大学英语精读第三册三单元Unit-3-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
【名师推荐】某名牌大学英语三-Unit-3-Why-I-Teach课文及翻译.doc
Unit3WhPITeachPeterG.Beidler EverPteacherprobablPaskshimselftimeandagain:Whatarethereasonsforchoos ingteachingasacareer?DotherewardsteachingoutweighthetrPingcomments?An sweringthesequestionsisnotasimpletask.Let'sseewhattheauthorsaPs.WhPdoPouteach?MPfriendaskedthequestionwhenItoldhimthatIdidn'twant tobeconsideredforanadministrativeposition.HewaspuzzledthatIdidnotwant whatwasobviouslPa"stepup"towardwhatallAmericansaretaughttowantwhenthe Pgrowup:monePandpower.CertainlPIdon'tteachbecauseteachingiseasPforme.Teachingisthemostd ifficultofthevariouswaPsIhaveattemptedtoearnmPliving:mechanic,carpent er,writer.Forme,teachingisared-ePe,sweatP-palm,sinking-stomachprofess ion.Red-ePe,becauseIneverfeelreadPtoteachnomatterhowlateIstaPupprepar ing.SweatP-palm,becauseI'malwaPsnervousbeforeIentertheclassroom,suret hatIwillbefoundoutforthefoolthatIam.Sinking-stomach,becauseIleavethec lassroomanhourlaterconvincedthatIwasevenmoreboringthanusual.NordoIteachbecauseIthinkIknowanswers,orbecauseIhaveknowledgeIfeel compelledtoshare.SometimesIamamazedthatmPstudentsactuallPtakenotesonw hatIsaPinclass!WhP,then,doIteach?IteachbecauseIlikethepaceoftheacademiccalendar.June,JulP,andAugus tofferanopportunitPforreflection,researchandwriting.Iteachbecauseteachingisaprofessionbuiltonchange.Whenthematerialis thesame,Ichange——and,moreimportant,mPstudentschange.IteachbecauseIlikethefreedomtomakemPownmistakes,tolearnmPownlesso ns,tostimulatemPselfandmPstudents.Asateacher,I'mmPownboss.IfIwantmPfr eshmentolearntowritebPcreatingtheirownteGtbook,whoistosaPIcan't?Suchc oursesmaPbehugefailures,butwecanalllearnfromfailures.IteachbecauseIliketoaskquestionsthatstudentsmuststruggletoanswer. Theworldisfullofrightanswerstobadquestions.Whileteaching,Isometimesfi ndgoodquestions.IteachbecauseIenjoPfindingwaPsofgettingmPselfandmPstudentsoutofth eivorPtowerandintotherealworld.Ioncetaughtacoursecalled"Self-Reliance inaTechnologicalSocietP."MP15studentsreadEmerson,Thoreau,andHuGleP.Th ePkeptdiaries.ThePwrotetermpapers.Butwealsosetupacorporation,borrowedmoneP,purchasedarun-downhouseandpracticedself-reliancebPrenovatingit.Attheendofthesemester,wewouldt hehouse,repaidourloan,paidortaGes,anddistributedtheprofitsamongthegro up.Soteachinggivesmepace,andvarietP,andchallenge,andtheopportunitPto keeponlearning.Ihaveleftout,however,themostimportantreasonswhPIteach.OneisVickP.MPfirstdoctoralstudent,VickPwasanenergeticstudentwhola boredatherdissertationonalittle-known14thcenturPpoet.Shewrotearticles andsentthemofftolearnedjournals.Shediditallherself,withanoccasionalnu dgefromme.ButIwastherewhenshefinishedherdissertation,learnedthatherar ticleswereaccepted,gotajobandwonafellowshiptoHarvardworkingonabookdev elopingideasshe'dfirsthadasmPstudent.AnotherreasonisGeorge,whostartedasanengineeringstudent,thenswitch edtoEnglishbecausehedecidedhelikedpeoplebetterthanthings.ThereisJeanne,wholeftcollege,butwasbroughtbackbPherclassmatesbeca usethePwantedhertoseetheendoftheself-reliancehouseproject.Iwasherewhe nshecameback.Iwastherewhenshetoldmethatshelaterbecameinterestedintheu rbanpoorandwentontobecomeacivilrightslawPer.ThereisJacqui,acleaningwomanwhoknowsmorebPintuitionthanmostofusle arnbPanalPsis.Jacquihasdecidedtofinishhighschoolandgotocollege.ThesearetherealreasonsIteach,thesepeoplewhogrowandchangeinfrontof me.Beingateacherisbeingpresentatthecreation,whentheclaPbeginstobreath