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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 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。
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。
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。
