1. Unit 10 How I Found My Voice

2. Learning Objectives To grasp the main idea and understand the structure of the text To grasp the main idea and understand the structure of the text To appreciate the style and structure of the passage To appreciate the style and structure of the passage To understand a teacher’s role in helping a student find the best of himself To understand a teacher’s role in helping a student find the best of himself

3. Teaching Procedures Pre-reading Questions Text I. How I Found My Voice ● Passage ● Main idea of the passage ● Structural analysis ● Comprehension questions ● ● Text explanation ● sentence studies ● sentence studies ● vocabulary studies ● vocabulary studies Text II. Thank You, Mr. Chips Exercises Exercises

4. Pre-reading questions 1. Have you ever spoken to a large audience? How did you feel? Nervous? Confident? Stutter? Smooth? Blush? Heart beat?

5. 2.Do you think voice is important to personal development? Yes?No?

6. Main idea of the text In this text, the author tells us how he overcame his severe stutter with the help of his teacher, Professor Crouch, and became a successful as an actor and television announcer. From this, we can see the great effect a teacher can have on his student.

7. Structural analysis This autobiographical narration comprises three parts. Part I (Paragraphs 1-2) Part I (Paragraphs 1-2) In this part, the writer describes how successful his career is at present and what an important role his voice plays in his career. It forms a sharp contrast with the fact that he suffered stuttering problem as a child.

8. Part II (Paragraphs 3-22) Part II (Paragraphs 3-22) This part mainly describes the writer's stuttering problem when he was a child and the process of how Prof. Crouch helped the boy tackle the problem by way of the forced public speaking.

9. Part III (Paragraphs 23-29) Part III (Paragraphs 23-29) The concluding part shows various honors and successes the writer has obtained, which further emphasizes the great effect the teacher has brought about on the writer's career as well as his whole life.

10. Comprehension questions I. Decide which of the following best states the author’s purpose of writing.—See textbook P154. II. Judge, according to the text, whether the following statements are true or false.— See textbook P154.

11. Text Explanation Part I Part IQuestion: Did you expect a person as described in Paragraph 1 could have suffered from stutter? It is really out of anyone ’ s expectation that a person with the experience of stuttering may have such a great achievement, especially in a career dependent primarily upon voice and fluency.

12. Part II Questions: 1. What are supposed to be the causes of his stuttering? The first cause is that he moved "from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different". The second is that he felt great pressure from his grandfather who had an inherited love for language and was always accurate and fluent in speaking.

13. 2. Why could he talk to all kinds of animals on the farm, but not in front of people? Shame and humiliation held him back from public speaking. The more he worried about being laughed at because of his stuttering, the more he retreated from other people. And it got worse as he grew older.

14. 3. What attracted Prof. Crouch to the writer's school? It was his deep love for poems that attracted Prof. Crouch to the writer's school.

15. 4. How did Prof. Crouch help the author to find his voice? He "tricked" the boy by questioning whether the poem was really written by himself. The teacher's disbelief made the boy very angry, and to prove he really did it, he recited the whole poem to the class without any stuttering, which gave him a big surprise and a lot of self- confidence at the same time.

16. I always sat down, my face burning with shame. : I always sat down, and blushed because I felt ashamed. More examples of absolute structure : A number of officials followed the emperor, some to hold his robe, others to adjust his girdle, and so on. (infinitive clause) His voice drowned by the noise, the speaker stopped in the middle of his lecture. (-ed participle clause) He went off, gun in hand. (prepositional phrase) The floor wet and slippery, we stayed outside. (adjective phrase)

17. It was traumatic moving from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different.: We moved from the familiar and pleasant country to the north where I felt cold both in body and in heart. That was really an upsetting experience in my life.

18. in a nondenominational fellowship : in a close relationship without caring about the different religions

19. Granddad’s Irish heritage came out in his love for language; during the week he used “everyday talk”, but on Sunday he spoke only the finest English.: Granddad had a love for language, which might have been inherited from his Irish ancestors. In weekdays, he used plain English, but when in church on Sunday, he spoke perfectly standard English.

