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Unit 14 My First Class. Part I Listening and Speaking Activities Part II Reading Comprehension and Language Activities Part III Extended Activities. Part I Listening and Speaking Activities. Brainstorming ○ Listening Speaking. Brainstorming. Expressions for educational systems:

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unit 14 my first class
Unit 14My First Class
  • Part I Listening and Speaking Activities
  • Part II Reading Comprehension and Language Activities
  • Part III Extended Activities
part i listening and speaking activities
Part I Listening and Speaking Activities
  • Brainstorming

○ Listening

  • Speaking

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, 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)


○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), 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


○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)[1], 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

  • Expressions for school organizations:

teaching group, department, center, unit, school, branch, office, general service / logistic department

  • 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

  • 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, 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, ballgetting gifts from parents, getting red envelope / pocket money from parents, playing games, setting off fireworks / fire crackers, wheels(旋转飞舞类的焰火), rockets (类似于火箭的焰火)



  • 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 to you usually do?

Post-listening activity

  • Listen carefully to the reading and fill in the blank spaces in your workbooks.

1. What was the Careers man saying?

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


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)_______.


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.
  • 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


Do you have any anecdotes about your

Middle school life to share with your


part ii reading comprehension and language activities
Pre-reading Tasks



Comprehension work

Language work (A, B, C)

PartII Reading Comprehension and Language Activities
part ii reading comprehension and language activities1
Pre-reading Tasks

(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?

Part II Reading Comprehension and Language Activities
part ii reading comprehension and language activities2
(1)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.


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;

Part II Reading Comprehension and Language Activities
part ii reading comprehension and language activities3
(3) 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.

Part II Reading Comprehension and Language Activities



My First Class

  • Background Knowledge punishment used to be a means of dealing with schoolboys misbehaviour by some teachers in secondary schools. The result was often disastrous. Here is a story about a new teacher who, for the first time, approached a problem class in a boys high school. She was a replacement for a teacher who had left in the middle of the term.

My First Class

by Ursula Bentley

Martin came to find me before I had finished. The school was now thudding with activity and I could see boys streaming out of the assembly hall and into classrooms.

"There you are," said Martin, "are you ready to go? Not nervous, are you?"


"You won't have any trouble. And if you do, I'm in Upper 6th B. Punishment is swift and painful."

Carrying books, I followed Martin into the classroom on the top floor in the most remotewing of the school. The door stood open onto a scene of boyish pandemonium. As we entered, a missile flew from one side of the class to the other.

"Who threw that book?" Martin asked, his jaws lightly grinding together. A moment's silence. Then a hand was slowly raised at the back of the class.

"Riccio, isn't it?"

"Yes, Sir."

"Stand up, you bastard." The boy got to his feet, in no special hurry. He was long, thin and sallow and the sleeves of his blazer were too short. "Do you throw books at home, Riccio?"


My First Class

"No, Sir."

"Then why do you think you can do it here?"

"Don't know, Sir."

"Whom were you trying to hit?"

"Swarzenski, Sir."

"So, you think books are for hitting people with, do you? It's true

you're not likely to apprehend the contents any other way. Very well.

Pick up the book and wait outside."

The boy reluctantly did as he was told. I stood, quivering with fright. His anger was genuine and terrible to me. Martin allowed a dramatic pause after the door had closed behind Riccio. Then he said, "If I catch anyone else treating a book like that, that boy will carry the scars for the rest of his life. Is that understood?"

I felt eager to assure him that it would not be me, but the boys recognised a rhetorical question when they heard one, and kept their eyes down.


My First Class

His tone brightened. "Now, I've brought your new English teacher along. Miss Slade." Thirty-three pairs of eyes were trained on me. I smiled. No one smiled back, so I was left stranded with the damn thing on my face. "Miss Slade is from London. She's new to the school, of course, and I expect you to give her all the co-operation and respect you had for Mr. Fallowfield. It's not easy to take over in the middle of term and I will be taking a special interest in seeing how well, or how badly, you behave under the circumstances. I've told Miss Slade to send any trouble-makers direct to me.

"All right, Miss Slade, I'll leave them to you. Riccio will be back in a minute."

"Thank you, Mr. Lewis."

The boys straggled to their feet as he left the room. "Sit down," I said.


My First Class

As I was trying to talk to the students, Martin's muffled voice could be heard in the corridor. It was followed by the sound of the impact of a large textbook on Riccio's behind and his yelps of agony. After a period of few minutes which seemed like a few years, the sound disappeared and Riccio came back into the classroom. He had evidently been crying...

