Before Reading _main

*Before Reading _main*
English Song — Teacher I Need You ※ Listen and Appreciate ※ Introduction to the Singer — Elton John The Lines to Praise the Teacher in Movies Helen Keller and Her Teacher ※ Introduction to Helen Keller ※ MV of Helen Keller ※ Compound Dictation Warm-up Questions

English Song1.1 Teacher I Need You by Elton John
I was sitting in the classroom Trying to look intelligent In case the teacher looked at me She was long and she was lean She’s a middle-aged dream And that lady means the whole world to me

English Song1.2 It’s a natural achievement Conquering my homework
With her image pounding in my brain She’s an inspiration For my graduation And she helps to keep the classroom sane Oh teacher I need you like a little child You got something in you to drive a schoolboy wild You give me education in the lovesick blues Help me get straight come out and say Teacher I, teacher I, teacher I, Teacher I need you

English Song1.3 I have to write a letter Tell about my feelings
Just to let her know the scene Focus my attention On some further education In connection with the birdies and the bees So I’m sitting in the classroom I’m looking like a zombie I’m waiting for the bell to ring I’ve got John Wayne stances I’ve got Erroll Flynn advances And it doesn’t mean a doggone thing

English Song1.4 Oh teacher I need you like a little child
You got something in you to drive a schoolboy wild You give me education in the lovesick blues Help me get straight come out and say Teacher I, teacher I, teacher I, teacher I need you

English Song2.1 Elton John was born in March A former student of the Royal Academy of Music in London, England, left school and immediately began his path in the music industry. In the 1970s, He he introduced a large number of excellent pop songs, and made amazing achievements. In terms of sales and lasting popularity, Elton John was the biggest pop superstar of the early 1970s. His superb (高超的) stage performances, weird (怪异的) costumes, stage props (道具) and lighting are entirely visual to meet people’s feelings.

English Song2.2 At the same time he is a rare composer. His many popular works for the rock that make full use of classical piano music open up a new experience. Many of his songs including “Your Song”, “Rocket Man”, “Goodbye Yellow Brick Road”, “Don’t Let the Sun Go down on me” and “Candle in the Wind 1997” have been widely welcomed.

The Lines to Praise the Teacher in Movies 1.1
Directions: Translate the following sentences into Chinese. 1) I will be a teacher because being a teacher is the most worthy thing a person can be. — Lola of Confessions of a Teenage Drama Queen 我愿意成为一名教师，因为教师是人类能够从事的最有价值的职业。 ——《青春舞会皇后》中的罗拉

2) A great teacher has little eternal (永恒的) history to record. His life goes over into other lives. — William Hundert of The Emperor’s Club 一名真正伟大的教师没有什么可名垂青史的。他的生命影响着他人的人生。 ——《天之骄子》中的威廉•汉德尔特

3) A teacher has two jobs: fill young minds with knowledge, yes, but more important, give those minds a compass (指南针) so that knowledge doesn’t go to waste. — Helen Jacobs of Mr. Holland’s Opus 教师有两项工作：一是传道授业，但更重要的，是给智慧的头脑指明方向，使知识不会浪费。 ——《生命因你动听》中的海伦•雅各布

4) I am in the business of putting old heads on young shoulders. — Jean Brodie of The Prime of Miss Jean Brodie 我的事业是将成熟的头脑放到稚嫩的肩上。 ——《简•布罗迪小姐的青春》中的简•布罗迪

5) He taught me without teaching. That’s the best way. — Nancy Dekker of Apache War Smoke 他在潜移默化中教会我很多。那才是最佳的教育方式。 ——《塞边狼烟》中的南希•德科

Introduction to Helen Keller 1.1
In 1882 a baby girl, Helen, caught a fever that was so fierce that she nearly died. She survived but the fever left its mark — she could no longer see or hear. And she also found it very difficult to speak. Luckily Helen was not someone who gave up easily. Soon she began to explore the world by using her other senses. She followed her mother wherever she went. She touched and smelled everything she came across. She copied their actions and was soon able to do certain jobs herself.

And fortunately, before her seventh birthday, the family hired a private tutor — Anne Sullivan. Anne was careful to teach Helen especially those subjects in which she was interested. As a result, Helen soon learnt to read and write in Braille (布莱叶点字法), to read people’s lips by pressing her finger-tips against them and feeling feeling the movement and vibrations (颤动) and to speak, a major achievement for someone who could not hear at all. Helen proved to be a remarkable (卓越的) scholar, graduating with honors from Radcliffe College in She had extraordinary powers of concentration (专心) and memory, as well as the determination to succeed. While she was still at college, she wrote The Story of My Life.

She toured the country, giving lecture after lecture. Many books were written about her and several plays and films were made about her life. Eventually she became so famous that she was invited abroad and received many honors from foreign universities and monarchs (元首). In 1932 she became a vice-president of the Royal National Institute for the Blind in the United Kingdom. After her death in 1968, an organization was set up in her name to combat blindness in the developing world. Today that agency, Helen Keller International, is one of the biggest organizations working with blind people overseas.

