1. Unit 2 The Teddy Stoddard Story

2. Contents Pre-reading questions Background information
Structure analysis
Comprehension questions
Language points of Text I
Grammatical items
Exercises
Comprehension questions of Text II
Oral activities
Writing practice

3. Text I The Teddy Stoddard Story
Pre-reading questions
Have you ever been in a situation where you were considered “different” from others? How did you feel?
Who is your favorite teacher? What do you remember him/her for?
What qualifications do you expect of a good teacher?

4. Background information (1)
Supplementary material for the text:
They hugged each other, and Dr. Stoddard whispered in Mrs. Thompson's ear, "Thank you Mrs. Thompson for believing in me. Thank you so much for making me feel important and showing me that I could make a difference."

5. Background information (2)
Supplementary material for the text:
Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you."

6. Background information (3)
The origin of the story (1)
The real story is this: Decades ago, a friend of Ungar's was filling in as a Sunday school teacher. The kids were presenting Christmas gifts. A grubby little boy handed her a broken rhinestone bracelet and bottle of cheap perfume.
"She had gotten this gift from a child and it was so touching. She didn't know what to do," Ungar said. The teacher also didn't know anything about the child.

7. Background information (4)
The origin of the story (2)
It set Ungar to thinking about her own youth, when the family didn't have enough money for little Elizabeth to give her teacher a Christmas gift back at Thompson Elementary in Jacksonville, N.C. At her grandmother's suggestion, she picked a boxful of pecans from a tree in her yard and presented it.

8. Background information (5)
The origin of the story (3)
"Everybody started laughing," she said. The teacher saved the moment by declaring that she was making fruitcakes and Elizabeth's gift was just the thing she'd wanted.

9. Background information (6)
The origin of the story (4)
From these two stories, the author combined her grandmother's last name, Stanley, and her own name at the time, Ballard, and invented Teddy Stallard, who was, in short order, kidnapped and carried off to any banquet in need of a heartwarming anecdote.

10. Background information (7)
Nutshell of the story
The story, in a nutshell: Mrs. Thompson, an elementary school teacher, dislikes a grubby, ill-kempt little underachiever in her class who, one Christmas, presents her with a broken rhinestone bracelet and a bottle of cheap perfume. She checks his record, finds that his mother has died and, after a weepy hour of self-reproach, takes him under her wing, where he blossoms. There follow three letters after his family moves out of town.

11. Background information (8)
Comment on the story
Heartwarming though it is, the tale of little Teddy Stoddard and his inspirational teacher, Mrs. Thompson, is a work of fiction. The original story, which first appeared in significantly different form in the magazine Home Life in 1976, was written by Elizabeth Silance Ballard (now Elizabeth Ungar) and called "Three Letters from Teddy." The main character's name was Teddy Stallard, not Teddy Stoddard.

12. Background information (9)
The influence of the story
heartstrings straight out of their sockets. In Colorado three years ago, copies were sent to every teacher.
Warm someone's heart today. . . pass this along. I love this story so very much, I cry every time I read it. Just try to make a difference in someone's life today? tomorrow? Just "do it".
Random acts of kindness, I think they call it?

13. Structure analysis of the text (1)
The passage can be divided into 5 parts:
Part 1. Paragraph 1-5
Part 2. Paragraph 6-8
Part 3. Paragraph 9-12
Part 4. Paragraph 13-14
Part 5. Paragraph 15-20

14. Structure analysis of the text (2)
Part 1. Paragraph 1-5
Paras 1 to 3 describe Mrs. Thompson’s initial unpleasant impression about Teddy. The next two paras 4and 5, Mrs. Thompson’s impression is confirmed by Teddy’s school work during the first few months.

15. Structure analysis of the text (3)
Part 2. Paragraph 6-8
These paragraphs tell the readers what Mrs. Thompson learned from Teddy’s records.

16. Structure analysis of the text (4)
Part 3. Paragraph 9-12
The third part includes Paragraphs 9, 10, 11 and 12, the most important part of the story, because what happened before Christmas prompted Mrs. Thompson to do something for Teddy.

17. Structure analysis of the text (5)
Part 4. Paragraph 13-14
These two paragraphs describe the changes in both Mrs. Thompson and Teddy after Christmas.

18. Structure analysis of the text (6)
Part 5. Paragraph 15-20
tell the readers about the notes Teddy sent to his teacher on three important occasions and the letters Teddy wrote to his teacher. The last para doesn’t describe how Teddy’s wedding takes place, but we can imagine the whole scene.

