高中英语北师大版 (2019)选择性必修 第一册Lesson 1 Teachers一等奖课件ppt

这是一份高中英语北师大版 (2019)选择性必修 第一册Lesson 1 Teachers一等奖课件ppt，共48页。PPT课件主要包含了Lead in，n 角，n 三角形，初次第一次，n 氢，n 火箭，vt 灌注倒，n 燃料，lacklæk，vt 缺乏等内容，欢迎下载使用。

Part 1—Lead in
Part 2—Wrds and Expressins
practical/ˈpræktɪkl/
adj. 实际的；实践的；切实可行的
e.g. In practical terms this law may be difficult t enfrce.
Wrds and Expressins
angle/ˈæŋɡl/
e.g. The bat is nw leaning at a 30 degree angle.
triangle/ˈtraɪæŋɡl/
e.g. Cut the sandwiches int triangles.
fr the first time
e.g. In the distance we spied the Pacific fr the first time.
hydrgen/ˈhaɪdrədʒən/
e.g. Hydrgen and xygen cmbine t frm water.
rcket/ˈrɒkɪt/
e.g. The rcket crashed a few secnds after it left the grund.
pur/pɔː(r)/
e.g. Pur the sauce ver the pasta.
pur int 投入（倒）……于某物
fuel/ˈfjuːəl/
e.g. They had enugh fuel t see the winter ut.
e.g. Lack f mney is the main prblem, as I see it.
presentatin/ˌpreznˈteɪʃn/
n. 报告；陈述，说明
e.g. The sales manager will give a presentatin n the new prducts.
一些，几个；一双，一对
e.g. I've seen her a cuple f times befre.
e.g. All I knw is that she used t wrk in a bank.
behaviur/bɪˈheɪvjə(r)/
e.g. This behaviur must stp ─ d I make myself clear?
e.g. The last few weeks f the summer really dragged by.
acid/ˈæsɪd/
e.g. These plastics can resist the actin f acids.
nin/ˈʌnjən/
e.g. Heat the il and add the nins.
access/ˈækses/
n. 进入；接触的机会
e.g. He is easy f access.
wrthwhile/ˌwɜːθˈwaɪl/
adj. 值得做的；重要的；有益的
e.g. The smile n her face made it all wrthwhile.
educatinalist/ˌedʒuˈkeɪʃənəlɪst/
e.g. British educatinalists are divided abut hw best t teach reading.
Part 3—Reading cmprehensin
Read and think
Read the tw texts. And then answer the questins:1 Wh wrte the texts?2 What are they mainly abut?3 Why were they written?
Let’s read!
After reading, let’s check:1 Wh wrte the text?2 What is it mainly abut?3 Why was it written?
Graham Lawrence
It talked abut the influence that Mr Jenkins made n him.
Because Graham Lawrence wants t shw his feeling f gratitude t Mr Jenkins.
Read “My teacher” again. Cmplete the infrmatin.
Brian Jenkins
It talked abut the memry f his student and the view n his jb.
He is prud f his student and his wrk as a teacher.
Read “My student” again. Answer the questins.1 What was Mr Jenkins’ impressin f Graham befre they met?2 What is Mr Jenkins’ attitude twards students?3 What are Mr Jenkins’ belief in teaching?
After reading, let’s check:1 What was Mr Jenkins’ impressin f Graham befre they met?2 What is Mr Jenkins’ attitude twards students?3 What are Mr Jenkins’ belief in teaching?
Befre Graham came int his class, he remember Graham was very difficult.
He thinks it’s imprtant t understand that there’s n such thing as a gd r a bad student.
Teachers shuld have mre time t make friends with students and really understand them. Then we culd make sure that we wuld find the path t success, bth at schl and in later life, fr all f them.
Imagine yu are the head teacher f Overtn Schl. Prepare a presentatin t tell Graham’s and Mr Jenkins’ stries. Use the diagram t help yu.
Mr Jenkins said, “... it’s imprtant t understand that there’s n such thing as a gd r a bad student.” Hw did he d? Find evidence frm the texts t supprt yur pinin.
What made Graham a successful persn? Find evidence frm the texts t supprt yur pinin.
What made Mr Jenkins a gd teacher? Write dwn ne r tw f his qualities and give yur reasns.
Part 4—Hmewrk