1、Unit 1 RelationshipsLesson1 Teachers1. lacklack sth. 缺少某物缺少某物lack for nothing 什么都不缺什么都不缺lack n. 缺乏，短缺的东西缺乏，短缺的东西a lack of sth. 缺少某物缺少某物for lack of sth. 因缺少某物因缺少某物lacking adj. 缺少的；缺乏的缺少的；缺乏的be lacking in 缺少缺少练习：练习：He _ confidence in his study. lacks2. accesshave/ get/ gain/ obtain access to 进入；接近；进入；
2、接近；可以获取可以获取/利用利用access v. 存取；访问（计算机信息等）存取；访问（计算机信息等）accessible adj. 易到达的；易使用的；易懂的；易到达的；易使用的；易懂的；inaccessible adj. 达不到的；不可进入的；不达不到的；不可进入的；不可使用的；无法理解的可使用的；无法理解的be accessible to=have/ get/ gain/ obtain access to 练习：练习：Students must have _ to good resources.access3. used toused to 表示过去习惯性的动作或状态，但现表示过去习惯
3、性的动作或状态，但现在已经不那么做或不存在了。在已经不那么做或不存在了。be used to doing sth. 习惯于做某事习惯于做某事 可以用可以用become/ get等来代替等来代替be, 其中其中to是介词。是介词。be used to doing sth. 表示表示“习惯于做某事习惯于做某事”的状的状态态get/ become used to doing sth. 则强调由则强调由“不习不习惯惯”到到“习惯习惯”这一动态的过程，表示这一动态的过程，表示“逐渐习逐渐习惯惯”be used to do sth. = be used for doing sth. 被用被用来做某事来做某
4、事练习：练习：There _ be an old temple in the village.used to4. set offset off for someplace 出发去某地出发去某地set about doing sth. = set out to do sth. 开始做某事，着手做某事开始做某事，着手做某事set aside 将某物放在一边；节省或留出（钱或将某物放在一边；节省或留出（钱或时间）时间）set up 创建，建立；安装好创建，建立；安装好set out 出发；动身；启程出发；动身；启程练习：练习：What time are you going to _ tomorrow
5、?set off5. catch sb. doing sth.此结构中的此结构中的doing为为v.-ing形式做宾语补足语。形式做宾语补足语。宾语和宾语补足语在逻辑上是主动关系。宾语和宾语补足语在逻辑上是主动关系。类似的结构还有：类似的结构还有：（1）感官动词（）感官动词（see, hear, notice, watch, observe, feel 等）宾语等）宾语v.-ing表示表示“动作正动作正在进行在进行”。（2）have/ set/ get/ keep/ leave/ find+宾语宾语v.-ing表示表示“处于某种状态或持续干某事处于某种状态或持续干某事”。（3）with宾语宾语
6、v.-ing，宾语与宾语补足，宾语与宾语补足语在逻辑上是主动关系。语在逻辑上是主动关系。练习：练习：I _ John playing basketball yesterday. caughtTalk about the qualities that teachers need. Use the phrases below to help you.Activate and ShareSuggested Answers:I think teachers should understand their students. And I think that teachers should explai
7、n things with practical examples and in simple language.Can you guess the link between the two texts?The two texts, one is written from the point of view of a student and one from a teacher.Look at the titles and the pictures1. Who wrote the texts? The texts writers are Graham Lawrence and Brian Jen
8、kins. Graham was once Mr Jenkins student. They talk about the memories that they have of each other. 2. What are they mainly about? 3. Why were they written? The texts were written because the student and the teacher remembered how they influenced each other.Read the two texts and answer the questio
9、ns.Read My Teacher. Complete the information.Before Graham went to Mr Jenkins classGraham was not very good at most school subjects.How Mr Jenkins taughtMr Jenkins made everything interesting.After Graham became Mr Jenkins studentMr Jenkins made Graham feel that he had his own strengthens.Hes a bit
10、lazy.Science had been a subject full of strange words.He didnt want to know what hydrogen was.He found science boring and difficult.He lacked confidence.He explained things with lots of practical examples and in simple language.He took students outside, and they built a rocket!He was interested in t
11、he study of the stars and planets.He gave a presentation.Read My Student. Answer the questions.1. What was Mr Jenkins impression of Graham before they met? He was very difficult.2. What is MR Jenkins attitude towards students? Theres no such thing as a good or a bad student.3. What are Mr Jenkins be
12、liefs in teaching? The thing about being a teacher is that you have access to childrens minds when they are open and eager to learn.Imagine you are the head teacher of Overton School. Prepare a presentation to tell Grahams and Mr Jenkins stories. Use the diagram to help you.Suggested Answers:Graham
13、Lawrence was not very good at most school subjects. He was a bit lazy. Science was a subject full of strange words to him. He didnt want to know what hydrogen was. He found science boring and difficult. He lacked confidence. When he was 15 and he went into Mr Jenkins class, he really became interest
14、ed in a subject for the first time. Mr Jenkins had heard stories about Grahams bad behaviour but he believed there was no such a thing as a good or a bad student and tried to make lessons interesting. He helped Graham realise that he had his own strengths.Work in groups to discuss the questions.1. M
