Unit 1 Period 1 Topic Talk & Teachers （课件）英语北师大版2019选择性必修第一册

北师大2019选修第一册 Unit 1 Relationships Topic Talk & Lesson 1 Teachers to read and talk about teachers to read for general understanding to read for specific information and understanding words in context to talk about the qualities of a teacher who helped you in your life Learning Objectives Contents 7 Homework 6 Assessment 5 Summary 4 Post-reading 3 While-reading 2 Pre-reading 1 Lead in 01 Lead in Baby Child Teenager Who are the very important persons at different satges of your life? parents, grandparents classmates, teachers, family members(mother, father, sister, brother...) best friends, teachers Lead in Lead in Hello, everyone! I am Graham, a science write. My teacher, Mr Jenkins has influenced me most. Now, I will share our story with you in this class. Lead in I am Jenkins, a science teacher. I’ve read a couple of Graham’s books and seen him on TV. I used to teach him! 02 Pre-reading Pre-reading Look at the picture and the titles, and predict what the texts are about. The texts mainly talk about ____________________________________________________________. the memories that they have of each other. 03 While-reading While-reading Read for main ideas. 1. What can we infer from the first text? A. The author was slow to learn new things at the very beginning. B. It was Mr Jenkins who made the author have confidence in himself. C. Mr Jenkins used some difficult items to explain things to show he was well educated. D. The author was interested in most school subjects at the very beginning. While-reading Read for main ideas. 2. What can we know from the second text? A. In the first class of Mr Jenkins, Graham showed his great interest in science. B. Graham didn't mind his behaviour at first and fought with other boys. C. Graham worked hard and succeeded at the very beginning. D. It was what Mr Jenkins said that changed Graham. Read My Teacher for detailed information. Before Graham went to Mr Jenkin’ class How Mr Jenkins taught After Granham became Mr Jenkins student Graham was not very good at most school subjects. Mr Jenkins made everything interesting. Mr Jenkins made Graham feel that he had his own strengths. While-reading While-reading Before Graham went to Mr Jenkin’ class How Mr Jenkins taught After Granham became Mr Jenkins student Answer While-reading Read My Student for detailed information. What was Mr Jenkins' impression of Graham before they met? What is Mr Jenkins' attitude towards students? What are Mr Jenkins' beliefs in teaching? While-reading What was Mr Jenkins' impression of Graham before they met? Answer He was very difficult. While-reading What are Mr Jenkins' beliefs in teaching? Answer There is no such thing as a good or a bad student. While-reading What is Mr Jenkins' attitude towards students? Answer The thing about being a teacher is that you have access to children’s minds when they are open and eager to learn. While-reading 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 Mr Jenkins His attitude and feelings about school subjects before IS His attitude and feelings after IS Reasons for the changes His impression of Graham His attitude towards students His belief in teaching While-reading 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. 04 Post-reading Post-reading Think and 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. What made Graham a successful person? Find evidence from the texts to support your opinion. What made Mr Jenkins a good teacher? Write down one or two of his qualities and give your reasons. Post-reading 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 01 Post-reading 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. 02 Post-reading 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. 03 05 Summary Summary I haven’t seen Mr Jenkins since I left school, but I often think about him. I wasn’t very good at most school subjects before I met Mr Jenkins. But when I was 15 and went into Mr Jenkins’ class, I really became interested 1.__________ a subject for the first time. Before Mr Jenkins taught me, science 2.