MV of Helen Keller

Helen Keller and Her Teacher
Compound Dictation 1.1 Directions: Listen to the passage twice and fill in the blanks with what you hear. Helen Keller and Her Teacher “How do you for your remarkable accomplishment (成就) in life? ” Queen Victoria of England asked Helen Keller. “How do you explain the fact that even though you were both blind and deaf, you were able to so much?” account __________ accomplish ______________

Compound Dictation 1.2 Ms. Keller’s answer is a tribute (颂词) to her dedicated teacher. “If it had not been for Anne Sullivan, the name of Helen Keller would have unknown.” According to speaker Zig Ziglar, “Little Annie” Sullivan, as she was called when she was young, was no stranger to She was almost sightless herself (due to a childhood fever) and was, at one time, diagnosed (诊断) as hopelessly “insane” (精神失常的) by her caregivers. She was locked in the basement of a mental institution outside of Boston. On , Little Annie would violently attack anyone who came near. Most of the time, she generally ignored everyone in her presence. remained ____________ hardship ___________ occasion ___________

Compound Dictation 1.3 An elderly nurse believed there was hope, however, and she made it her to show love to the child. Every day she visited Little Annie. For the most part, the child did not acknowledge the nurse’s presence, but she still to visit. The kindly woman left cookies for her and spoke words of love and encouragement. She believed Little Annie could , if only she were shown love. Eventually, doctors noticed a change in the girl. Where they once witnessed anger and hostility (敌意), they now noted an emerging gentleness and love. They moved her upstairs . Then the day finally came when this seemingly “hopeless” child was released. mission __________ continued ____________ recover __________ where ________ _______________________________ she continued to improve

Compound Dictation 1.4 Anne Sullivan grew into a young woman
as she, herself, was helped by the kindly nurse. It was she who saw the great potential in Helen Keller. She loved her, disciplined her, played with her, pushed her and worked with her until the flickering (闪烁的) candle that was her life became a beacon (灯塔) of light to the world. Anne Sullivan . with a desire to help _________________________ ________ others worked wonders ____________________ __________________ in Helen’s life

Warm-up Questions 1. Have you ever failed in an examination? If so, did you get any help from your teacher or fellow students? 2. How do you encourage a friend when he or she meets with failures? 3. What is your favorite subject/course? Why? 4. Who is your favorite teacher? Why?

*Intensive Reading of Text A _main*
Global Reading Detailed Reading After Reading

Global Reading ※ Introductory Remarks ※ Cultural Notes — Introduction to the Author ※ Scanning — Answer Questions ※ Part Division of the Text ※ Further Understanding Exercise 1 True or False Exercise 2 Questions and Answers

After Reading ※ Summary ※ Useful Expressions ※ Writing

After Reading Summary Useful Expressions Writing

Introductory Remarks1.1 Can a student get an A in college mathematics if he used to be poor in the subject? Probably your answer is “No”. Here the author recalls how he failed maths several times in high school and seemed to have no mathematical turn of mind. A brief conversation with his teacher, however, was to change all this, at least as far as statistics (统计学) was concerned.

Cultural Notes1 Text A was written by Jevon Thompson. Jevon is the author of the novel Crutches, a heart- wrenching (使伤心) story about families of alcoholism (酒精中毒症). A highly acclaimed (称赞) international speaker, Jevon has spent 17 years motivating motivating and empowering students and adults to make positive healthy changes in their lifestyles. He has been a keynote (主题) speaker at state, national and international conferences for organizations such as International PRIDE, a keynote for 7,000 people from around the world, National Student Council, National FHA, National Student Safety, PRIDE Canada and so on. Jevon’s

Cultural Notes2 reviews are always packed with superlatives: Electrifying! Dynamic (有力的)! Impactful! Since 1980, Jevon Thompson has spoken to more than 6 million people throughout the United States and Canada. In his energetic and heart-warming style, he has shared his message of abstinence (戒酒) and personal power on television specials with “Oprah Winfrey” in Chicago, “World News Tonight” with Peter Jennings and the ABC soap opera, “All My Children” in New York.

Scanning1 Directions: Scan Text A and answer the following questions.
1) Why did the author feel panic about going to college? The author had always been weak in mathematics. In high school, he failed algebra three times. Eventually, he passed and was accepted to a college in Wisconsin, where he applied for a psychology degree. But before he could get his degree, he had to take statistics. It was a four-hour lab period each week that had to be taken in his junior year. After hearing all the horror stories about statistics, he felt panic all over.

Scanning2 2) Do you believe the author really had a “second kind of mind”? Why did the professor say so? No. Professor Fine told his really slow students that “second kind of mind” story in order to encourage them.

Part Division of the Text
Parts Paras. Main Ideas If you believe strongly in something, it will create failure or success in your lives. 1 1 The brief conversation between Professor Fine and the author convinced him that he had the “second kind of mind” which could make him good at statistics. 2 2-10 3 11-13 His teacher’s encouragement made the author want to take statistics and his concentration and hard work made him successful.

Further Understanding For Part 1
Directions: Decide whether the following statements are true (T) or false (F). If it’s false, make corrections. 1) The author attended a college in Wisconsin because its psychology major was the best. ( ) F In high school, the author failed algebra three times. Eventually, he passed and was accepted to a college in Wisconsin, where he applied for a psychology degree.

2) The author would have to pass statistics before he could get his degree. ( ) T 3) The author had been feeling panic for three years until he began to take statistics in his junior year. ( ) F At the very beginning, the author felt panic. After talking to Professor Fine, the author looked forward to taking statistics. 4) It can be said that Professor Fine was a kind and easy-going person. ( ) T 5) The first kind of mind is sure to fail in learning statistics according to the professor. ( ) T

Directions: Answer the following question based on Part 3. What lessons have you learned from the author’s experiences after reading the article? It seems that the right attitude plays an important part in achieving success. The professor’s “second kind of mind” method was in fact a way to encourage students. The talk with Professor Fine made the author wish to take statistics and his concentration and hard work made him successful.

