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  1. Topic :education/school matters

  2. Unit 14 My First Class

  3. Teaching Objectives • Topic: education/school matters • 2. Grammar Point: Collocation of some frequently used verbs with nouns for action, such as give somebody an answer, vs. answer somebody • 3. Vocabulary: remote, dramatic, co-operation, betray, suggest, amuse, assure, be left stranded, take over, at the sight of, take an interest in, leave… to somebody, keep…down, amount to, establish…rapport with • 4. Writing: Reviewing describing events/people

  4. Unit 14 My First Class Listening and Speaking Activities Reading Comprehension and Language Activities Extended Activities Fun time

  5. Listening and Speaking Activities 1. Warming-up 2. Brainstorming 3. Listening 4. Speaking

  6. Warming up

  7. Characteristics Attitude towards students Attitude towards work What, do you think, makes a good or bad teacher?

  8. Good Teacher

  9. A. Characteristics: • A good teacher: sociable, caring, kind, supportive, funny, humorous, organized, creative, experienced, talented, nice, friendly; ready to accept new things;Patient, fair, respectful

  10. B. Attitude towards students • A good teacher: enjoying his/her lessons, knowing what students expect and making plans to meet their expectations, being receptive to student’s needs, helping students find their strengths, always encouraging and motivating them, not speaking negatively about her/his students to anyone else,

  11. C. Attitude towards teaching • A good teacher: making learning comfortable, fun, enjoying teaching, being passionate about teaching, being serious about work, offering immediate and accurate feedback, having a good methodology, being willing to experiment new strategies, thinking in new ways, and generally doing anything possible to revive the learning process

  12. A. Characteristics: • A bad teacher: not creative, boring, and disorganized

  13. B. Attitude towards students • A bad teacher: picking favorites, not caring what her/his students need, being impatient, knowing little about what students are thinking,

  14. C. Attitude towards teaching • A bad teacher: being not well prepared, not caring what they are teaching, simply following the routines

  15. Brainstorming • 1. Expressions for educational systems: • 2. Expressions for educational functions (教育职能部门): • 3. Expressions for people involved in education: • 4. Expressions for school organizations:: • 5. Expressions for school facilities: • 6.Expressions for school activities:

  16. 1. Expressions for educational systems: • group, class, grade (form in British elementary and secondary education),pre-school education, elementary (or primary) / secondary / tertiary education, basic education, compulsory education, higher education, adult education, examination-oriented education,

  17. 1.Expressions for educational systems: • quality-oriented /competence oriented education, universal education, vocational education, school curriculum reform, education reform, higher education, school management system, commercialization of educational functions (教育、学校产业化)

  18. 2. Expressions for educational functions (教育职能部门): • nursery, kindergarten, play center, day-care center, kindie (informal, colloquial expression), elementary / primary schools (the former AmE, the latter BrE), junior high School / senior high school (AmE), middle school / high school (Chinese), comprehensive school (BrE), grammar school / public school (mainly BrE),

  19. 2. Expressions for educational functions (教育职能部门): • college, university, academy (mainly AmE, a secondary or high school, esp. a private one / a school or college for special instruction or training, such as a military academy), school (for professionals such as school of engineering / law / medicine, etc.), vocational school / institute, institute (for education or research), public/private school, boarding school

  20. 3. Expressions for people involved in education: • pre-school children, pupil, student, nurse, teacher, headmaster, principal, lecturer, assistant lecturer, associate professor, professor, president (in tertiary education), chancellor (BrE), counselor, (Americans also have a set of expressions for university students: freshmen, sophomore, junior, and senior), undergraduate, postgraduate (more BrE), graduate (more AmE) researcher, school-leavers (BrE), graduates (AmE), drop-outs, truants

  21. 4. Expressions for school organizations: • teaching group, department, center, unit, school, branch, office, general service / logistic department

  22. 5. Expressions for school facilities: • gymnasium (gym), playground, classroom, library (school / departmental), laboratory, canteen / dining room, hostel, clinic, financial department, bookstore, theatre hall, classroom building, administrative building, student dormitory / hall of residence, teachers' residential area