____________(be) simply a subject full of strange words to me. I had no idea what hydrogen was, and I didn’t really want to know, either! I found 3.___________ all so boring and difficult. But Mr Jenkins made everything 4._____________(interest). He used to explain things 5._____________ seemed difficult with lots of practical examples and in simple language. I know that I wasn’t a willing student, but I wasn't slow to learn new things. Mr Jenkins made me feel that I had my own strengths. I was interested in the study of the stars and planets and he asked me to give a presentation to the class. That was really the first time I tried to explain science to an audience and now it’s my job! Often when I’m preparing a programme, I think about 6._________ Mr Jenkins would have done it. Sometimes I think, if only I could call him and ask for his opinion! （课文改编1） in had been it interesting that/which how Summary （课文改编1） 1.in 解析：“become interested in...”是固定搭配，意为“对……感兴趣” ，所以填in 。 2. had been 解析：“Before Mr Jenkins taught me”是过去的时间状语，“science是一门满是陌生词汇的学科”这个状态在“taught”之前就存在，即“过去的过去”，要用过去完成时，其结构为“had + 过去分词” ，be的过去分词是been ，所以填had been 。 3. it 解析：此处用it指代前文提到的“science” ，作found的宾语，所以填it 。 4. interesting 解析：“make sth. + 形容词”表示“使某物……” ，interest的形容词形式“interesting”（有趣的 ）修饰物“everything” ，所以填interesting 。 5. that/which 解析：这是一个定语从句，先行词是“things” ，指物，在从句中作主语，可用关系代词that或which引导，所以填that/which 。 6. how 解析：此处表示“我思考詹金斯先生会如何做这件事” ，“how”（如何；怎样 ）引导宾语从句，在从句中作方式状语，所以填how 。 Summary （课文改编2） I’ve read a couple of Graham's books and seen him on TV. I always say to my wife, “Oh look, I used to teach him!” I remember Graham was very difficult before he came into my class. I 7.___________(hear) stories about his bad behaviour. Once I caught him and his friends 8.___________(see) who could jump the farthest off the school stage! But when he got interested, he changed. However, I have not done as well with all my students as I have with Graham. I think it's important to understand that there's no such thing as a good or a bad student. We teachers should have more time to make friends with all our students and really understand them. Then we could make sure that we found the path 9.___________ success, both at school and in later life, for all of them. I knew I 10.____________(choose) a job with a lot of stress but I love what I do. If what I do as a teacher can help turn a child like Graham into such a successful adult, then I know what I’m doing is worthwhile. had heard seeing to had chosen Summary 7. had heard 解析：“I had heard stories about his bad behaviour” 中，“heard（听说）”这个动作发生在 “I remember Graham was very difficult before he came into my class（我记得格雷厄姆在进入我的班级之前很难管教）” 里 “remember” 所涵盖的过去时间之前，也就是 “过去的过去”，所以要用过去完成时，其结构为 “had + 过去分词”，“hear” 的过去分词是 “heard”，故填 “had heard” 。 8. seeing 解析：“catch sb. doing sth.” 是固定搭配，意思是 “撞见某人正在做某事”，这里表示 “我有一次撞见他和他的朋友们正在做（看谁能从学校舞台上跳得最远这件事 ）”，所以填 “seeing” 。 9. to 解析：“the path to...” 是固定表达，意为 “通往…… 的道路；…… 的途径”，此处表示 “通往成功的道路”，所以填 “to” 。 10. had chosen 解析：“I knew I had chosen a job with a lot of stress” 中，“chose（选择）” 这个动作发生在 “knew（知道）” 之前，“knew” 是过去式，那么 “choose” 就是 “过去的过去” 发生的动作，要用过去完成时，“choose” 的过去分词是 “chosen”，所以填 “had chosen” 。 （课文改编2） Summary 链接语法 一、概念 过去完成时表示过去某一时间或动作之前，已发生或完成的动作或状态，强调“过去的过去”，用于梳理多个过去动作的先后顺序，明确先发生的动作 。 二、形式 基本结构为 “had + 过去分词” ，无人称和数的变化，具体形式： • 肯定式：主语 + had + 过去分词 • 否定式：主语 + had not（hadn’t） + 过去分词 • 疑问式：Had + 主语 + 过去分词 ？ • 否定疑问式：Had + 主语 + not + 过去分词 ？ / Hadn’t + 主语 + 过去分词 ？ • 被动式：主语 + had been + 过去分词 Summary 链接语法 三、用法 1. 体现“过去的过去”的动作/状态，用于区分多个过去动作的先后，先发生的用过去完成时。 2. 搭配时间状语（since/for/by等 ） ，描述从过去某点开始，持续到另一过去时间，或在过去某时刻已完成的动作。 3. 用于固定句式，如 “had + just/barely/hardly/scarcely + done... when...”“had + no sooner + done... than...” ，表达“刚……就……” 。 06 Assessment Assessment Learning Objectives Score(1-5) 1.After learning, I am able to read and talk about teachers. 2.After learning, I am able to read for general understanding, specific information and understanding words in context. 3.After learning, I am able to talk about the qualities of a teacher who helped you in your life. 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 07 Homework Homework 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. Thank you for listening $$