資源簡介

(共35張PPT)
Unit 1
Relationships
Lesson 1 (Reading)
Learning Objectives
PART. 01
Understand the daily study and life of British middle school students by watching videos. Based on your own daily study and life, compare the study and life in Chinese and British schools, and find out the similarities and differences between the two. Talk about your first impression of high school life, and have a preliminary perception of the study and life in the senior high school stage.
Learning Objectives
Discuss the qualities teachers need, express their views on the stories of Graham and Mr. Jenkins, and use appropriate vocabulary and sentence patterns to communicate fluently. Understand the content of texts about teacher-student stories, grasp details such as characters’ experiences, attitudes, and changes, and extract key information to complete reading tasks.
Understand the importance of a teacher’s influence on students’ learning attitudes and self-confidence, and the educational philosophy that ”there’s no such thing as a good or a bad student”.
Analyze the reasons for changes in characters’ attitudes and behaviors, evaluate the educational methods and concepts in the texts. Think deeply about educational issues, question and reflect on traditional views of “good students” and “bad students”, and explore the essence of education.
Independently read texts, extract information, and summarize content, and then reflect on and summarize their own learning process. Cooperate effectively, share your own ideas, learn from each other, improving your communication and cooperation skills in a team in pair work and group work.
Understand the daily study and life of British middle school students by watching videos. Based on your own daily study and life, compare the study and life in Chinese and British schools, and find out the similarities and differences between the two. Talk about your first impression of high school life, and have a preliminary perception of the study and life in the senior high school stage.
Teaching Focuses and Anticipated Difficulties
Discuss teachers’ necessary qualities, express views on Graham and Mr. Jenkins’ stories, and extract key information from teacher-student texts.
Analyzing characters’ attitude changes, evaluating educational methods, and reflecting on traditional views of “good/bad students” to explore education’s essence.
Lead-in
PART. 02
Reading
PART. 03
Pair Work. Talk about the qualities that you think teachers need. Use the phrases below to help you.
to understand students
to be patient
to be creative
to make friends with students
to make students feel confident
to explain things with practical examples and in simple language
Look at the pictures, the title and guess the relationship between the two people and what might happened to them
My Teacher
My Student
Relationship
Read the two texts. Who wrote the texts What are they mainly about Why were they written
1. Who wrote the texts
My Teacher is written by Graham Lawrence and My Student is written by Brian Jenkins.
2. What are they mainly about
My Teacher is written in honour of the teacher who influenced the author most in science. And My Student is written to recall a successful student and reflect on the author’s career as a teacher.
3. Why were they written
The texts were written because the student and the teacher remembered how they influenced each other.
Match the main idea with each paragraph according text 1.
A. The reasons why Graham changed
B. The changes of Graham’s attitude and feelings about science
C. Graham’s attitude and feelings about most school subjects before he went to Mr Jenkins’ class
Para. 1
Para. 2
Para. 3
Match the main idea with each paragraph according text 2.
A. Mr Jenkins’ belief in teaching
B. The impression that Graham left on Mr Jenkins
C. Mr Jenkins’ attitude towards students
Para. 1
Para. 2
Para. 3
Choose the best answer for the following questions according to the two texts.
1. Why did Graham refer to his previous poor school subjects
A. To excuse himself for his poor school grades.
B. To show that he was not interested in any subjects.
C. To remind us that he was an unwilling student.
D. To show his great change brought about by Mr Jenkins.
2. What made Graham build up his confidence
A. His brightness. B. Mr Jenkins’ words.
C. His good grades. D. His presentation to the class.
Choose the best answer for the following questions according to the two texts.
3. What can we know about Mr Jenkins
A. He was an excellent English teacher.
B. He was a bad teacher with a little laziness.
C. He would explain hard things with practical examples.
D. He would force students to give presentations to the class.
4. What did Mr Jenkins think of Graham when they met for the first time
A. Uninterested in learning. B. Brave.
C. Lazy. D. Bright.
Choose the best answer for the following questions according to the two texts.
5. What did Mr Jenkins regret by the example of Graham
A. He didn’t create a strong bond with all students.
B. He didn’t give equal opportunities to each student.
C. He didn’t motivate his students to discuss in class freely
D. He didn’t encourage his students to build their confidence.
6. What is important in educating students according to Mr Jenkins
A. Forcing them to study.
B. Encouraging them to perform well at school.
C. Finding out their own interest.
D. Asking them to get along well with others.
Read "My plete the information.
Before Graham went to Mr Jenkins’ class Graham was not very good at most school subjects.
How Mr Jenkins taught Mr Jenkins made everything interesting.
After Graham became Mr Jenkins’ student Mr Jenkins made Graham feel that he had his own strengths.
He’s a bit lazy.
Science had been a subject full of strange words.
He didn’t want to know what hydrogen was.
He found science boring and difficult.
He lacked confidence.
He was interested in the study of the stars and planets
He gave a presentation.
He explained things with lots of practical examples and in simple language.
He took students outside, and they built a rocket.
Read"My Student". Answer the questions.
1. What was Mr Jenkins’ impression of Graham before they met
He was very difficult.
2. What is Mr Jenkins’ attitude towards students
There is no such thing as a good or a bad student.
3. What are Mr Jenkins’ beliefs in teaching
The thing about being a teacher is that you have access to children’s minds when they are open and eager to learn.