20. vent n 1 opening that allows air, gas, liquid, etc to pass out of or into a confined space （气体、 液体等进出的）孔, 口. 2 (idm) give (full) vent to sth express sth freely （任意地）表达某事 : 2 (idm) give (full) vent to sth express sth freely （任意地）表达某事 : He gave vent to his feelings in an impassioned( 热情洋溢的 ) speech. He gave vent to his feelings in an impassioned( 热情洋溢的 ) speech. 他慷慨陈词抒发感情. v ~ sth (on sb) find or provide an outlet for (an emotion) 发泄（情感） : 他慷慨陈词抒发感情. v ~ sth (on sb) find or provide an outlet for (an emotion) 发泄（情感） : He vented his anger on his long-suffering wife. 他拿一贯受气的妻子出气. He vented his anger on his long-suffering wife. 他拿一贯受气的妻子出气.

21. ventilate v 1 cause air to enter and move freely through (a room, building, etc) 使空气进入（房间、 建筑物等） ; 使空气流通 : ventilate the galleries of a coal-mine 使煤矿 坑道通风 ventilate the galleries of a coal-mine 使煤矿 坑道通风 My office is poorly-ventilated. My office is poorly-ventilated.

22. savor enjoy and appreciate something like food, or drink, or an experience, as much as one can I savored every mouthful of breakfast, reluctant to let it end. I savored every mouthful of breakfast, reluctant to let it end. He savored the word as he said it. He savored the word as he said it.

23. labor work with difficulty, for example because one is not strong enough or clever enough He was laboring under the strain of a worsening political crisis. He was laboring under the strain of a worsening political crisis. His classmates were laboring with elementary algebra. His classmates were laboring with elementary algebra.

24. I stood amazed and floated back to my desk in a daze, amid wild applause.: I stood there, amazed at my performance, then not knowing how, I drifted back to my seat, and my classmates gave me a big applause.

25. Most have no problem singing because the lyrics' rhythmic pattern flows by itself.: Most stutterers can sing without stuttering because they can sing along with the rhythm pattern which just flows by itself.

26. He never pushed anything at me again; he just wanted all his students to wake up : From then on he never gave me pressure, and what he tried to do was to help students realize and tap their potential.

27. Part III Questions: 1. Why did the writer want to show his successes to his teacher? Because he wanted to show his gratitude to his teacher.

28. 2. What kind of comments did the writer make about his teacher? He spoke highly of him, respecting him as a father who provided a new life for him by helping him find his voice and leading him to the world of literature.

29. "Can I fly you in from Michigan to see it?": "Can I fly you in from Michigan to see it?": “ Can I offer you a flight to Michigan to see my acting?"

30. ... he was still living in a world vibrant with all of the beautiful treasures he had stored.:... he had stored many poems by memorizing them so he could enjoy his life with the rhythms of poetry even after he had lost his sight.

31. resurrect v (usu fig) 1 bring (sb) back to life again 使（某 人）复活 : That noise is enough to resurrect the dead! 那 噪音都能把死人吵活 ! That noise is enough to resurrect the dead! 那 噪音都能把死人吵活 ! 2 revive (a practice, etc); bring back into use 使（某种做法）复兴 ; 重新使用 : 2 revive (a practice, etc); bring back into use 使（某种做法）复兴 ; 重新使用 : resurrect old customs, habits, traditions, etc 恢复旧的习俗、 习惯、 传统等 resurrect old customs, habits, traditions, etc 恢复旧的习俗、 习惯、 传统等 resurrection n a resurrection of hope 希望的复萌.

32. Translation: 1. People were flooding in from the surrounding countryside. 2. His performance has come close to perfection. 3. Mary was in a daze all the way to London. 4. In this mountain retreat you can find the best climate in the country.

33. 5. He leaned back into his seat and relaxed, savoring the comfort. 6. What makes this young couple proud is that their child could recite poems from memory at the age of three. 7. He repeated in public what he had said in private. 8. A family vibrant with life and love is to be built with the joint efforts of all its members.