e.A"promotion"outofteachingwouldgivememonePandpower.ButIhavemoneP.I getpaidtodowhatIenjoP:reading,talkingwithpeople,andaskingquestionlike ,"Whatisthepointofbeingrich?"AndIhavepower.Ihavethepowertonudge,tofansparks,tosuggestbooks,top ointoutapathwaP.Whatotherpowermatters?ButteachingofferssomethingbesidesmonePandpower:itofferslove.Noton lPtheloveoflearningandofbooksandideas,butalsothelovethatateacherfeels forthatrarestudentwhowalksintoateacher'slifeandbeginstobreathe.Perhap sloveisthewrongword:magicmightbebetter.Iteachbecause,beingaroundpeoplewhoarebeginningtobreathe,Ioccasion allPfindmPselfcatchingmPbreathwiththem.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。
Unit 3 Why I Teach课文翻译大学英语三(word文档良心出品)
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 keptdiaries. 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。
大学英语精读第三册教案三单元Unit-3-Why-I-Teach
Unit 3 Why I Teach
1. Warm-up questions
1) Would you like to be a teacher? Why orБайду номын сангаасwhy not?
2) 2) What are the advantages of being a teacher, what are the disadvantages?
notes
MonywghiraltfrIiesanydinccolmassp!elled
me
to
me
Whhye, trhmeno, tdhoeIr.teach?
reflection: n.
Chinese
12..映 反I映像t,e倒 3a.c深影h思b;ec考a虑us;e I like the pace of the
I hope this will convince you to change your mind.
The lawyer tried to convince the jury陪审团 of his client’s当事人 innocence.
Chinese
compel vt. 强迫, 使不得不
Nor do I teach because I think I know
Chinese
leave out 遗漏, 省略, 删去; 未顾及, 忽略
I’vSaenodmteacahcdahelilneagnglgiesi,vteaosnfdmneathmpeaecoesp, p—aonrdtIuhvnaoitrpyieettyo,
I hkaevepeno’tnleleftaranninygone out.
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3PPT课件
教师：冯娇娇
.
1
Unit 3-Text B
Text B: Is a Stress-free Life Possible?
Is Stress-free Life Possible?
.
PPT模板下载：/moban/ 节日PPT模板：/jieri/ PPT背景图片：/beijing/ 优秀PPT下载：/xiazai/ Word教程： /word/ 资料下载：/ziliao/ 范文下载：/fanwen/ 教案下载：/jiaoan/ 字体下载：/ziti/
I sit around all day and eat junk food out of boredom. 因为无聊，我一整天坐着吃垃圾食品｡
She could no longer stand the boredom of having nothing to do. 她再也无法忍受无事可做的无聊状态了｡
.
3
Stress-free
—无压力的； Smoke-free
—无烟的；禁止吸烟的； Alcohol-free
—不含酒精的； Fat-free
—无脂肪的；脱脂的；
.
4
live out
— to continue to live in a particular way or place until you die Examples:
.
8
Assisted living home
The assisted living home is designed to provide residents with assistance with basic activities of daily living such as bathing, grooming, dressing, and more. Residents have as much independence as they want with the knowledge that personal care and support services are available if they need them. Some states also allow assisted living to offer medication assistance and/or reminders. Assisted living communities differ from nursing homes in that they don’t offer complex medical services.
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。
大学英语精读3第三课fruitful questions PPT
New Words (cont.)
Compel: To force, drive, or constrain 下雨使我们不得不待在室内。 The rain compelled us to stay indoors. Freshman: student in his first year at a college. Cf. sophomore, junior, senior Run-down: old and broken or in bad condition Repay: pay back (money, etc.) Switch: To shift, transfer, or divert They switched the conversation to a lighter subject
profession: job that needs formal qualifications after training, e. g. law, medicine, teaching, acting. —Jeanne has decided on law as her profession. She wants to become a civil rights lawyer and help the poor. —我是一个大二学生，但是我不知道什么职业最适合 我。 As a sophomore, I still don’t know what profession would suit me best.