"I'm sorry, I'm late, Miss."

"That's all right. Go and sit down." My eyes must have betrayed my horror at the sight of what amounted to my first battered child. I felt outraged at having been exposed to such brutality. My feelings towards Martin had suffered a sea-change. The hostility now rippling through the class suggested that he had also buggered my chances of capturing the hearts of 3B.

There was nothing I could do about that at the moment, however. Most of the class was now displaying their sympathies with Riccio, and some even threatening colourful fates for Martin. I heard someone say: "Shut up. She'll punish you."


My First Class

"Don't care, if she does.“

    "That's enough talking," I called.

A boy in the first row looked up. "You'll have to shout louder than that. Miss."

"I shall knock a few of their heads together. Miss," added the boy next to him.

"That's not necessary." However, I felt slightly comforted at having

established some sort of rapport with these two.

"Why don't you take names, Miss?"

  "All right." I reached for the plan with the legend 3B inscribed at the top.

    "Now I'm going to take your names, so pipe down," I shrieked. There was slight lowering of the noise level. "All right, you at the back with the sweet stuck to your collar, what's your name?"

There was laughter as he indignantly felt for the sweet and raised a threatening fist at a boy across the room.

"Cod," he said, still disgruntled.


My First Class

"'Cod?' Is that your Christian name or your surname?" Again there was laughter. I was cheered by their willingness to be amused.

    "Cod, Authur."

    "Thank you. Next?"

    "Baxter, Elvis."

   "Gottfield, Richard."

    The roll-call took some time, accompanied by my continuous attempts to subdue the noise. In the end I was exhausted. Surely I did not have to teach them as well? But I still asked "Would one of you please tell me what you did with Mr. Fallowfield."

    "He used to play with us, Miss," one boy shouted.

    "A play you mean? Which one? What was it called?"

    "No — I mean games. Miss."

    "Sit down. I'll find that out with Mr. Lewis. And all of you turn to page 43."

    To my surprise some of them actually did. "I'll read you the passage first, and then you can go over it again yourselves before we go on to the questions. Pay special attention to the sentence structure and the function of the imagery."

    "What's imagery. Miss?"  


corporal punishment [u] punishment that involves hitting someone, especially in schools and prisons 体罚;肉刑  


vi.1)  [always + adv/prep] to walk or run with your feet making a heavy sound as they touch the ground 发出砰砰声;砰然一声落下

e.g. His feet came thudding up the stairs. 他的脚砰砰砰走上楼梯。

2)  [always + adv/prep] to hit sth with a low sound 砰的一声掉下, 轰的一声;飕的一声击中

e.g. The stone thudded to the ground. 石头砰的一声掉在地上。


disastrousadj. very bad, or ending in failure 


disastrous effects/consequences/results

e.g. A disastrous fire in the city caused loss of life and money. 


a disastrous mistake/ harvest/ fire/ result 

招致大祸的错误/ 严重歉收/ 火灾/ 灾难性的结果


remoteadj. remoteness n. [u]

1)   far from towns or other places where people live 


remote (from sth)  -synonym isolated

e.g. a remote village/ star 穷乡僻壤/ 遥远的星星 

remote transmission/ sensing/ control/ signaling 


2)  far away in time 遥远的;久远的 ᅳsynonym distant

e.g. the remote future遥远的未来 

That happened in the remote past.

  • e.g.
  • I’ ll be back in a flash.  我马上就回来。


vi. always + adv/prep] to move in a continuous flow in the same 

direction 鱼贯而行;一个接一个的移动

e.g. People streamed past us on all sides. 


The students streamed into the auditorium. 



wing[c] one of the parts of a large building, especially one that sticks out from the main part 侧翼部分;侧厅;耳房;厢房e.g. performers waiting in the wingswing[c] one of the parts of a large building, especially one that sticks out from the main part 侧翼部分;侧厅;耳房;厢房e.g. performers waiting in the wings

在舞台两侧等着的表演者 ontoprep. used to say that a room, door, or window faces towards sth or allows movement into another place 

(与动词连用,表示朝某处或某位置运动)向,朝e.g. The dining room looks out onto a pretty garden. 