Detailed Reading2 Second Kind of Mind By Jevon Thompson
Thoughts don’t have to be “real” or “true” to create failure or success in our lives. They just have to be believed. I had always been weak in mathematics. In high school, I failed algebra three times. Eventually, I passed and was accepted to a college in Wisconsin, where I applied for a psychology degree. One small problem stood between me and my degree — statistics. It was a four-hour lab period each week that had to be taken in my junior year. After hearing all the horror stories about statistics, I felt panic all over.

Detailed Reading3 One day I was called into my professor’s office Professor Fine, a short man with thinning hair, sat on the front of his desk with his feet dangling over the floor. He read my transcript and held up his hands over his head. “My son, this is your lucky day.” I looked up. He repeated, “This is indeed your lucky day. This is where all of your determination pays off. You’re going to be great in stats.” He had a huge smile on his face. “How’s that, Doc?” I asked.

Detailed Reading4 He shrugged. “You have the second kind of mind. Listen. First kind of minds are the kids who do well in algebra but don’t get stats. They struggle like crazy in stats. It’s a different kind of math that takes a different kind of mind. Second kind of mind is like yours.” He held up my grades. “Didn’t have a clue about algebra, but you’ll probably get an A in stats. Kids who get algebra don’t get stats. Kids who don’t get algebra understand statistics with no problem. Since you failed algebra three times, I’d guess you’d get an A in stats.” “Really?” I asked, confused.

Detailed Reading5 He jumped to the floor and held my face with his free hand and looked me square in the eyes. “Really, and I’m happy for you. You never gave up, and now it’s going to pay off.” I was extremely happy with the news. As I left the old brick building and started across the campus, I looked up to the second-floor window. Professor Fine was smiling, holding up two fingers for “second kind of mind.” I smiled back and held up three fingers for “failed three times.” This scene was repeated a thousand times until I reached my junior year.

Detailed Reading6 Eventually, I began to tell my friends how well I expected to do in statistics. This change in attitude affected all my grades. With the awareness of my new “second kind of mind,” I received the best grades of my life in college. I never believed I would do that well and probably wouldn’t have if it had not been for Professor Fine’s encouragement. For two years, I looked forward to taking statistics. When the time finally arrived, I did something that I had never done in any other math class — fought for a front row seat. I asked so many questions that I was often called a pest. My statistics book was never very far from me that semester. Also, there was little time for friends and hanging out.

Detailed Reading7 Despite what the professor had said, it was hard work and took concentration and occasional help from friends. It paid off. I received one of only a handful of A’s that year. Shortly after, I ran into one of the professor’s former students, who said, “Congratulations. Professor Fine tells his really slow students that ‘second kind of mind’ story.” And then he looked at me and said, “You’d be surprised how often it works. The mind is amazing, isn’t it?”

Thoughts don’t have to be …
Thoughts don’t have to be “real” or “true” to create failure or success in our lives. They just have to be believed. Analyze the sentence. 本句中，to create … 为动词不定式短语，作目的状语。They代指thoughts。 Paraphrase the sentence. If you believe strongly in something, it will create failure or success in your lives. Translate the sentence into Chinese. 思想无论真假，只要我们相信它，它就可以创造生活中的成功与失败。

One small problem ... One small problem stood between me and my degree — statistics. It was a four-hour lab period each week that had to be taken in my junior year. Paraphrase the sentence. In order to get my degree, I must pass statistics which had to be taken in the third year of college and it would take me four hours to study it each week. Translate the sentence into Chinese. 可是我要拿到学位却有一个小障碍——统计学，这是三年级必修的一门实验课，每周四学时。

Professor Fine ... Professor Fine, a short man with thinning hair, sat on the front of his desk with his feet dangling over the floor. Analyze the sentence. a short man with thinning hair是主语Professor Fine的同位语，on the front of his desk为地点状语，with his feet dangling over the floor为伴随状语。 Translate the sentence into Chinese. 费恩教授身材不高，头发已见稀少，此时正坐在桌子前沿，两只脚悬在地板上方来回晃悠。

This is where all … This is where all of your determination pays off.
Analyze the sentence. 本句中，where引导表语从句。引导表语从句的主要有连接代词和连接副词，如what，as if，as though，because，that，how，when，where，why，whether等。 The problem is how we can find him. That’s where I first met her. That’s why he didn’t come. Translate the sentence into Chinese. 你所有的决心都将得到回报。

He jumped to the ... He jumped to the floor and held my face with his free hand and looked me square in the eyes. Analyze the sentence. 本句中两个and 连接三个动作，相当于then，following this，可译为“然后，接着”。三个动作不是并列关系，而是承接关系，使用and强调动作的连续性。 e.g. He climbed the tree and stretched out his arm for the apples and got the biggest one. Translate the sentence into Chinese. 他跳下桌子，用那只没有拿成绩单的手托住我的脸，两只眼睛直直地盯着我。

This scene was ... This scene was repeated a thousand times until I reached my junior year. Why was this scene repeated so many times in the author’s mind? The author had despaired of passing statistics, but Professor Fine’s words made him raise his hopes again. The encouragement was so important to him that he couldn’t forget it. Translate the sentence into Chinese. 在上三年级前，这一幕在我心里重温了上千次。

Eventually ... Eventually, I began to tell my friends how well I expected to do in statistics. Translate the sentence into Chinese. 最后，我开始跟朋友们讲我对学好统计学课程的期望有多高。

