why I teachPPT课件
unit-3-Why-I-Teach课件
所有美国人受的教育是长大成人后应该追求金钱和 权力，而我却偏偏不要明明是朝这个目标“迈进” 的工作，他为之大惑不解。
•unit-3-Why-I-Teach
Sinking-stomach:精神沮丧的 “Stomach” means “spirit, heart”.
A person’s stomach sinks when he is upset, disappointed.
说 • keep to the point 扣住主题
• on the point of… when… 刚要…….就 …… • to the point of….到了…..程度/地步 • at the point of….到了…….时候
•unit-3-Why-I-Teach
99. 06
• I was____ the point of telephoning him when his letter arrived.
• A. to B. on c. at D. in • EX. V
•unit-3-Why-I-Teach
Exercises
•unit-3-Why-I-Teach
Fill in each of the blanks in the following sentences with a word or phrase chosen from the box.
•unit-3-Wห้องสมุดไป่ตู้y-I-Teach
2. Compel vt./ compelling a.强制的，
引人注目的 • 1) to force sb. to do sth. 强迫 (由于环境/情
况/外力所迫不得不做某事） • We were compelled to acknowledge the
大学英语精读第三册教案三单元Unit-3-Why-I-Teach
Chinese stimulate: vt. 刺激; 激励; 鼓励
TImheatekgaeocmhveybrnoewmcaneunsmetipsItlaaklnieksse,tottohcelueatfrrtanexemdeosymionwtno orldesesrotnos,stitmo ulsatitme uthlaeteecmonyosemlfy. and my
need? 5) Which teacher do you like best, why?
Words and expressions
ቤተ መጻሕፍቲ ባይዱ
palm tree 棕榈树
Do the rewards of teaching outweigh the trying moments?
outweigh: v.
be more important or valuable than sth. else • 比…重（在重量上）；比…重要；比…有价值
InaGcaredeemk imc cyathleonldoagry.,JNuanrec, iJsusluys, afnedll in lovAeuwguitsht ohfifseroawnnorpepfolerctutinointyinfoar pool of wTharbeteuefIiflrlae.ttcecotatincothhncha,barteencssagoeueal.dsreWicehtrhesaaencnahdrtiehnwegorminitsiantahtgepe.rrisoatflreiesssetithosne is saamreef,leIccthioanngoef —ho—w atenrdr,ifmieodrethime portant, gomveyrsntmudeennttsisc.hange. On reflection, I decided I had been wrong.
大学英语精读3-U3 why i teach ppt课件
ppt课件
5
Part Division of the Text
Parts 1
Paras 1~3
Main Ideas
Introduce my feelings during the process of teaching.
2
4~11 Tell some reasons why I choose
2. Translate the sentence into Chinese.
当然，我之所以教书不是因为我觉得教书轻松。
ppt课件
8
Line. 7
Paraphrase this sentence.
Teaching is a profession that makes my eyes red for lack of sleep, my palms sweaty because of nervousness and my stomach sinking because I often feel so disappointed with my lectures.
2. Translate this sentence into Chinese.
我有权启迪，有权激发才智，有权开出书目，有权 指点迷津。
ppt课件
13
Line.72
1. Paraphrase this sentence.
I teach because, when I see that my students are beginning to grow and change in front of me, I from time to time find myself growing and changing with them too, as if new life were being breathed into my body. 2. Translate the sentence into Chinese.
大学英语三unit3whyiteach课文及翻译说课材料
Unit 3 Why I TeachPeter G. BeidlerEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love.Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.我为何教书你为什么教书呢？当我告诉我的朋友我不想做任何行政职务时，他向我提出了这个问题。
CE3-3whyIteach
Guided Writing
Find the Topic Sentence
A paragraph is made up of a group of sentences about the same topic. The main idea of the paragraph is usually given in the first sentence or last sentence of the paragraph. This sentence is called the topic sentence.
4. Picture talk
②
③
①④⑤5. 源自nspiring quotations
1. Education is a progressive discovery of our ignorance. 教育是一个逐步发现自己无知的过程。
2. And gladly would learn, and gladly teach. 勤于学习的人才能乐意施教。
Content questions (51-2)
2. Global analysis
◆ What type is the text?