[u] a situation in which there is a lot of noise because people are angry

confused or frightened 骚动;群情沸腾;喧嚣;大混乱;大吵大闹

e.g. The whole lobby was a perfect pandemonium, and the din 

was terrific. 整个门厅一片嘈杂,而且喧嚣刺耳。


got to your feetget/jump/rise etc to your feet:  to stand up after you have been sitting



 [c] a very offensive word for someone, especially a man, who you think is unpleasant. Do not use 

this word. 



sallowsallowness n. [u] sallow skin looks slightly yellow and unhealthy sallowsallowness n. [u] sallow skin looks slightly yellow and unhealthy 

(皮肤或面色)灰黄的;蜡黄的;菜色 sallow face/skin/complexion


vt. old-fashioned to understand sth 


e.g. You are, I apprehend, ready to renew the 



They were slow to apprehend the danger. 



quivervi. to shake slightly because you are cold, or because you feel very afraid, angry, excited etc 轻微颤动;抖动;哆嗦quiver with indignation/anger etc ᅳsynonym tremblequivervi. to shake slightly because you are cold, or because you feel very afraid, angry, excited etc 轻微颤动;抖动;哆嗦quiver with indignation/anger etc ᅳsynonym tremble

e.g. Her lip quivered, and tears rolled down her cheeks. 她嘴唇微微一颤,眼泪从脸颊上滚落下来。


dramatic (of a change, an event, etc. 变化、事情等): 

sudden, very great and often surprising 突然的;巨大的;令人吃惊的

e.g. dramatic change/shift/improvement 剧变/巨大的改进

dramatic effect/results 出人意料的结果


trainvt. to aim sth such as a gun or camera at someone or sth (把枪口、照相机、灯光等)瞄准;对准train sth on/at sb/sth trainvt. to aim sth such as a gun or camera at someone or sth (把枪口、照相机、灯光等)瞄准;对准train sth on/at sb/sth 

e.g. She trained her camera on the caged panda. 她把照相机对准笼子里的熊猫。


stranded a person or vehicle that is stranded is unable to move from the place where they are

搁浅的;无依无靠的;束手无策的;进退两难的ᅳsynonym stuck

be (left) stranded 使处于困境;使束手无策

e.g. He was stranded in Paris. 他身困巴黎,束手无策。


stragglevi. to move, grow, or spread out untidily in different directions 蔓生;杂乱地蔓延;散布 straggle along/across/down etc

e.g. The town straggles out into the country. 


Her hair straggled over her collar. 



[c] informal the part of your body that you sit on 


ᅳsynonym bottom


betray 1)  [not in progressive or passive] to tell sb or make them aware of a betray 1)  [not in progressive or passive] to tell sb or make them aware of a 

piece of information or to show feelings that you are trying to hide (无意中)泄露信息,流露情感ᅳsynonym give away

2)  to be disloyal to your country, company etc, for example by giving 

secret information to its enemies 出卖;泄露(机密)

3)  to be disloyal to someone who trusts you so that they are harmed

 or upset 辜负;对…不忠betray sb to sb

e.g  Confusion betrays the guilty. 慌张显出有罪, 神色慌张必有鬼。 e.g. betray ones country to the enemy卖国, 做卖国贼

He was offered money to betray his colleagues. 

有人收买他出卖他的同事。 e.g. Dont betray the peoples trust in you. 




amount to sth 1)  if an attitude, remark, situation etc amounts to sth, it has the same effect 等于;相当于

2)  if figures, sums etc amount to a particular total, they equal that total when they are added together 总计;共计

e.g. Her answer amounted to a complete refusal. 


Ultimately, their ideas amount to the same thing. 

最终他们的想法是一回事的。e.g. The bill amounted to $75. 



battered womanbattered woman/wife/husband/baby etc someone who has been violently attacked by their husband, wife, father etc 



vt. usually passive] to make someone feel very angry and shocked 使震怒;激怒

e.g. Customers were outraged by the price increases  消费者对价格上涨感到非常愤怒。



1)  to make it possible for someone to experience new ideas, ways of life etc 使接触;使体验expose sb to sth

e.g. They consider it almost a crime to expose children to violence and sex on TV. 他们认为让儿童接触暴力和色情电视节目几乎是一种犯罪行为。

Some children are never exposed to classical music. 有些孩子从未接触过古典音乐。

2)  to put someone in a situation where they are not protected from sth dangerous or unpleasant 使面临;使遭受(危险或不快)expose sb to sth

brutality  pl. brutalities [c& u] cruel and violent behaviour, or an 

event involving cruel and violent treatment


e.g. the brutalities of war战争的暴行 


sea change[c] a very big change in sth 大转变;巨变


[vi. always + adv/prep] to pass from one person to 

another like a wave 扩散;涌起

ripple through

e.g. Panic rippled through Hollywood as the murders were discovered. 