Despite what the ... Despite what the professor had said, it was hard work and took concentration and occasional help from friends. Analyze the sentence. Despite引导让步状语从句，不能与but连用。相同用法还有 although，no matter等。 Paraphrase the sentence. Although I believed in the professor’s judgment, I had to work hard at it and sometimes had to ask my friends for help. Translate the sentence into Chinese. 尽管有教授的许诺，但整个课程还是非常辛苦，我需要非常专注，偶尔还要求助于同学。

real real a. actual or true 真实的 e.g. a real diamond Comparison:
real & true real 真实的，强调表里一致；true真正的，表示符合事实或要求。 e.g. Everything I heard about him was true.

create 1 create v. cause (sth.) to exist, make (sth. new or original) 创造（生命），创作（文学艺术作品） e.g. He created few lasting works of art. Comparison: invent & discover invent 发明（机械设备）；编造（谎言，借口） e.g. The engineers invented numerous energy-saving machines. 工程师们发明了大量的节能设备。 discover 发现（已存在但以前未被发现的事物） e.g. We tried to discover the source of the river.

create 2 Exercise: Fill in each of the following blanks with create, invent and discover. Change the form where necessary. 1. The worker an excuse for being late. 2. Dickens many wonderful characters in his novels. 3. They have him to be warm at heart though quiet in manner. invented __________ created _________ discovered ______________

failure failure n. 1) lack of success 失败 e.g.
All his efforts ended in failure. 2) person, attempt or thing that fails 失败的事或人 e.g. He was a failure as a teacher. Note: fail v. 失败 e.g. Andrew failed in the test.

success success n. 1) achievement of a desired end, or of fame, wealth or social position; succeeding 成功 e.g. As they planned carefully, they soon met with success. 2) person or thing that succeeds 成功的人或物 e.g. The army has had several successes recently. 最近部队打了几场胜仗。 Derivatives: succeed v. 成功 e.g. You should not expect to succeed without working hard. successful a. 成功的 e.g. a successful experiment

eventually eventually ad. in the end; at last 最后；终于 e.g.
He eventually lost his girlfriend as a result of his foolish behavior. Comparison: eventual, final & last eventual （指由于某种原因而带来的必然后果）最终的 e.g. the eventual defeat of the enemy final （表示一系列步骤、过程的结束）最后的 e.g. the final day of school last （表示一组事物的末尾但不一定表示结束）末尾的 e.g. the last Sunday of June

accept 1 accept v. be willing to agree to (sth.) 接受；承认 e.g.
I’ve decided to accept the job. Comparison: receive, accept & admit admit （有时含不情愿地）接受；认可 e.g. In the end, he had to admit that I was right. receive 收到；得到（信件、电话等）；（含欢迎之义）迎接 e.g. She received her first degree from Yale University in 1996. e.g. The guests were received with warmth and hospitality. 客人们受到热烈而友好的欢迎。

accept 2 Exercise: Fill in each of the following blanks with accept, admit and receive. Change the form where necessary. 1. By the time the police the call, it was too late. 2. We’ve asked the professor to be the speaker at the meeting and he has 3. Philip finally to having cheated in the final examination. received __________ accepted ___________ admitted ___________

apply for apply for put oneself forward formally as a candidate for a job 申请 e.g. Over ten persons have applied for the job. 有超过十个人申请这个职位。 Notes: applicant n. 申请者 application n. 申请 e.g. She is a hopeful applicant for the position. e.g. Please fill in the application form.

stand between stand in the way
e.g. He will let no one stand between himself and his future.

horror 1 horror n. feeling of intense fear or dismay 恐惧 e.g.
a horror movie 恐怖片 Derivatives: horrify v. 使恐惧 horrible a. 令人恐惧的 Comparison: horror, fear, dread, fright & terror horror 令人毛骨悚然的战栗；恐惧 fear 泛指因焦虑或缺乏勇气而产生的畏惧 dread 因担心、害怕而不愿面对所产生的厌恶,害怕 e.g. fear of the dark e.g. the dread of having to see her mother

horror 2 fright 突然的惊吓 e.g. the fright at being awakened by screams
terror 因担心被杀而产生的极度恐惧 e.g. be in terror of his life

panic panic n. sudden irrational feeling of great fear 恐慌；惊惶 e.g.
panic flight (referring to the competitive mass behavior of individuals involved in fleeing from an imminent threat, thereby increasing the danger to themselves and others started) e.g. a wave of panic buying e.g. The news of the army’s advance caused great panic. Note: panic (panick) v. 受惊 e.g. The driver panicked when he could not stop the car.

lucky lucky a. having, bringing or resulting from good luck （常用于机会、运气等）幸运的 e.g. a lucky escape Derivatives: unlucky, luckless 不幸的

pay off pay off 1) be successful; work 有报偿；成功 e.g.
Did your daring plan pay off? 2) pay in full (money owed for sth.) 偿清（债务）；付清（工资） e.g. It’s a good feeling to pay off the house after all these years.

great great a. (infml.) very remarkable; splendid ［口］极好的；棒极了 e.g.
That’s a great idea.

hold up hold up be the physical support of; carry the weight of 举起；抬起
e.g. Hold up your hand if you know the answer. Collocations: hold back 踌躇，阻止 hold by 坚持 hold down 压制，抑制 hold in 阻止，忍耐 hold out 伸出，提出，坚持 hold over 延期，保存

confused confused a. unable to think clearly; bewildered （感到）迷惑的 e.g.
a confused mother Note: confusing a. 令人迷惑的 e.g. a confusing situation

give up give up abandon an attempt to do sth. 放弃；停止 e.g.
I can’t see why you have given up your work. Note: give in 屈服，认输 e.g. Don’t give in without a fight.