A narration
记叙文 a movie
B description
描述文 a picture
C exposition
说明文 a lecture
D argumentation 议论文 a debate
Find + oneself + pp I find myself catching my breath with them.
Translation Practice
1. Many American students apply for governmental loans to pay for their education / tuition.
Unit 3 Why I Teach 教案
Unit 3 Why I Teach也许每位教师都一再问过自己：为什么选择教书作为自己的职业？教书得到的回报是否使老师的烦恼显得不值得多谈？回答这些问题并非易事。
让我们看看本文的作者说了些什么。
我为什么当教师彼得·G·贝德勒你为什么要教书呢? 当我告诉一位朋友我不想谋求行政职务时，他便向我提出这一问题。
所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不要明明是朝这个目标“迈进”的工作，他为之大惑不解。
当然，我之所以教书不是因为我觉得教书轻松。
我做过各种各样的工作，籍以谋生：机修工、木工、作家，教书是其中最难的一行。
对我来说，教书是个会令人熬红眼睛、手掌出汗、精神沮丧的职业。
说熬红眼睛，这是因为我晚上无论备课备到多晚，总觉得备得还不充分。
说手掌出汗，这是因为我跨进教室之前总是非常紧张，自认为学生一定会发觉原来我是个傻瓜蛋。
说精神沮丧，这是因为我1小时后走出教室时，确信这堂课上得比平常还要平淡无味。
我之所以教书，也不是因为我认为自己能够解答问题，或者因为我有满腹学问，觉得非与别人分享不可。
有时我感到很惊异，学生竟真的把我课上讲的东西做了笔记!这样说来，我为什么还要教书呢?我教书，是因为我喜爱校历的步调。
6月、7月和8月提供了一个供思考、研究和创作的机会。
我教书，是因为教学是建立在“变”这一基础上的职业。
教材还是原来的教材，但我自身却变了--更重要的是，我的学生变了。
我教书，是因为我喜欢有让自己犯错误的自由，有让自己吸取教训的自由，有激励自己和激励学生的自由。
作为教师，我可以自行做主。
如果我想要求一年级学生通过自行编写课本的办法来学习写作，谁能说我不可以那样做呢? 这样的课程也许会彻底失败，但我们都可以从失败的尝试中获得教益。
我教书，是因为我喜欢向学生提出必须绞尽脑汁才能回答的问题。
我们这个世界有无穷无尽的正确答案来对付拙劣的问题。
何况我在教学过程中有时也会想到一些出色的问题。
why i teach
Every teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why I TeachPeter G. Beidler Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles andsent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.。
B3 Unit 3 Why I Teach
Compare: job, work, post, position, occupation, trade, profession, vocation, career • post / position: [C] 是指公司等机构的职位，更 为正式。 • He was appointed to the position/ post of professor of English at Oxford University. • occupation: [C] 表示某人所从事的职业， 是 更正式的用语。 • On a form you might see: Please state your name and occupation.
2. consider vt. 1) to think carefully about. 考
虑，斟酌 All these factors should be considered. 2) to think or deem to be; regard as 认为，看待 ～ sb./ sth. as 3) to think about sb. or their feelings, trying to avoid hurting them 体谅，体贴 She is a mild creature and is always considering anyone but herself.