bugger(BrE slang) to ruin sth or do sth very badly 毁坏bugger(BrE slang) to ruin sth or do sth very badly 毁坏

e.g. I think I’ve buggered the computer. 


knock our heads together

knock (sbs) heads together:  informal force people 

to stop quarrelling and behave sensibly 

(口语)强力使人不再争 吵而恢复理智



[singular, u] friendly agreement and understanding between people 亲善;融洽;和谐rapport with/between; establish/build up/develop (a) rapport

e.g. She understand the importance of establishing a close rapport with clients. 她懂得与客户建立密切和谐的关系的重要性。


vt. to carefully cut, print, or write words on something, especially on the surface of a stone or coin 


inscribe A (on/in B)  ~ B (with A)

e.g. His name was inscribed on the ring. 



pipe downto stop talking or making a noise, and become calmer and less excited 


e.g. Will you children pipe down and go to sleep?


[u, c] the act of reading out an official list of

 names to check who is there 点名



 vt. to defeat or control a person or group, 

especially using force 


e.g. government efforts to subdue inflation 


Troops were called in to subdue the rebels. 


comprehension work
Comprehension work

Summarize the story

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.

comprehension work1
Comprehension work

Summarize the story

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.

comprehension work2
Comprehension work

Summarize the story

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.

language work a
Language work(A)

In other words

1.remote 2. dramatic 3. co-operation

4. Betrayed 5. suggested 6. amused

7. assure

language work b
Language work (B)

1. The child kept his head down in front of his mother since he had broken her favorite vase.

2. They wanted me to take over the job of editing the magazine when Mr. Smith left for his holidays.

3. He went to the office, leaving all the housework to me.

4. The woman almost fainted at the sight of the wound to her son's shoulder.

language work b1
Language work (B)

5. The annual output of the steel plant amounts to ten million tons.

6. My sister-in-law has established a good rapport with my mother.

7. The old woman was left stranded in the countryside after her husband died.

8. I wish you’d take a greater interest in your work

part iii extended activities

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Grammar work

Word formation

Vocabulary work


Part III Extended Activities
  • Script of the Dictation

In general, children in primitive societies are much loved, and when their childhood is not overshadowed by disease or famine, they grow up free and lively. Their education is based on an imitation of adult life, and on the teachings of their elders. Children learn about their own family and its place within a group of other families. Primitive children are a good deal freer in everyday life than are children in the “civilized” world. Their relations with others in their village are controlled less by rules and regulations than by their own knowledge of what is proper and improper that will be important to them throughout their lives.

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Poem 1

I.T 2. F 3. F (He looks out of the window at the trees for a long time, breaking his chalk slowly in one hand, forgetting the rules of long division. All these details show that the schoolmaster was absent- minded and couldn't concentrate on the class. The poet hints that the schoolmaster behaved abnormally because his wife had left him.)

4. NM (Although this may be the true reason why his wife left him, it was not mentioned in the poem.)

5. F (Auntie here refers to the woman in the cloakroom, where the schoolmaster left his overcoat. She argued with him because he couldn't find his ticket for the coat. It is a common practice for people to leave their coats in the cloakroom when they go into a building and they will be given a ticket with number so that they can collect their coats when they go out again.

grammar work
Grammar work

Poem 2


1. Rose, Gardener, Beauty, and Time: Capitalized at the beginning in spelling, the four words are given special significance in this poem. A possible interpretation is as follows: Rose represents young people such as students; Gardener stands for someone who nurtures the young, such as a teacher; Beauty represents something attractive but ephemeral and Time symbolizes the concept of eternity.

I.T 2. T 3. F 4. NM (It is an inference that the Gardener refers to teachers or educators, but this is not explicit in the poem.)


At the sight of the general walking towards him, he got to his feet

at once and saluted.

2. “What is this money for?” “It's for helping those children who

have lost the chance of schooling to return to school again.”

3. The knock at my door last night sent me quivering with fright.

4. I can assure you that he is a most reliable person.

5. Everybody hopes that he will take over as dean of the

department when Mr. Martin retires.

6. She tried her best to hide her feelings, but her eyes betrayed her

longing for the prize.

7. It is said that people increase their risk of skin cancer if they are

exposed to the sun too much.