  23. 6.Expressions for school activities: • lecture (n. / v.), discussion, seminar (n.), demonstrate (v.), demonstration (n.), presentation, perform / make / do / carry out an experiment, attend, pass / fail / take (exams, courses) / sit exams, sit for (an exam, mainly BrE), earn credits,

  24. 6.Expressions for school activities: • do well / badly in exams, revise / review lessons, take notes, play truant, special week (Science and Technology Week, Arts Week, etc), society, sorority (社团),caucus (协会), students’ union (学生会), competition, match, sports meeting, party, ball

  25. Pre-listening Task • If you attend a lecture/class, which seat do you prefer, one in the front of the lecture room or one at the back? Why? • When will you choose a seat next to the door? • If the lecture is boring, what do you usually do?

  26. Post-listening activity 1.Why did the speaker sit next to the door? 2.What can you infer about the boys from what the Careers man said to them? 3.What was happening at the back of the hall? 4.What happened to the rat in the end?

  27. 1.What was the Careers man saying? Blank Filling • He was saying: "Boys, you must not feel that you are (1)______, just because you are not one of the (2) _______boys who are good at lessons and all that sort of thing. No, indeed. Your (3) ________to society will be just as valuable, even if you are only (4)________or (5) _______of steel together. Indeed, in my opinion——"

  28. 2.What did the boys do while the “Careers man” was speaking? • Mike and the speaker wondered whether the “Careers man” was wearing a (6)____ because his hair was certainly very black and (7)______, which was not natural in a (8)_______ his age according to Mike. Jack gave a (9) ________and when the headmaster hissed “Ssh” from the platform, the speaker (10)_______.

  29. 3.What was happening at the back of the hall? • There was an (11)______at the back of the hall. A boy shouted something. Chairs started (12)_________on the floor. Jack was now awake. He and Mike jumped up and (13)______towards the back to see what was happening. "Don't (14) ____on him!" a boy shouted. Mike and Jack stood up on their chairs to have a look. I stood up, too. I saw boys (15)________and staring between their legs. And they were pushing towards the windows. A few fell over. “What's up?” someone asked. “It's Peter. His rat got out.” Someone else answered. Peter was (16)_____forward, sending chairs (17)_________. “Don't (18) ______him!” he yelled. “Where's he gone?” • The hall was in an (19)_____. Boys were pretending to be scared and jumping up and down. We felt (20)_______ excited. This was better than an old careers lecture.

  30. Suggested Answers • (1) failures (2) academic • (3) contribution (4) mixing concrete (5) screwing bits (6) wig (7) glossy (8) feller (9) snore (10) groaned • (11) upheaval (12) squeaking (13) peered (14) tread (15) bending over • (16) charging (17) tipping and crashing (18) trample (19) uproar (20) terrifically

  31. Reading Comprehension and Language Activities 1. Pre-reading activity 2. Questions for general comprehension 3. Summaries 4.Questions for discussion

  32. Pre-reading activities corporal punishment Punishment by brutal forces, such as beating, whipping, smacking, or any other ways of inflicting pain. • Spare the rod, spoil the child. • 玉不琢不成器, 人不打不成才。

  33. Pre-reading Task • (1) What kind of student do you think is a “difficult student” in the teachers’ eyes? • (2) How can society educate a difficult student? • (3) Should we make “corporal punishment” illegal?

  34. Generally speaking, a “difficult student” is a student with a problem of some sort, such as a lack of discipline, inability to study, or anti-social, violent, or rude behavior.

  35. back • Understanding the reason for their behavior, and relating it to their psychological needs. • Helping them express the cause of their bad behavior. • Helping them distinguish between right and wrong; • Letting them look for solutions on their own; • Helping them establish positive life values; • Helping them develop moral judgment; • Meeting their needs of love and respect;

  36. back • Corporal punishment is harmful to children. • a. It could lead to emotional and physical problems; • b. It’s an abuse of power, which will encourage a child to do the same later in life; • c. It will lead them into unsatisfying relationships with others; • d .Beating, humiliating and shaming children will lower their self-esteem; • e. Being violent toward children will devalue them in society’s eyes; • f. It encourages children to resort to violence.

