree

105. Discussion What do you think of Mr. Martin and Miss Slade? What do you think of Mr. Martin and Miss Slade? Are they good teacher or bad teacher, Why? Are they good teacher or bad teacher, Why?

106. In my opinion, Mr. Martin is not a good teacher. 1. The story shows that he believed in corporal punishment, rather than a humane method. He said "Punishment is swift and painful." 1. The story shows that he believed in corporal punishment, rather than a humane method. He said "Punishment is swift and painful." 2. He used indecent language to his students. (Stand up, you bastard.) 2. He used indecent language to his students. (Stand up, you bastard.) 3. He used sarcastic language to his students. (Do you throw books at home... you're not likely to apprehend the contents any other way.) 3. He used sarcastic language to his students. (Do you throw books at home... you're not likely to apprehend the contents any other way.) 4. He threatened his students when he discovered a problem in class. (If I catch anyone else treating a book like that, that boy will carry the scars for the rest of his life. Is that understood? ) 4. He threatened his students when he discovered a problem in class. (If I catch anyone else treating a book like that, that boy will carry the scars for the rest of his life. Is that understood? ) 5. He threatened the class and displayed his unchallenged authority by telling his students that he would always be there to publish them if they misbehave. (I will be taking a special interest in seeing how well, or how badly, you behave under the circumstances. I've told Miss Slade to send any trouble-makers direct to me.) 5. He threatened the class and displayed his unchallenged authority by telling his students that he would always be there to publish them if they misbehave. (I will be taking a special interest in seeing how well, or how badly, you behave under the circumstances. I've told Miss Slade to send any trouble-makers direct to me.) He beat Riccio in the corridor with the textbook. He beat Riccio in the corridor with the textbook.

107. In my opinion, Miss Slade is a good teacher. 1. Miss Slade disliked Mr. Martin's attitude toward Riccio. She was frightened by his harshness, and his sarcastic remarks. (As she said, she was "quivering with fright".) 1. Miss Slade disliked Mr. Martin's attitude toward Riccio. She was frightened by his harshness, and his sarcastic remarks. (As she said, she was "quivering with fright".) 2. When she heard Mr. Martin's threatening remark “ carrying scars for … life ”, she “ felt eager to assure him that it would not be me ”. 2. When she heard Mr. Martin's threatening remark “ carrying scars for … life ”, she “ felt eager to assure him that it would not be me ”. 3. She was a sympathetic teacher. She noticed the unhealthy look on Riccio's face and the ill-fitting clothes he wore. Her eyes betrayed her horror at the sight of what amounted to her first battered child. She felt outraged at having been exposed to such brutality. 3. She was a sympathetic teacher. She noticed the unhealthy look on Riccio's face and the ill-fitting clothes he wore. Her eyes betrayed her horror at the sight of what amounted to her first battered child. She felt outraged at having been exposed to such brutality. 4. My feelings towards Mr. Martin had suffered a sea-change. 4. My feelings towards Mr. Martin had suffered a sea-change. 5. She tried to capture the hearts of the students by treating them as human beings, rather than by subduing them by authority or force. E.g. She didn't make any fuss when she heard what students said in secret. 5. She tried to capture the hearts of the students by treating them as human beings, rather than by subduing them by authority or force. E.g. She didn't make any fuss when she heard what students said in secret. 6. She was friendly to the students. E.g. She tried to amuse them with her sense of humor. She was grateful to any response shown by her students … 6. She was friendly to the students. E.g. She tried to amuse them with her sense of humor. She was grateful to any response shown by her students …

108. Exercise Exercise Translation Translation

109. 1. At the sight of the general walking towards him, he got to his feet at once and saluted. 2. “What is this money for?” “It's for helping those children who have lost the chance of schooling to return to school again.” Translation

110. 3. The knock at my door last night sent me quivering with fright. 4. I can assure you that he is a most reliable person.Translation

111. 5. Everybody hopes that he will take over as dean of the department when Mr. Martin retires. 6. She tried her best to hide her feelings, but her eyes betrayed her longing for the prize. Translation

112. 7. It is said that people increase their risk of skin cancer if they are exposed to the sun too much.Translation