scene 1 scene n. the place where some action occurs （事件发生的）地点；情景 e.g.
The scene of the story is laid in Scotland. Collocations: behind the scene 在幕后；在暗中 come on the scene 出现；到现场 make a scene 构成一景；吵架；发脾气 set the scene for 安排背景；做好准备 Derivative: scenery n. （某一地区总体）景色；风景

scene 2 Exercise: Fill in the following blanks with scenery and scene.
1. Newspaper reporters were on the within minutes of the air crash. 2. On their way to the hilltop, they stopped to admire the mountain scene _______ scenery ___________.

affect 1 affect v. have an influence on (sb. / sth. ) 对（人或物）产生影响 e.g.
Bright light affects the eyes. Comparison: effect n. 结果；效果 e.g. Punishment had little effect on him. v. 产生；实现 e.g. effect one’s purpose effort n. 努力；试图 e.g. make every effort

affect 2 Exercise: Fill in each of the following blanks with affect, effect and effort. Change the form where necessary. 1. The dry weather has the quality of the fruit. 2. Please make an to arrive early. 3. Did the medicine have any ? affected _________ effort _______ effect _______

awareness awareness n. having knowledge of 意识 Note: aware a. 意识到的，明白的
e.g. be aware of danger

hang out hang out spend time in a certain location or with certain people ［俚］闲逛；游荡 e.g. Can you tell me where Jim hangs out?

run into 1 run into 1) meet sb. by chance 巧遇；撞见 e.g.
Guess who I ran into in the street this afternoon? 2) (cause a car, etc. to) collide with or crash into sb. / sth. 撞及；碰撞 e.g. The bus got out of control and ran into a wall. 3) encounter (difficulties, problems, etc.) 陷入（困境） e.g. He had a slogan, and it worked very well for him whenever he ran into difficulty: No man, no problem.

run into 2 Collocations: in the long / short run 从长/短期看
run after 追捕，追求 run away 逃走 run down 撞到 run out of 用完

former 1 former a. of an earlier period of time 早先的，以前的 e.g.
my former students Comparison: former & late former （相对于后来的）早先的 [反] latter late （尤指新近去世的）已故的；以前的 e.g. the late president

former 2 Exercise: Fill in the following blanks with former and late.
1. The building is named after the president who devoted all his life to the university. 2. Young people tend to give up the practices of days. late _____ former ________

amaze amaze v. fill (sb.) with great surprise or wonder 令人（因费解或困惑而）惊异；诧异 e.g. So Mike finally passed his driving test! I’m amazed. Comparison: surprise （表示出乎意料地）吃惊 e.g. Kate looked surprised when I told her I was leaving. astonish （语气强于amaze, 难以置信地）惊愕；惊讶 e.g. The young player astonished the chess masters.

After Reading-Summary 1
Directions: Complete the following passage according to what you hear. According to the author, Jevon Thompson, if you believe strongly in something, it will in your lives. Jevon had failed algebra before he finally passed it. At a college in Wisconsin, he majored in Jevon has to to gain his degree. His teacher, Professor Fine was a , who must create failure or success ______________________________ three times ______________ psychology ______________ pass statistics ________________ short man with thinning hair __________________________________

After Reading-Summary 2
have before he talked to the author. It can be seen that the purpose of Professor Fine’s talk was to . According to Jevon, the talk resulted in a change in When he began to study statistics, he always .We may conclude from the passage that the real reason why the author received an A in statistics was that he had gained and had worked really hard on the subject. read his transcript ______________________ __________________________ encourage the author his attitude toward statistics _________________________________ tried hard for a front row seat and ___________________________________________ ___________________________ asked many questions the confidence built on the teacher’s ___________________________________________________ ___________________ encouragement

Useful Expressions1.1 Directions: Translate the following phrases into English. 1. 捧着；抬起 hold up 2. 看着……的眼睛 look ... in the eyes 3. 期盼 look forward to 4. 碰到，遇见 run into 5. 申请 apply for 6. 偿还；成功 pay off 7. 妨碍 stand between 8. 闲逛 hang out 9. 放弃 give up 10. 恐怖小说 horror story

Useful Expressions1.2 Directions: Translate the following phrases into Chinese. 11. a huge smile on one’s face 开怀大笑 12. look up to 向上看 13. shortly after 不久 14. a change in attitude 态度上的转变 15. fight for the front row seat 抢占前排座位 16. lucky day 幸运日 17. be weak in 在……方面弱 18. a four-hour period each week 每周四学时 19. the former student 以前的学生 20. the best grades 最好的成绩

Writing1.1 Directions: Write a composition of about 100 words on the following topic: My Favorite Teacher Sample

Writing1.2 My Favorite Teacher
Miss Wang is my English teacher. She is very young and beautiful. She is tall and looks like a model, and she is always happy, just like a child. I like her very much, because she is smart and humorous and we have had much fun in English learning. One day, we learned a lesson called “Try it on”. It was about Professor Barfin, who bought a hat from Mexico and let Sandy try it on. The teacher asked me to play the role of Sandy. But I didn’t have a Mexican hat. Just when I was hesitating, Miss Wang put a big paper bag on my head and said, “Try it on!” I suddenly cried, “I can’t see anything!” As a result, I learned the sentence and remember it very well.