I didn‟t want to be a candidate for an administrative position, such as the president or vice-president of a university, the dean of a college, the chairman of a department, etc. Administrative: of or involving the management of public or business affairs — Your responsibilities will be mainly administrative. — 她纯粹做行政工作。 She will do purely administrative work.
unit3 Why I Teach
Unit Three Why I TeachI Teaching aim:To understand the author's point of view about money and power and lead the students into the teacher's inner world. To feel teacher's responsibility and serious attitude towards teachingII. Importance and Difficulties1.To have a deep understanding of why I Teach2. To know what good questions, bad questions and questions that need struggleto answer are3. To understand " grow and charge, begin to breathe"III. Introductory RemarksAll of you have been taught by teachers for more than ten years. How much do you know about teachers and teaching?First, Please answer the following questions1. Would you like to be a teacher after graduation? Why or why not?2. In your opinion what are the qualification of a good teacher?(A good teacher should be learned, responsible, strict, friendly, influential,active, appropriately dressed, have a pleasant voice, a good moral character,etc.)As our discussion just now shows, it is far from easy to be a good teacher that meets students’ needs, since a good teacher is expected to be as active as an actor, as strict as a father, as tender as a mother, as learned as a scholar. Most important of all, he has to be prepared for a simple life.In the world, there is such a group of people who reject the temptations of money and power, devote themselves to the development of education. Do you know what prompts them? After studying this text, you’ll find the answer.IV Analysis of the textA. Outline:1.The topic “why do I teach?” (P.1-2)The reason is not: teaching is easy for me; I have much knowledge to share with others2.Explanation of the topic (p.3-17)1)the pace of the academic calendar: offers an opportunity for improvement2)the variety: I change; my students change as well3)the freedom: to be my own boss4)the opportunity: to keep on learning; to teach students to play their role in thereal world; to share with the students their happiness and success5) I am being at the creation: to see my student grow and change and to help themgrow and change3.Conclusion of the article (p.18-21)1)teaching offers its own money and power2)it also offers love and the feeling of remaining young while teachingB.writing style:1.The author uses parallelism of paragraphs to emphasize the reasons he teaches. (Iteach because----I teach because---)2.The professor also uses metaphor to express why he likes teaching professionmore than others.Eg. 1) Being a teacher is being present at the creation, when the clay begins to breathe.2)----getting myself and my students out of the ivory tower-----V. Language points1.puzzle1)vtI was puzzled by the question.His face wore a puzzled expression.2)n.No one has yet succeeded in explaining the puzzle of how life began.It is a puzzle to me how he could come here.2.convince vt. to cause to believe or feel certain ~sb of sth; ~sb. that---Compulsion will never result in convincing them.He convinced me of his sincerity.3.reflection1) a deep and careful thoughtI have a few reflections to offer on what you said.2)an image reflected in a mirror or polished surfacewe looked at the reflection of the bridge in the water.3)the throwing back of heat, light, sound or an imageThe moon looks bright because of the reflection of light.4)sth. that shows the effects of, or is a sign of, a particular condition, etc.This novel is a faithful reflection of what he saw and heard.4.challenge1)n.(1)U sth. with the quality of demanding competitive action, interest, or thoughtThe job is too dull; I want one with more challenge.The government will have to meet the challenge of rising unemployment.(2)C an invitation to compete in fight, match, etc.The prince accepted his enemy’s challenge to a fight.Set phrases: send\give a challenge to sb. meet a challenge be faced with achallenge accept\respond to challenge2)vt.The difficulty challenges my mind to find an answer.I don’t like to study something unless it really challenges me.5.stay up1)not to go t o bed until after the usual timeWe stayed up to watch a film.2)not fall or sinkIf you do fall out of the boat, your lifejacket will help you to stay up until we can fish you out3)remain in a position where it has been hung, mounted, etc.If Jane’s temperature stays up all day, call the doctor.6.find oneself -----When he awake, he found himself in jail.Then I found myself surrounded by half a dozen boysYour remarks were so unexpected that I found myself at a loss for words Concluding remarksNow we can answer the questions we put forward before we began to study the text. What prompts those who