19. Structure analysis of the text (7)
Part 6 paragraph 15-16
What happened later ever since then: the grandson became his grandfather’s shadow.

20. Comprehension questions (1)
Why does the writer say that Mrs. Thompson “told a lie”when she said she loved her pupils all the same and would treat them all alike?
Because Mrs. Thompson didn’t like Teddy at first. She even took delight in “marking his papers with a broad red pen, making bold X’s and then marking the F at the top of the paper biggest of all.” (paragraph 4) Later she gave her particular attention to Teddy. (Paragraphs 13 and 14.) In both cases Teddy received more attention from her.

21. Comprehension questions (2)
What caused Teddy to change from a “bright, inquisitive boy” to “ a sullen little boy”?
Some family misfortunes ( the death of his mother and the indifference of his father) turned Teddy from a “bright, inquisitive boy” to “ a sullen little boy”.

22. Comprehension questions (3)
How did Mrs. Thompson react to Teddy’s Christmas present?
Though Teddy’s present was not as beautiful as those of other kids, Mrs. Thompson showed a special interest in it. She put on the old bracelet and dabbed some perfume behind her other wrist.

23. Comprehension questions (4)
What was the important and consistent message in all the notes Teddy sent to his teacher?
Through these notes Teddy expressed his heartfelt gratitude to Mrs. Thompson for her care and encouragement and his reassurance to her that she was his favorite teacher of all time.

24. Comprehension questions (5)
Why did Teddy ask Mrs. Thompson to attend his marriage ceremony?
Because Teddy thought of Mrs. Thompson as the most important person in his life. Perhaps he even regarded her as a mother since his own mother had died years before.

25. Language points of Text I (1)
. Venture: an activity or undertaking involving risk or uncertainty.
Example:
The two companies have embarked on a joint venture to produce cars in America.
Nothing venture, nothing have . (One cannot expect to achieve anything if one dare not take risks. )

26. Language points of Text I (2)
2. take a delight in: to get great pleasure from doing sth.
He took great delight in sharing his love of birds with children.
be delighted with
e,g. He said that he was delighted with the public response. delightful, delightfully.

27. Language points of Text I (3)
 unkempt
e.g. His hair was unkempt and filthy… the unkempt grass… an unkempt old man.
constantly: all the time, or very often
constant drops wear stone

28. Language points of Text I (4)
1.be in for: to be about to have sth unpleasant
We are in for some trouble if don’t finish it quickly.
2. inquisitive: always wanting to find out the details about the things and people.
E,g, Journalists have to be inquisitive, fearless and determined.
Inquisitive box.

29. Language points of Text I (5)
Withdraw
7. withdraw: to (cause to) not to take part in
I withdrew from the examination because I haven’t fully prepared.
Withdrawal

30. Language points of Text I (6)
Take pains
take pains: to make great effort or take great care.
Mary took great pains with her English lesson and got high marks.
NO PAINS, NO GAINS.

31. Language points of Text I (7)
Stifle
Stifle: to prevent from happening
e.g. stifle a yawn or laugh
She makes no attempt to stifle a yawn.
His hands shot to his mouth to stifle a giggle.
He stifled his temptation to take hold of Ivy and shake her.

32. Language points of Text I (8)
Exclaim
exclaim: to cry out or speak suddenly and loudly
She exclaimed in delight when she saw the presents.

33. Language points of Text I (9)
Quit
quit: to stop
Suddenly she quit talking, turning her face to the pillow and went to sleep.
I’d quit taking the pills because they were making me overweight.

34. Language points of Text I (10)
Vow
vow: to promise solemnly
Penny board the plane, vowing she would always love me.
Ben vowed to avenge his mother’s death.

35. Language points of Text I (11)
Assure
assure: to declare positively, to tell someone that something is definitely true.
The mother assured her that everything would be alright.

36. Language points of Text I (12)
Wonder
a.  used to introduce a request
I wondered whether you would be so kind as to send me an application form.
I wonder if you could help me.
b. think about or ask oneself about something
He wondered whether he would be able to find the hotel again.
I wonder what she is doing tonight.

37. Language points of Text I (13)
Bet
bet: to state confidently (what will happen)
The builders want to finish the job by Friday. I bet they won’t.
I bet Tom has a hangover this morning--- you should have seen how much he was drinking last night.