*Step 3 Additional Activities _main*
Speaking Task — Group Discussion Listening Task — Listen and Answer Reading Task Quotations Leisure Time Song Poem

Speaking Task 1 Directions: Organize yourselves into groups of five or six and discuss the following statement — My View on an Ideal Teacher. In Text A the author told us that he was at a loss as to how to learn statistics well. Fortunately, Professor Fine’s words were a great encouragement to him. He gradually regained his confidence. In the end, all hard work paid off. Take notes while you discuss and at the end of the discussion, one student in each group should report the results to the class.

Speaking Task 2 My View on an Ideal Teacher
a. know the subject he teaches very well b. full of strong feelings of wonder or interest c. a bit of an actor and not afraid to show his feelings and express his likes and dislikes d. like his students and respect them e. respect himself and take pride in his work f. have an understanding of his students and able to get on well with them g. aware of his students’ differences h. kind and helpful and motivate his students to seek knowledge

Speaking Task 3 i. self-motivated and have a strong sense of intellectual curiosity j. know how to encourage the self-development and growth of each of his students k. patient, friendly and strict l. encourage the students to think and learn independently What about the teachers around you?

Listening Task 1 Directions: Listen to the passage and answer the following questions. 1) When is the American Teacher’s Day? On Tuesday of the first full week of May. 2) What’s the purpose of establishing the American Teacher’s Day? The purpose is to strengthen support and respect for teachers and the teaching profession.

Listening Task 2 3) What was Mrs. Mattye Whyte Woodridge?
She was a teacher. 4) Which day was declared by Congress as National Teacher’s Day for that year only? March 7, 1980.

Listening Task _ script 1
American Teacher’s Day Tuesday of the first full week of May, will be National Teacher’s Day every year, a time for honoring teachers and recognizing the lasting contributions they make to our lives. The actual date varies from year to year. That whole week is designated Teacher Appreciation Week by the National PTA. It’s a time to strengthen support and respect for teachers and the teaching profession. The history of Teacher’s Day goes back to 1944.

　　The origins of National Teacher’s Day are a bit murky (黑暗的；阴郁的), but it’s known that an Arkansas teacher, Mrs. Mattye　Whyte Woodridge, began corresponding (协调) with political and education leaders as early as 1944 about the need for a national day honoring teachers. One of the leaders she wrote to was Eleanor Roosevelt, who persuaded the 81st Congress to proclaim (宣告) a National Teacher’s Day in 1953. In the late 1970s, the National Education Association (NEA), its Indiana and Kansas state affiliates, and its local affiliate in Dodge City, Kansas, all lobbied (游说) Congress on behalf of creation of a national day celebrating teachers. Congress declared

March 7, 1980 as National Teacher’s Day for that year only. NEA and its affiliates continued to observe Teacher’s Day on the first Tuesday in March until 1985, when NEA and the National PTA established Teacher Appreciation Week as the first full week of May. The NEA Representative Assembly then voted to make the Tuesday of that week National Teacher’s Day.

Reading Task 1 Directions: Read the following passage and choose the best answer for each question. If you’re having difficulties in class and it seems that your teacher is unfair to you, take some time to think hard about what’s happening. Try to find out whether your teacher really dislikes you, or whether something else is going on. Here are some questions to ask yourself: Are you the only person being treated badly, or is your teacher rough on the whole class? Ask your classmates if they are having trouble with the teacher, too. If they say yes, perhaps your teacher is having problems outside the school, or is new and at a loss.

Reading Task 2 Are you working up to your ability? Maybe you got a C in your last test, and your teacher told you that you could do better. But the kid sitting beside you got a C, too, and the teacher didn’t say anything to him! Isn’t this unfair? unfair? Well, it could be that your teacher knows that you could get a better grade if you put more effort into it. Teachers often grade students by different standards. It’s their way of encouraging a student to try a little harder. Are you more sensitive than other students? There’s nothing wrong with being sensitive, but if you react to criticism quite differently from others, this could be a reason why you think your teacher doesn’t like you.

Reading Task 3 Does your teacher seem to act unfairly all the time, or just once in a while? Think about the harsh (严厉的) things your teacher has done or said to you. Are these things happening every day, or just once or twice a month? If your teacher really hates you, you would probably be picked on all the time. If your teacher has acted unfairly only a few times, then there’s probably something else going on. If you take the time to ask yourself these questions, you’ll get a better sense of what’s happening between you and your teacher.

Reading Task 5 Questions: 1.
If you feel your teacher is unfair to you, you should A. work harder at your lessons B. care nothing for it C. ask your classmates for help D. make it clear if this is true ______ D

Reading Task 6 2. Which of the following is TRUE?
A. Teachers are often rough on the students who get a C. B. If a teacher hates you, he will criticize you once or twice a month. C. A new teacher is often rough on the whole class. D. Sometimes your teacher criticizes you to make you work harder. ______ D

Reading Task 7 3. If you find your teacher treats you badly all the time, maybe A. he has problems outside the school B. he really dislikes you C. he is more sensitive than other teachers D. he is new and wants to have some experience ______ B

Reading Task 8 4. What does the underlined word “it” in the third paragraph mean? A. Your ability. B. A “C” grade. C. Your study. D. Your teacher. ______ C

Reading Task 9 5. What’s the best title for this passage?
A. Is Your Teacher Really Unfair to You? B. How to Get on with Your Teachers? C. Know More About Your Teachers 　 D. How to Get a Better Sense in School? ______ B