reject the temptation of money and power to devote themselves to teaching? It’s the spiritual and intelligent enjoyment of the creation of human beings. Do you respect such professionals?HomeworkWrite a compo sition entitled “ The Ideal Job I Pursue” of about 100 words.1.shift1)vt. Change in position or directionWe have shifted the stress of our work to economic construction.Don’t try to shift the responsibility onto me.2)n. change or take turnsI work on the day\night shift at the factory.2.claim1)declareHe claimed he was innocent.He claimed to have done the work without help.2)ask or demandHe claimed compensation for the loss.You may claim it when you leave here3.be entitled toIf you fail this time, you are not entitled to try any more.I don’t know that he is entitled to special treatment because of his rank.entitle sb. to sth.His high score entitled him to a prize.His rank entitles him to special treatment from the court.entitle: give a name to---He entitled the book “My family”.The book is entitled “Russia Before Revolution”4. at a loss (to do sth..\for sth)The timid girl was at a loss what to say before the crowd.I certainly tried to explain his ideas, but I’m still at a loss to see his po ints.He was at a loss for words to express his disappointment.1.burst into1)enter suddenly; rush intoHe burst into the room, crying.The criminal burst into the house and grabbed me.2)start suddenlyThe girls burst into laughter when they saw that man.When he finished, the crowd burst into thunderous applause.2.hold back1)restrain oneself; checkShe couldn’t hold back her emotions.She holds back her tears with difficulty.2)conceal, keep secretDon’t hold anything back, you must tell me everything.I could tell from his nervousness that he was holding back something.3.in addition\in addition to1)in addition: as wellYou need money and time, and in addition, you need diligence.2)in addition to: as well as, besidesIn addition to the names on the list, there are six other applicants.In addition to teaching English, he teaches German and French.4.It is not long before + clause1)It was not long before + past tenseIt was not long before a helicopter arrived to rescue the survivors of the plane crash.It was not long before we realized our mistake.2)It won’t be long before + present tenseIt won’t be long before he arrives here.5.just that: only thatI’d like to go, just that I have to work.The book is likely to be useful, just that it’s rather expensive。
Unit3 Why_I_teach2
Before Reading
Global Reading
Detailed Reading
After Reading
Questions and Answers 1. According to the author, what is the goal most Americans are taught to achieve in life? Most Americans are taught to manage to achieve money and power when they grow up.
• 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。
All that glitters is not gold Not all that glitters is gold
Detailed questions for discussion –
Background knowledge: Becoming a teacher in the U. S. A. • Start with a short movie the Sound of Music （《音乐之声》）to stimulate thinking and discussion.
• A student who is preparing to become a teacher in the U. S. A. must fulfill some technical requirements. • It is far from easy to be a good teacher that meets students’ needs, since a good teacher is expected to be as active as an actor, as strict as a father, as tender as a mother, as learned as a scholar. Most important of all, he or she has to be prepared for a simple life.
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
unit 3大学英语精读3
2) convince: v. cause sb. to believe; persuade 使相 信，说服
pattern
convince sb. of sth. convince sb. that convince sb. to do
S
你的话使我相信他是清白的。
I’m convinced of his innocence by your argument. I’m convinced that he is innocent.
5. __________________________________________________________ the opportunity to teach his students to play their roles in the real world
6. __________________________________________________________ the opportunity to share with his students the happiness of their success
5. I teach because teaching is a profession built on
change. build on / upon: base on; use as a base for further development
S
They drew the conclusion by building on their own research work 根 ___________________________________.(
III. Language
points
unit 3 大学英语精读3
doctor engineer businessman What do you want to be? programmer scientist butcher
pilot
salesman
Part Division of the Text
Parts 1 2 Paragraphs 1 2~3 Main Ideas While all Americans are taught to want money and power, I want to teach and this greatly puzzles my friends. I teach neither because teaching is easy for me, nor because I have so much knowledge that I must share with my students.
New Words 1. administrative: adj. He holds an administrative post in the company. Administer v. 管理 Administration n. 2. Profession n. Professional a. 职业的 by profession 以。。。为职业 He is a lawyer by profession. teaching profession
Warm-up question
1.Would you like to be a teacher? Why or why not?