38. Language points of Text I (14)
Sentences for appreciation:
1. She  stifled  the  children's  laughter when  she  exclaimed  how pretty  the  bracelet  was,putting  it  on,
and  dabbing some of the perfume on her wrist.
( Para 11)

39. Language points of Text I (15)
Sentences for appreciation:
2. And guess what, she wore that bracelet, the one with several rhinestones missing. And I bet on that special day, Jean Thompson smelled just like…well, just like the way Teddy remembered his mother smelling on their last Christmas together. (para 20)

40. Grammatical items (1)
Pay attention to the ways to express past future.
Was/were going to+ 不定式 表示的过去将来时间的动作或事态，也可能是没有实现的。
Last Sunday we were going to go for a picnic but it rained.
I was going to finish my article last night but my friend arrived so I didn’t have time.
也表示最近的过去将来时间
I felt that something terrible was about to happen.

41. Grammatical items (2)
Pay attention to the ways to express past future.
Was/were to +不定式， 表示按计划、安排将要发生的过去将来的动作。
As I was to leave the next day, I went to bed early on Thursday evening.
I was to leave off the next day.

42. Grammatical items (3)
Pay attention to the ways to express past future.
Would +do 表示过去将来时间，这种用法多见于宾语从句。
He said he would call me at six.
We hoped they would have got the crops in by the end of the week.

43. Exercises (1) Translation exercises 他承认他的失败是因为缺乏信心。(lack of )
1.  He admitted that his failure was caused by his lack of confidence.
要求来访者一到就签名。(require)
2.  Visitors are required to sign their names on arrival.

44. Exercises (2) 我们已邀请他们来参加聚会，但因为孩子病了，只好改期。
3. We’ve invited them to the party, but we’ll have to put it off because the baby’s sick.
我们必须采取措施帮助那些受伤者的家庭。
4. We must take steps to help the families of those who were hurt.

45. Exercises (3) 老师花了很大力气，确保我们 每个人都理解课文的内容。
The teacher took great pains to make sure that we all understood the text.
今天我们集中讨论无家可归者的问题。
Today we’re going to focus on the issue of the homeless people.

46. Exercises (4) 不知道您是否赏光，参加我们的年终联欢会 。(wonder)
We wondered whether you would be so kind as to attend our end-of-the-year party.
他向妈妈保证一切都好。(assure)
He assured his mother that everything was all right.

47. Exercises (5) 和他在一起很开心 He is a joy to be around. 孤僻的，离群的
Teddy  is  withdrawn
she  was  in  for a  surprise. 注：必定会，免不了（吃惊)
She  stifled  the  children's  laughter.（注：制止了孩子们的大笑）

48. Exercises (6)
Fill in the blank in each sentence with a word or phrase taken from the box in its appropriate form.
take delight in withdraw wonder tell a lie
pay attention to be in for affect focus on
be assure

49. Exercises (7)
was in for
I felt awful, and realized I __________ an attack of malaria.
After injuring her ankle in training she was forced to __________ from the race.
You must ____________ the teacher. Don’t let your attention wander.
withdraw
pay attention to

50. Exercises (8)
bet
If there is any hard work to be done, I _______ you won’t come.
People used to _________________ watching the public happening.
take delight in

51. Comprehension questions of Text II (1)
Do you think children in China are now watching too much TV?
Do you like the Mcdonald’s or Kentucky Fried Chicken? Do you agree that they sell junk food?
Do you think that some restrictions on TV and junk food are too much for children?
Open to discussion.

52. Oral activities
Discuss with one of your classmates on the following topics.
What should teacher behave when they face very naughty , mischievous students, or the low- level students?
If you were Mrs. Thompson, would you act the same as she?

53. Writing practice (1) Instructions:
Some people think that we should encourage our students to evaluate and criticize their teachers; others believe that this would result in a loss of respect and discipline in the classroom. Write a composition of about 200 words to express your views on this issue: ENCOURAGE THE STUDENTS TO EVALUATE THEIR TEACHERS.

54. Writing practice (2) Sample writing
Some people believe that students should be encouraged to evaluate or even criticize their teachers so as not to improve the quality of education, whereas others feel that such a practice might give rise to indiscipline and disrespect for teachers. I personally agree with the former view.

55. Writing practice (3)
Proponents of such a change hold that, by encouraging students to form and voice their own opinions of their teachers and what the teacher teach, the latter would be able to gain a better view of how what they teach is received and perceived. More importantly, this practice would further encourages students to have original ideas, gain a deeper understanding of their lessons and learn the art of disagreeing. Hence, the students and teachers would have better communication with each other, and thus the quality of education as a whole would be greatly raised.

56. Writing practice (4)
As to err is human, so as it is the case with teachers. If the students have the chance to voice their opinions, not only will there be a cozy and liberal atmosphere in class, but both parties will benefit from the stimulus and response process.

57. Good bye!