Quotation 1 Directions: Translate the following quotations into Chinese. 1. Education is not the filling of a pail, but the lighting of a fire. — William Butler Yeats 教育不是灌满一桶水，而是点燃生命的火。 —— 威廉•巴特勒•叶芝（诗人）

Quotation 2 2. The man who can make hard things easy is the educator.
— Ralph Waldo Emerson 使艰难之事变容易的人是教育者。 —— 拉尔夫•沃尔多•爱默生（思想家，诗人） 3. The primary purpose of education is not to teach you to earn your bread, but to make every mouthful sweet. — James Angel 教育的主要目的不是教你如何谋生，而是使每口面包都香甜。 ——詹姆斯•安吉尔（历史学家）

Quotation 3 4. What sculpture is to a block of marble, education is to the soul. — Joseph Adison 教育之于心灵，犹如雕刻之于大理石。 —— 约瑟夫•阿狄生（散文家, 诗人） 5. A good teacher is like a candle — it consumes itself to light the way for others. 一个好老师就像蜡烛——燃烧自己，照亮别人。

When I Kissed the Teacher
Song 1 When I Kissed the Teacher Everybody screamed when I kissed the teacher And they must have thought they dreamed when I kissed the teacher All my friends at school They had never seen the teacher blush, he looked like a fool Nearly petrified ’cos he was taken by surprise When I kissed the teacher Couldn’t quite believe his eyes, when I kissed the teacher

Song 2 My whole class went wild
As I held my breath, the world stood still, but then he just smiled I was in the seventh heaven when I kissed the teacher One of these days Gonna tell him I dream of him every night One of these days Gonna show him I care, Gonna teach him a lesson alright I was in a trance when I kissed the teacher Suddenly I took the chance when I kissed the teacher

Song 3 Leaning over me, he was trying to explain the laws of geometry
And I couldn’t help it, I just had to kiss the teacher One of these days Gonna tell him I dream of him every night One of these days Gonna show him I care, gonna teach him a lesson alright What a crazy day, when I kissed the teacher All my sense had flown away when I kissed the teacher

Song 4 My whole class went wild
As I held my breath, the world stood still, but then he just smiled I was in the seventh heaven when I kissed the teacher (I wanna hug, hug, hug him) When I kissed the teacher (I wanna hug, hug him)

Song 5 (I wanna hug, hug him) When I kissed the teacher
(I wanna hug, hug, hug him)

Poem 1 A Teacher for All Seasons A Teacher for All Seasons
A teacher is like Spring, Who nurtures new green sprouts, Encourages and leads them, Whenever they have doubts. 老师如一年四季老师就像春天，滋养着新生的小苗，在他们困惑的时候，引导并鼓励着他们。 A teacher is like Summer, Whose sunny temperament Makes studying a pleasure, Preventing discontent. 老师就像夏天，用那阳光般的情绪，让学习变成一种乐趣，同时让不快从此消失。

Poem 2 A teacher is like Fall, With methods crisp and clear,
Lessons of bright colors, And a happy atmosphere. 老师就像秋天，用干净利落的方式，让课程变得富有色彩，让气氛变得快乐。老师就像冬天，尽管外面大雪纷纷，还让学生们保持着一份舒适，就象一位温暖有效的引导者。 A teacher is like Winter, While it’s snowing hard outside, Keeping students comfortable, As a warm and helpful guide.

Poem 4 Teacher, you do all these things, With a pleasant attitude;
You’re a teacher for all seasons, And you have my gratitude! 老师，你的所作所为，都是那么善意，您如一年中的四季，您让我心存感激!

*Text B Fresh Start _main*
Introductory Remarks Cultural Notes Scanning

Introductory Remarks This text is about the best course the author ever had in school, the English class taught by Mr. Baker. Mr. Baker was extraordinary because he taught in an unusual way. The author learned a lot from the course.

Cultural Notes 1 grade point average (GPA)（平均积分点）:
Grades are standardized measurements of varying levels of comprehension within a subject area. Grades can be assigned in letters (for example, A, B, C, D, or F), as a range (for example 4.0 — 1.0), as descriptors (excellent, great, satisfactory, needs improvement), in percentages, or, as is common in some post-secondary institutions in some countries, as a Grade Point Average (GPA). The GPA can be used by potential employers or further post-secondary institutions to

Cultural Notes 2 assess and compare applicants. A Cumulative Grade Point Average is the mean GPA from all academic terms within a given academic year, whereas the GPA may only refer to one term.

Scanning1 Directions: Scan Text B and choose the best answer to complete each of the following statements. 1. Mr. Baker was extraordinary because A. he was young and handsome B. he was new in our school C. he taught in an unusual way D. he was our first English teacher ______ C

Scanning 2 2. Everyone in the class was uneasy at first because .
A. we were required to turn in a paper each week B. we had to sit in class facing one another C. we were not sure how we could get good marks D. Mr. Baker didn’t lecture ______ C

Scanning 3 3. Mr. Baker did all of the following except .
A. making us sit in a new way B. offering us free tickets to a local theatre C. making us recite well-known poems D. giving us a test in an unusual way ______ C

Scanning 4 4. By “we’d be taking the course over in summer school”, the author means ______ A A. they would have failed the course and would have to take the course again in the summer B. the course was so interesting that the students were eager to learn something more in the summer C. the course came to an end because some of the students decided to drop out D. summer was the best time for literature study