【7A文】大学英语三-Unit-3-Why-I-Teach课文及翻译
Unit3WhyITeachPeterG.Beidler Everyteacherprobablyaskshimselftimeandagain:Whatarethereasonsforchoo singteachingasacareer?Dotherewardsteachingoutweighthetryingcomments? Answeringthesequestionsisnotasimpletask.Let'sseewhattheauthorsays.Whydoyouteach?MyfriendaskedthequestionwhenItoldhimthatIdidn'twan ttobeconsideredforanadministrativeposition.HewaspuzzledthatIdidnotwantw hatwasobviouslya"stepup"towardwhatallAmericansaretaughttowantwhenthey growup:moneyandpower.CertainlyIdon'tteachbecauseteachingiseasyforme.Teachingisthemostdiffic ultofthevariouswaysIhaveattemptedtoearnmyliving:mechanic,carpenter,write r.Forme,teachingisared-eye,sweaty-palm,sinking-stomachprofession.Red-eye, becauseIneverfeelreadytoteachnomatterhowlateIstayuppreparing.Sweaty-pal m,becauseI'malwaysnervousbeforeIentertheclassroom,surethatIwillbefoundo utforthefoolthatIam.Sinking-stomach,becauseIleavetheclassroomanhourlaterc onvincedthatIwasevenmoreboringthanusual.NordoIteachbecauseIthinkIknowanswers,orbecauseIhaveknowledgeIfeelc ompelledtoshare.SometimesIamamazedthatmystudentsactuallytakenotesonw hatIsayinclass!Why,then,doIteach?IteachbecauseIlikethepaceoftheacademiccalendar.June,July,andAugustof feranopportunityforreflection,researchandwriting.Iteachbecauseteachingisaprofessionbuiltonchange.Whenthematerialisthe same,Ichange——and,moreimportant,mystudentschange.IteachbecauseIlikethefreedomtomakemyownmistakes,tolearnmyownless ons,tostimulatemyselfandmystudents.Asateacher,I'mmyownboss.IfIwantmyfr eshmentolearntowritebycreatingtheirownteGtbook,whoistosayIcan't?Suchcou rsesmaybehugefailures,butwecanalllearnfromfailures.IteachbecauseIliketoaskquestionsthatstudentsmuststruggletoanswer.The worldisfullofrightanswerstobadquestions.Whileteaching,Isometimesfindgood questions.IteachbecauseIenjoyfindingwaysofgettingmyselfandmystudentsoutoftheiv orytowerandintotherealworld.Ioncetaughtacoursecalled"Self-RelianceinaTech nologicalSociety."My15studentsreadEmerson,Thoreau,andHuGley.Theykeptdi aries.Theywrotetermpapers.Butwealsosetupacorporation,borrowedmoney,purchasedarun-downhouse andpracticedself-reliancebyrenovatingit.Attheendofthesemester,wewouldtheh ouse,repaidourloan,paidortaGes,anddistributedtheprofitsamongthegroup.Soteachinggivesmepace,andvariety,andchallenge,andtheopportunitytokee ponlearning.Ihaveleftout,however,themostimportantreasonswhyIteach.OneisVicky.Myfirstdoctoralstudent,Vickywasanenergeticstudentwholabor edatherdissertationonalittle-known14thcenturypoet.Shewrotearticlesandsentt hemofftolearnedjournals.Shediditallherself,withanoccasionalnudgefromme.B utIwastherewhenshefinishedherdissertation,learnedthatherarticleswereaccept ed,gotajobandwonafellowshiptoHarvardworkingonabookdevelopingideasshe' dfirsthadasmystudent.AnotherreasonisGeorge,whostartedasanengineeringstudent,thenswitched toEnglishbecausehedecidedhelikedpeoplebetterthanthings.ThereisJeanne,wholeftcollege,butwasbroughtbackbyherclassmatesbecaus etheywantedhertoseetheendoftheself-reliancehouseproject.Iwasherewhenshec ameback.Iwastherewhenshetoldmethatshelaterbecameinterestedintheurbanp oorandwentontobecomeacivilrightslawyer.ThereisJacqui,acleaningwomanwhoknowsmorebyintuitionthanmostofusl earnbyanalysis.Jacquihasdecidedtofinishhighschoolandgotocollege.ThesearetherealreasonsIteach,thesepeoplewhogrowandchangeinfrontofm e.Beingateacherisbeingpresentatthecreation,whentheclaybeginstobreathe.A"promotion"outofteachingwouldgivememoneyandpower.ButIhavemone y.IgetpaidtodowhatIenjoy:reading,talkingwithpeople,andaskingquestionlike," Whatisthepointofbeingrich?"AndIhavepower.Ihavethepowertonudge,tofansparks,tosuggestbooks,topoi ntoutapathway.Whatotherpowermatters?Butteachingofferssomethingbesidesmoneyandpower:itofferslove.Notonlyt heloveoflearningandofbooksandideas,butalsothelovethatateacherfeelsforthatr arestudentwhowalksintoateacher'slifeandbeginstobreathe.Perhapsloveisthewr ongword:magicmightbebetter.Iteachbecause,beingaroundpeoplewhoarebeginningtobreathe,Ioccasionall yfindmyselfcatchingmybreathwiththem.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。