Unit 3 “Why I Teach” (I)
I. Listening Activities: Compound Dictation
• In the past, becoming a teacher was comparatively easy for graduates, because, at that time,______________ in the society was very low and their salary was very __________ and therefore, not many graduates, except those graduating from _________________ would choose to become teachers. However, with the ___________________ of the importance of education and also of teachers, teachers’ status and their ___________ have
why I teach
build on
base on; use as a base for further development, 以…为基础, 根据 eg. They drew the conclusion by building on their own research work. 他们根据自己的研究作出了这个结论。
《美丽新世界》以美国梦的实践为基础，矛 头主要指向所谓的科学主义,描绘了科学主 义的乌托邦。具体地说，《美丽新世界》 预测了600年后的世界。书中描写美国汽 车大亨亨利· 福特代替了上帝，因为福特发 明了生产汽车的流水线，使生产飞速发展 ，这种生产方法终于统治了整个世界，公 元也因此变成了“福元”。在新世界里， 处于“幸福”状态的人们安于自己的“等 级”，热爱自己的工作，每天享用定量配 给的“索麻”——一种让人忘掉七情六欲 、“有鸦片之益而无鸦片之害”的药品。
Unit 3
Why I teach
time and again:一再，屡次 Eg. I’ve told you time and again, but you never listened. 我屡次告诉过你，但你总是不听。
outweigh:（在重要性、益处、意义等 上）重于，大于，超过 The advantages of this deal largely outweigh the disadvantages. 这笔交易的利远远大于弊。
1845年7月4日梭罗开始了一项为期两年的 试验，他移居到离家乡康科德城（ Concord）不远，优美的瓦尔登湖畔的次 生林里，尝试过一种简单的隐居生活。他 向《小妇人》的作者露意莎· 奥尔柯特 梅· 借了一柄斧头，就孤身一人，跑进了无人 居住的瓦尔登湖边的山林中，自己砍材， 在瓦尔登湖畔建造了一个小木屋，并在小 木屋住了两年零两个月又两天的时间。出 版于1854年的散文集《瓦尔登湖》详细记 载了他在瓦尔登湖畔两年又两个月的生涯 。
Why I Teach？
Why I TeachEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why I TeachPeter G. BeidlerWhy do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power. Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class! Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student whowalks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.我为什么当老师我教书，是因为我喜爱校历的步调。
大学英语精读第三册Unit3WhyITeach
• 精神沮丧的
• profession:n. 职业
• A profession is a type of job that requires advanced education or training.
• stay up: 熬夜
• I used to stay up to watch TV. • 我熬夜写作业。
• I stay up to do my homework.
• T: • 说熬红眼睛，这是因为我晚上无论备课
备到多晚，总觉得备得还不充分。 • no matter+疑问词：引导让步状语从句
• Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.
• 1〕I don't teach because teaching is easy for me.
•
(Teaching is easy for me, so I don't
teach.)
• 2) I don't teach because teaching is easy for me.
• ( I teach, but it isn't because teaching is easy for me.)
• T:
• 我之所以教书，也不是因为我认为自己 能够解答问题，或者因为我有满腹学问， 觉得非与别人分享不可。
我为什么当老师—Why I Teach
I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change--and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can' t? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full'of right answers to bad questions. While teaching, I sometimes find good questions.So teaching gives me pace and variety, and challenge,and the opportunity to keep on learning.However, the most important reasons why I teach are that my students grow up and change in front of me. Some have become doctoral students with excellent success and found good jobs; some have become interested in the urban poor and served as civil rights lawyers; some have decided to finish high school and go to college.But teaching offers something besides money and power.it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe.Perhaps love is the wrong word., magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.我教书，是因为我喜爱校历的步调。
Uint3 Why I Teach.ppt
of the importance of education and also of teachers,
teachers’ status and their treatment have been improved,
and their values are more recognized. Consequently,
Uint3 Why I Teach
Pair Work
• Work in pairs and try to figure out the occupations of the people in the pictures.
engineer director teacher
businessman
doctor
their most teachers to more lucrative
positions in
and industry.
•
teaching.mp3
Blank Filling
The teaching profession varies from country to
country. In many countries teaching is a highly
Becoming a teacher in China
In the past, becoming a teacher was comparatively
easy for graduates, because, at that time,teachers’ status in the society was very low and their salary was very
3) Qualifications
WhyITeach（我为什么当老师）
Why I Teach(我为什么当老师)i teach because i like the pace of the academic calendar. june, july, and august offer an opportunity for reflection, research and writing.i teach because teaching is a profession built on change. when the material is the same, i change--and, more important, my students change.i teach because i like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. as a teacher, i'm my own boss. if i want my freshmen to learn to write by creating their own textbook, who is to say i can' t? such courses may be huge failures, but we can all learn from failures.i teach because i like to ask questions that students must struggle to answer. the world is full'of right answers to bad questions. while teaching, i sometimes find good questions.so teaching gives me pace and variety, and challenge,and the opportunity to keep on learning.however, the most important reasons why i teach are that my students grow up and change in front of me. some have become doctoral students with excellent success and found good jobs; some have become interested in the urban poor and served as civil rights lawyers; some have decided to finish high school and go to college.but teaching offers something besides money and power.it offers love. not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe.perhaps love is the wrong word., magic might be better.i teach because, being around people who are beginning tobreathe, i occasionally find myself catching my breath with them.。