Scanning 5 5. According to the author, writing an essay for the final test was ______ D A. as difficult as the usual test B. as easy as the usual test C. more difficult than the usual test D. not as easy as one would expect

Scanning 6 6. The author learned from the course all of the following except that A ______ A. if you want to succeed, you’d better work hard B. there are no right or wrong answers in certain subjects C. you have to be creative in learning D. a teacher is more a guide than an authority

Text B Detailed Reading 1
What Is Your Own Interpretation? One of the best courses I ever had in school was the English class I took last term. But I didn’t feel that way about it from the start. Our teacher, Mr. Baker, was young and new at our school, and he ran the class in a way that was different from anything I’d ever experienced. For example, on the first day of class he refused to tell us either what we’d be covering or what would be required of us. This made everyone feel a little nervous since a lot of those enrolled were honors students and extremely anxious about keeping up their grade point average. The class was conducted as though it were a college seminar.

Our desks were turned around to form a circle; we sat in class facing one another. Baker didn’t lecture. Instead, he questioned us in a challenging manner. Our reactions to the various writers became the key part of the course. Mr. Baker usually added his opinion, but he made it clear that reading and enjoying literature was a subjective process and that there were no right or wrong answers — only personal interpretations. He used to say that each person brings as much to a book as the book brings to him. We didn’t take notes in Mr. Baker’s class, which meant that we didn’t know how to study for his test When we asked him what he wanted us to know, he’d say that he was interested only in what we thought about what we had read and our comparisons of the different texts covered.

At first it was hard not to feel uneasy about being unable to study for Mr. Baker’s tests in the usual way. A number of kids moved to different English classes early on in the term. I stayed though, and now I’m really glad that I did. We did so many great things Our class wasn’t always held in the building. Sometimes Mr. Baker would get us free tickets to a local theater or he’d arrange for us to take part in a poetry festival. Our final exam was unbelievable. There was only one question on it, and Mr. Baker gave it out to the class several weeks in advance of the test date. We could select any three works we studied and write one to two pages on each. But it wasn’t as easy as it sounds. Our papers could not contain the ideas that we had gone over in class.

We had to think of something original. If we included one repeated idea in our exam booklet, we’d get an automatic C. For two repeated ideas or conclusions, we’d earn a D. If three or more of the ideas we had discussed in class were present on our paper, we’d be taking the course over in summer school. At first I found Mr. Baker’s requirement difficult. In fact, it seemed nearly impossible. After all, some of the smartest kids in the school were in that class, and hadn’t they said every brilliant thing imaginable? Apparently not. After years of being a student, for the first time I had to reach into my own mind for creativity.

I came up with a completely original paper, which I even enjoyed thinking about and writing. Mr. Baker rewarded my efforts by giving me an A on my final. But actually he had done much more for me than that Mr. Baker had forced us to think of him more as a guide than as an authority. We learned to develop our own thinking. He gave us the courage to accept and value our own interpretations.

The class was conducted as … 1
The class was conducted as though it were a college seminar. Analyze the sentence. as thought it were 是虚拟语气。虚拟语气可以表示过去，现在和将来的情况。 1. 与现在事实相反：条件从句　主句一般过去时　 should / would +动词原形 e.g. If they were here, they would help you. 如果他们在这，他们会帮助你。

The class was conducted as … 2
Analyze the sentence. 2. 与过去事实相反：条件从句　主句过去完成时　 should / would have +过去分词 e.g. If she had worked harder, she would have succeeded. 如果她工作再努力些，她就会成功了。 3. 表示对将来的假设：条件从句主句一般过去时　 should+动词原形 were +不定式　 should / would+动词原形 Translate the sentence into Chinese. 这门课组织得像是大学里的讨论课。

When we asked him what … When we asked him what he wanted us to know, he’d say that he was interested only in what we thought about what we had read and our comparisons of the different texts covered. Translate the sentence into Chinese. 当我们问他想让我们知道些什么时，他会说他所感兴趣的只是我们对读过的东西有些什么想法，以及我们对于读过的不同文本之间的对比研究。

Our class wasn’t … Our class wasn’t always held in the building.
Paraphrase the sentence. We did not always have classes in the classroom. Translate the sentence into Chinese. 我们的课不是一直在教室里上的。

Mr. Baker had forced … Mr. Baker had forced us to think of him more as a guide than as an authority. Analyze the sentence. 在more … than … 句式中，肯定“more”引导的内容而否定“than”后的内容，其含义是“与其……不如……”。 e.g. Catherine is more diligent than intelligent. 与其说凯瑟琳聪明不如说她勤奋。 Translate the sentence into Chinese. 贝克先生迫使我们把他看作是一个向导而非权威。

enroll enroll v. become or make (sb.) a member (of sth.) 注册，登记
Collocation: enroll in e.g. to enroll in evening classes Derivative: enrollment n. 注册 e.g. a school with an enrollment of 800 pupils 有八百学生注册的学校

various 1 various a. of several kinds, unlike one another 多种多样的；不同种类的
Derivatives: vary v. 改变 e.g. You should vary your diet. variety n. 变化性 e.g. We demanded more variety in our food. Comparison: various, variable & varied various 多种多样的 e.g. a criminal who is known to the police under various names

various 2 variable 变化的；易变的 e.g. His mood is variable. varied 多变化的 e.g.
a varied career

comparison comparison n. examining resemblances or differences 比较
Notes: compare v. 与……比较 e.g. This cannot compare with that because they are so different. comparable a. 可比较的 e.g. His achievements are comparable with the best.

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