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。
大学英语第3册Unit 3 Why I Teach
red-eye 熬红眼睛 sweaty-palm 手掌出汗 sinking-stomach 精神沮丧 Compel:to make sth necessary ege:I feel compelled to write and tell you how much I enjoyed you work compelling 引人入胜的，扣人心弦的，不可抗 拒的，令人信服的
send off =send away(to sb)(for sth) 邮购 send-off :an occasion when people come together to say goodbye to sb who is leaving send sb down：入狱，开除，勒令退学 send for sb 请某人来 send sb off 罚某人下场 send sb in 派某人去（应付困难的局面） send sb up 判某人入狱
ege:a compelling need/desire compelling evidence build on sth 在…基础上发展 build sth on sth 把…作为基础 build up 加大，增强，增大 build yourself up to sth 为…做准备
Unit 3 Why I Teach
Every teacher probably asks himself time and again: Why am I a teacher? Do the rewards of teaching outweigh the trying moments? Answering these questions is not a simple task. Let’s see what the author says.
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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client’s当事人 innocence.
8
need?
3
.
Words and expressions
4
palm tree 棕榈树
.
5
.
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.,JNunaerc, Jisusluy,safnedll in lovAeuwguitsht ohfifseroawnnorpepfolerctutinointyinfoar pool of wTharbeteuefIiflrlae.ttcecotatincothhncha,brateencssagoeueal.dsrWeicehtrhesaaencnahdrtiehwnegorminitsiantahtgepe.rrisoatflreiesssetihtosne is saamreef,leIccthioanngoef —ho—w atenrdr,ifmieodrethe goivmepronrmtaenntt, misy. students change. On reflection, I decided I had been
.
It is better to deserve honors and not have them than to have them and not deserve them.----by Mark Twin.1. 2 Nhomakorabea.
1. Warm-up questions
1) Would you like to be a teacher? Why or why not?
The benefits of this treatment far outweigh any risks.
6
.
profession: n. 职业；同行业的全体人员
I don’t know what profession would suit me. He left the teaching profession to set up his own
Mnoytegsiorlnfrwiehnadt Icsoaymipneclllaesds! me to meet heWr mhyo, tthheenr., do I teach?
.
9
reflection: n.
Chinese
12..映 反I像映t,e倒 3a.c深影h思b;e考ca虑us;e I like the pace of the
11
Chinese stimulate: vt. 刺激; 激励; 鼓励
TImheatekgaeocmhveybrnoewmcaneunsmetipsItlaaklnieksse,tottohcelueatfrtranexemdeosymionwtno orldesesrotnos,stitmo ulsatitme uthlaeteecmonyosemlfy. and my
students. As a teacher, I'm my own boss. If I want my freshmen to learn to write
Gboyodcrteeaaticnhgetrhsesirhoowulndtaexstkbqoouke,swtiohonsis to thsaatystIimcaunla'tt?e Sstuucdhecnotsurtsoesthminaky. be huge Beffaasiiillduuerreesss.,reabduitngwme actearnialasl,lthleeaursne ofrfom. films and multimedia can stimulate
2) 2) What are the advantages of being a teacher, what are the disadvantages?
3) 3) Do you think teaching is easy? Why?
4) 4) What qualities does a good teacher
business. Teaching as a profession is very underpaid. He's a doctor by profession.
7
.
convince: v. make someone feel certain
that sth. is true; persuade sb. to do sth. The best way to convince a fool that he is wrong is
wrong.
.
10
.
build on: base on; use as a base for further
development
All research builds on work by previous reseachers.
Her conclusion is built on a careful analysis of current international affairs.
Chinese
compel vt. 强迫, 使不得不
Nor do I teach because I think I know Oanslywbeyrss,eolrf-rbeescpaeucstewIilhl ayvoeu kcnoomwpleeldogteheIrs
tfoeerel scpomecpt eyloleud. to share. Sometimes I am amazed that my students actually take