unit3 why I teach
unit3 why I teachREAD WORDSintuitition 直觉 analysis分析clay粘土spark 火花pathway path magic 魔术；魔力catch one’s breathREAD TEXTT here is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decidedto finish high school and go to college.”there is…analysis.”There is Jacqui,这已经是一句完整的句子了，则逗号之后的句子是appositive clause来修饰Jacqui。
A woman who 则又是一个attributive clause.意思是一个通过直觉来认知地比我们更多的女士。
I have the power to nudge,to fan sparks,to suggest books,to oint out a pathway.动词不定式作宾语补足语修饰 power. Word Intuition n.1.直觉；直观2.直觉感知的事；直觉真理；直觉知识3.直觉力；敏锐的洞察力by intuition 凭直觉have a intuition 有种感觉1.I had an intuition that we would find then there.我突然有种直觉我们能在那里找到他们。
2.Intuition told me you are here.我凭直觉知道你在这儿。
I have the power to nudge,to fan sparks,to suggest books,to oint out a pathway.动词不定式作宾语补足语修饰 power. Analysis复数形式：analysesv.analyse/analyze与其相似变化的词：basis-bases-baseparalysis 麻痹-paralyses-paralyse/paralyze 使麻痹 1.分析 2.分解 3.分析结果表，分析报告4.要略；梗概；纲领短语：in the final(或last, ultimate)analysis 总之，归根到底，说到底，结果，毕竟These are the real reasons I teach, these people who grow and change in front me. Being a teacher is begins present at the creation, when the clay beginsto breathe.”These are…in front me”这些是我缘何执教的真正原因，为的是这些在我面前成长和变化的人这两句话分别都是用了attributive clause来修饰reason和people.A "promotion" out of teaching would give me money and power. But I have m oney. I get paid to do what I enjoy: reading talking with people, and askin g questions like, "What is the point of being rich?"get paid to do what I enjoy 我通过做我喜欢的事情来得到报酬。
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— I have a very close relationship with my parents.
— Traditionally, there has been a special relationship between Britain and the United States.
— I’m doing a research on the relationship between poor housing and health problems.
Байду номын сангаас
A narration B description
记叙文 a movie 描述文 a picture
C exposition
说明文 a lecture
D argumentation 议论文 a debate
◆ What pattern is the text organized in?
A problem-solution
— Is there any way I can go online? I want to check my e-mail.
Nasty: extremely unkind and unpleasant
— My brother has got a nasty temper.
— The weather turned nasty towards the evening.
Unit 4
A Fan’s Notes
College English
Department of International Business & Trade
Xiamen University
.
1
Warm-up Questions
Do you know anything about Ms Zhang Haidi? What do you think of her?
3 30-44 The real-life contact
4 45-47 The influence of Sarah on me
.
4
Baseball
.
5
Los Angeles Dodgers
The Los Angeles Dodgers is a major league baseball team in Los Angeles, California. They are in the Western Division of the National League. The team originated in Brooklyn, New York, where it was known as the Brooklyn Dodgers before moving to Los Angeles for the 1958 season.
.
9
Little did I know that this would be the start of a most usual relationship. L9
Relationship: links, contacts or dealings between people, groups or countries; the way in which certain things, ideas, events, etc. are connected.
manner. — Tom was taken to task for his failure to
attend the meeting in time.
.
8
It included vital statistics on the team’s performance. L5
Statistics: a set of numbers which represent facts or measurements; the science of collecting and examining such numbers
How are disabled people treated in our society?
Do you think disabled people can live a normal life? Why or why not?
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2
Global analysis
What type is the text?
— When you feel you’ve been cheated, it always
leaves a nasty taste in .the mouth.
7
It took me to task for my comments L1
Take sb. to task: criticize sb. — The mother took the boy to task for his bad
B cause-effect
C general-specific
D time / sequence .
3
Global analysis
Part division
No. Paras Main Ideas
1 1-4 The start of our unusual relationship
2 5-29 The development via more email exchanges
— Statistics show that 50% of new businesses begin to make a profit in the second year.
— Statistics is a branch of mathematics.
— The statistics comes from a study recently conducted by the Ministry of Finance.
.
6
The e-mail was in some respects similar to other nasty letters I received L1
E-mail: electronic mail
— Contact me by e-mail.
— Send me an e-mail when you have any news.