Imagine you are the head teacher of Overton School. Prepare a presentation to tell Graham's and Mr Jenkins' stories. Use the diagram to help you.
Imagine you are the head teacher of Overton School. Prepare a presentation to tell Graham's and Mr Jenkins' stories. Use the diagram to help you.
Graham Lawrence was not very good at most school subjects. He was a bit lazy. Science was a subject full of strange words to him. He didn’t want to know what hydrogen was. He found science boring and difficult. He lacked confidence. When he was 15 and he went into Mr Jenkins’ class, he really became interested in a subject for the first time. Mr Jenkins had heard stories about Graham’s bad behaviour but he believed there was no such a thing as a good or a bad student and tried to make lessons interesting. He helped Graham realise that he had his own strengths.
Suggested answer
Think & share
Mr Jenkins said, “... it’s important to understand that there’s no such thing as a good or a bad student.” How did he do Find evidence from the texts to support your opinion.
He did well with Graham. Though he had known Graham was very difficult, he made everything interesting in his teaching to attract his attention by setting up experiments. He also explained difficult things with practical examples and in simple language.
Think & share
What made Graham a successful person Find evidence from the texts to support your opinion.
Mr Jenkins helped Graham find his interest and strength, e.g. Mr Jenkins set up an experiment to attract his attention in the first class. He gave Graham chances to present his interest and boosted his confidence. Graham was bright.
Think & share
What made Mr Jenkins a good teacher Write down one or two of his qualities and give your reasons.
Mr Jenkins is patient and he understands students. He was good with difficult students like Graham and he knew how to help them by explaining things with practical examples and in simple language. He helped students feel confident. He is a good teacher because he cares about his students and wants them all to do well.
Vocabulary
1. practical
impractical adj. 不切實際的；不實用的
practice v. 練習，訓練 n. 練習，習慣，慣例；實踐
for (all) practical purposes 實際上，事實上
practise/practice doing sth. 練習做某事
例題：
Boys in the club often practice _________(play) basketball after school.
playing
Vocabulary
2. pour
pour down 向下傾注；流下
pour in 大量地涌進來；倒入，使涌入
pour into 投入（倒）……于某物；不斷或大量流進或涌進
pour out 倒出；傾訴；傾吐
例題：
After the concert ended, crowds of fans poured _____ the street, cheering and waving.
into
Vocabulary
3. lack
lacking adj. 缺少的；缺乏的
lack sth. 缺少某物
a lack of sth. 缺少某物
for lack of sth. 因缺少某物
be lacking in… 缺少……
例題：
Her argument was convincing but ________(lack) in concrete examples to support her point.
lacking
Vocabulary
4. access
access v. 存取；訪問（計算機信息等）
accessible adj. 易到達的；易使用的；易懂的
inaccessible adj. 達不到的；不可進入的；不可使用的；無法理解的
have/get/gain/obtain access to=be accessible to 進入；接近；可以獲取/利用
例題：
All facilities in this park are designed to be accessible ______ the elderly and people with disabilities.
to
Vocabulary
5. worthwhile
worth adj. 值得的
worthy adj. 值得的
It is worthwhile to do/doing sth 值得做某事
be worth doing sth. 值得做某事
be worthy of sth 值得……的
be worthy to be done/of being done 值得被做
例題：
The team’s hard work and remarkable results are worthy _____ the championship title.
of
Vocabulary
6. used to
used to 表示過去習慣性的動作或狀態，但現在已經不那么做或不存在了。
be used to doing sth. 表示“習慣于做某事”的狀態，可以用become/get等來代替be，其中to是介詞。
get/become used to doing sth. 表示“逐漸習慣”，強調由“不習慣”到“習慣”的過程。
be used to do sth. = be used for doing sth. 被用來做某事
例題：
After moving to the countryside, she gradually got used to _________(wake) up to the sound of birds singing.
waking
Exercise
PART. 04
1. The student whose p____________(報告) was clear and logical won the first prize in the competition.
2. Though the project took years to complete, every effort turned out to be w___________(值得做的).
3. She had to d______(拖) the heavy suitcase up the stairs because the elevator was broken.
4. Though the team had talent, their l_______(缺乏) of cooperation led to the final defeat.
resentation
Exercise: 單詞拼寫
orthwhile
rag
ack
1. His rude ___________(behave), which shocked everyone present, showed a lack of respect for others.
2. The famous ______________(educational) held the view that creativity should be prioritized in primary education.
3. A good tool is not just fancy in design but ___________(practice) in solving daily problems.
4. What matters most in rural education is whether quality books are ___________ (access) to children.
behaviour
Exercise: 用所給詞的適當形式填空
educationalist
practical
accessible
Summary
PART. 05
添加標題
ADD THE TITLE HERE
Lesson 1 (Reading)
Vocabulary
understand the content of texts about teacher-student stories, grasp details such as characters’ experiences, attitudes, and changes.
understand the importance of a teacher’s influence on students’ learning attitudes and self-confidence.
Reading
practical, pour, lack, access, worthwhile
Homework
PART. 06
Think of a teacher in your life who, like Mr Jenkins, helped his / her students to learn. What qualities does he / she have Tell his / her story to your partner.
Homework
See you next class!

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