15、r Jenkins said, its important to understand that theres no such thing as a good or a bad student. How did he do? Find evidence from the texts to support your opinion.Mr Jenkins is patient and he understands students. He was good with difficult students likeGraham and he knew how to help them by expl
16、aining things with practical examples and insimple language. He helped students feel confident.He is a good teacher because he caresabout his students and wants them all to do well.Work in groups to discuss the questions.2. What made Graham a successful person? Find evidence from the texts to suppor
17、t your opinion.Mr Jenkins helped Graham find his interest and strength, e.g. Mr Jenkins set up an experiment to attract his attention in the first class. He gave Graham chances to present his interest and boosted his confidence. Graham was bright.Work in groups to discuss the questions.3. What made
18、Mr Jenkins a good teacher? Write down one or two of his qualities and give your reasons.Mr Jenkins is patient and he understands students. He was good with difficult students like Graham and he knew how to help them by explaining things with practical examples and in simple language. He helped stude
19、nts feel confident. He is a good teacher because he cares about his students and wants them all to do well.Which action happened before the other in each sentence?1. Before Mr Jenkins taught me, science had simply been a subject full of strange words to me.Science had simply been a subject full of s
20、trange words to me happened before Before Mr Jenkins taught me.Which action happened before the other in each sentence?2. Graham was very difficult before he came into my class. I had heard stories about his bad behaviour.I had heard stories about his bad behaviour happened before Graham was very di
21、fficult before he came into my class.3. I knew I had chosen a job with a lot of stress.I had chosen a job with a lot of stress happened before I knew.语法：过去完成时语法：过去完成时过去完成时由过去完成时由“had done”构成，其用法如下：构成，其用法如下：1. 表示在过去某一时间或某一动作之前完成的动作表示在过去某一时间或某一动作之前完成的动作或存在的状态，即或存在的状态，即“过去的过去过去的过去”。一般可通过。一般可通过表示表示“过去的过
22、去过去的过去”的时间状语（从句）或上下的时间状语（从句）或上下文的语境来判断。文的语境来判断。When walking down the street, I came across David, whom I hadnt seen for years. 我走在街上时，碰到了多年没见的大卫。我走在街上时，碰到了多年没见的大卫。2. 表示从过去某一时间开始，一直延续到过去的另一时间的动作或状态。常用的时间状语有：before, by then, by that time, by the end of, by the time等。It took me a long time before I was
23、 able to fully appreciate what they had done for me. 我花了很长时间才能完全理解他们为我所做的。语法：过去完成时语法：过去完成时3. 表示“愿望，打算”的动词（mean, plan, intend, expect等）用过去完成时，表示原本打算实现却未如愿。I had intended to call on you yesterday, but I had an unexpected visitor. 我昨天本来打算给你打电话的，但不料来了一位客人。语法：过去完成时语法：过去完成时常使用过去完成时的句型：常使用过去完成时的句型：1. This/
24、 That/ It was the first/ second/ thirdtime thatthat从句的谓语动词用过去完成时。从句的谓语动词用过去完成时。This was the first time that they had met in thirty years. 这是他们三十年来第一次见面。这是他们三十年来第一次见面。2. It was + 一段时间一段时间 + since从句从句since 从句的谓语动词用过去完成时从句的谓语动词用过去完成时It was ten years since we had had such a wonderful time. 自我们曾度过一段如此美妙的
25、时光以来，已经过自我们曾度过一段如此美妙的时光以来，已经过去十年了。去十年了。常使用过去完成时的句型：常使用过去完成时的句型：3. 用于表示用于表示“一一就就”的句型中：的句型中：Hardly had sb. donewhen.didNo sooner had sb. donethan.didHardly had she gone to bed when the bell rang. 她一上床睡觉铃就响了。她一上床睡觉铃就响了。No sooner had I sat down than there was a loud knock on the door. 我一坐下来就有人大声敲门。我一坐下来
26、就有人大声敲门。(1) A rescue worker risked his life saving two tourists who _ (trap) in the mountains for two days.(2) It was Monday morning, and the writing class had just _ (begin).(3) The detective fixed his sharp eyes upon the box, wondering whether he _ (see) it somewhere before.(4) The book which_ (lo
27、se) was returned to the library.had been trappedbegunhad seenhad been lost(5) Silk_ (become) one of the primary goods traded along the Silk Road by about 100BC.(6) Just as I got to the school gate, I realized I _ (leave) my book in the cafe.(7) Writing out all the invitations by hand was more time-consuming than we _ (expect).had becomehad lefthad expected