  37. Unit 14 My first class

  38. Summarize the whole story. • Miss. Slade, a new teacher, had to take over a problem class. Her colleague, Mr. Martin, offered to introduce her to the class. Upon entering the classroom, they saw a boy throwing a book at another student. As usual, Mr. Martin used corporal punishment, which aroused hostility among the students. Miss. Slade was shocked by the brutality of the teacher and made attempts to remedy the situation.

  39. What Mr. Martin did in class: • When finding out who the trouble-maker was, Mr. Martin taunted him with sarcastic remarks and intimidated the other students. He took the opportunity to show the new teacher how powerful and effective he was in putting down any trouble in class.

  40. What Miss Slade did to save the situation: • First she looked at Riccio sympathetically, noting his pale look and ill-fitting clothes. Later when the boy returned to class, she showed her disgust for Mr. Martin's brutality although she did not say anything. Then, she made attempts to divert the students' attention from the incident by asking them to stop talking, but to no avail. Then, at the suggestion of a student, she took the roll call to get the attention of the class and she finally got the students to listen. All along she was very friendly and talked humorously, hoping to amuse them and thus regain their trust.

  41. Comprehension work

  42. Reading Comprehension 1. Why was Miss Slade nervous before she stepped into the classroom? • Miss Slade was nervous because she was a new teacher in the first place. Secondly, the class she was about to take was not an ordinary class, but a problem one.

  43. Reading Comprehension 2. What did Mr. Martin offer to do to help her? How does that reflect Mr. Martin’s philosophy on education? • Mr. Martin offered to help her deal with the trouble-makers in her class. His method was swift and painful punishment. This shows that his idea of education was to use force to establish the teacher's dominance in class.

  44. Reading Comprehension 3. What was the classroom like when Mr. Martin and Miss Slade stepped in? • When they stepped in, the whole class was in disorder ——a boyish pandemonium. A boy was throwing a book at another boy.

  45. Reading Comprehension 4. How did Mr. Martin handle the situation? Was his method commendable? Why did he behave like that? • Mr. Martin first singled out the culprit Riccio, and then humiliated him before the whole class and the new teacher with sarcastic remarks. He threatened the class that he would punish anybody who dared to treat books like that again. Finally, he told the boy to go out into the corridor where he beat him to deter other boys from making trouble. Judging by his behavior, Mr. Martin was not a good teacher because he needed force to control the class

  46. Reading Comprehension 5. What kind of change took place in Miss Slade’s attitude towards Mr. Martin? • A complete change took place in Miss Slade's attitude towards Mr. Martin. At first, she respected him because he looked like an experienced teacher, warm, kind and ready to help her in handling a problem class. But Mr. Martin's behavior towards the boys and their misbehavior completely changed her mind, and she worried that he had ruined her opportunity to win the hearts of her class.

  47. Reading Comprehension 6. How did the class take the fact that Riccio was physically punished by the teacher? • The class took it badly and were sympathetic toward Riccio. They talked about how to retaliate by making Mr. Martin suffer and worst of all, they thought all the teachers were their enemies.

  48. Reading Comprehension 7. What did Miss. Slade do to ease the tense atmosphere in class? • Her first attempt was to get the students to listen to her, but she failed. At the suggestion of a boy in the front, she took the roll-call so as to get the students' attention. When tension began to ease a little, she tried to amuse them with some humorous remarks. Although her attempts did work completely, she did change the atmosphere by diverting their attention from the incident and in the end brought some of the students' attention to the text book.

  49. Reading Comprehension 8. What did the narrator mean when she said, “Surely, I did not have to teach them as well”? • She meant that she hardly had any energy left for teaching since she was so exhausted by her effort to undo the harm Mr. Martin had done.

  50. Reading Comprehension 9. What did she mean at last by “Oh, Lord. Just pay attention, then”? • She was surprised that the students did not even know what imagery meant. Obviously the boys had not learned much with their previous teacher(s). She was ready to start from scratch and explain the basics to them. She told the boy to pay attention to what she was going to say.