Unit Three:Why I Teach
Text Every 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 I Teach Peter G. Beidler 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. NEW WORDS administrative a. of the management of affairs 行政的,管理的
administration n. 管理(部门),行政(机关) puzzle vt. fill with doubt and confusion 使迷惑 step (-) up n. promotion; increase in size, speed, etc. mechanic n. skilled workman, esp. one who uses or repairs machines and tools 机械工;机修工 sweaty a. covered with sweat, sweating palm a. 手掌 profession n. occupation, esp. one requiring special training, such as law, medicine, or teaching
convince vt. make (sb.) feel certain; cause (sb.) to realize
compel vt. force (sb. or sth. to do sth.) pace n. rate or speed of development, or in walking, etc. 速度;步速 calendar n. 日程表,日历 opportunity n. favourable occasion or chance reflection n. careful thinking; consideration 深思;考虑 reflect vi. stimulate vt. encourage; excite 刺激;激励 freshman n. student in his first year at a college or university failure n. a person, attempt, or thing that fails; lack of success
ivory n. 象牙 ivory tower n. place or condition of retreat from the world of action into a world of ideas and dreams 象牙塔 self-reliance n. ability to do things and make decisions by oneself 依靠自己;自力 更生 reliance n. trust, confidence; dependence 信赖;信心;依靠 technological a. of or related to technology 技术的 corporation n. (AmE) 有限公司 run-down a. old and broken or in bad condition renovate vt. restore (old buildings, oil paintings, etc.) to a former, better state 修复,修整
semester n. (AmE) either of the two periods into which a school year is divided; term 学期 repay vt. pay back (money, etc.) loan n. sth. lent, esp. a sum of money 借出的东西;贷款 distribute vt. divide among several or many; give or send out 分发;分送 distribution n. variety n. difference in quality, type or character; a number of or a collection of different things 变化,多样化;种种 challenge n. the quality of demanding competitive action, interest, or though 挑 战 doctoral a. having to do with the university degree of doctor 博士的
energetic a. vigorous 精力充沛 dissertation n. (学位)论文 poet n. one who writes poetry learned a. showing or requiring much knowledge 博学的 journal n. magazine or daily newspaper 杂志;日报 occasional a. happening from time to time, not regular 偶尔的,间或的 nudge n. (fig.) words, actions or feeling that stimulate 启示 vt. push or touch slightly, esp. with the elbow to attract attention; (fig.) stimulate fellowship n. position or a sum of money granted to a person for advanced study or research 研究员职位;研究员薪金
switch vt. change or shift; turn urban a. of a town or city civil rights n. the rights of a citizen without regard to his race, religion, sex, etc. 公民权 lawyer n. person who practises law 律师 intuition n. (power of) the immediate understanding of truths, events, facts without reasoning 直觉 analysis n. the separation of a substance into parts for careful examination and study 分析 creation n. act of creating; sth. created 创造(物) clay n. 粘士
point n. main idea or purpose 要点;意义,目的 pathway n. path rare a. unusually good; distinctive 稀有的;杰出的 magic n. mysterious charm; strange influence or power; art of obtaining mysterious results by tricks 魔力;魔术 PHRASES & EXPRESSIONS stay up not go to bed until after the usual time 不睡觉,熬夜 take notes 记笔记 build on base on; use as a base for further development keep a diary 记日记 leave out fail to mention or include; omit
send off post; dispatch work at/ on give one's attention to doing or trying to do catch one's breath rest and get back one's normal breath, as after running; stop breathing for a moment from surprise, fear, shock, etc. PROPER NAMES Emerson 爱默生(姓氏及男子名) Thoreau 梭洛(姓氏) Huxley 赫胥黎(姓氏) Vicky 维基(女子名,Victoria 的昵称) Harvard 哈佛(美国大学名) Jeanne 珍妮(女子名)
Jacqui 杰基(女子名,Jacqueline 的昵称)
 

相关内容

大学英语精读第一册 Unit Three

   Unit Three The Present Present: n. /adj. /v. n. /′preznt/① =gift礼物,赠品;e.g. I want to send him a bike as the birthday present. ② =the time now现在,目前;e.g I’m sorry he is out at present. adj. ①=being in a particular place 出席的,到场的( which is the antonym ...

大学英语基础教程(北大版)教案第一册Unit Three

   Unit Three Teaching Objectives: By the end of this unit, the students will be expected to be able to 1. get to know some information about the historic shipwreck of “Titanic,” and know how to think about the lessons from this disaster and how to ge ...

大学英语基础教程(修订版)第四册教案Unit Three

   Unit 3 Teaching Objectives By the end of this unit, students will be better able to 1. talk about some body languages and their meanings and functions; 2. use about 30 new words and 8 new phrases and expressions in brief conversations and translati ...

大学英语精读第四册第三版book4Unit7答案

   大学英语精读第三版第四册 Book4 Unit7 答案 主编 上海外语教育出版社 董亚芬 1) in answer to 2) Catching sight of 3) impression 4) attractive 5) in the least 6) in the habit of 7) beyond my means 8) in season 9) instant 10) had 11) thrust 12) flash 13) hospitable 14) assure 15) f ...

大学英语精读第二册(第三版)book2Unit1答案 上海外语教育出版社

   一) 1. bare 2. empty 3. empty 4. bare 5. empty 6.empty 二) 1. shortly 2.track down 3.faint 4.motioned 5.at the sight of 6.feel like 7.slamming 8.rang out 9.contract 10.made for 11.heated 12.emerged 三) 1. host 2. sprang up/rang out 3. impulse 4. came t ...

大学英语基础教程(北大修订版)教案第二册Unit Three

   Unit Three Teaching Objectives: By the end of this unit, the students will be expected to be able to 1. talk about ways to live a happy life; 2. use skillfully the 15 new words and 8 new phrases and expressions learned in TEXT A in brief conversati ...

新编英语教程5 Unit Three

   Unit Three My Friend, Albert Einstein Pre-reading Question What do you think Hoffmann would describe Einstein as a friend? Paragraph 1 none the worse for: not harmed by; not adversely affected by 并不更差;依然如故 E.g.: He’s none the worse for his fall fro ...

高中英语必修三Unit Three

   Unit Three Period Three 学习目标: master the language poits in the text. 重点:master some important sentences . 难点:本课句型较多,课堂时间紧张 学习过程: 讨论重点句型(B 级) 一、 He was brought up in Hannibal, Missouri, along the Mississippi River.他是在密西西比河畔的的密苏里州的汉尼拔市被养大的。 bring up: ...

大学英语精读 第三册 Unit Seven

   Unit Seven:The Shelter Text Several neighbors hope to find safety in the only bomb shelter on their street when an announcement comes over the radio that enemy missiles are approaching. Can it shelter all of them? Does its owner let them in? Here i ...

新视野大学英语听力第三册文章 Unit4

   Uint4 II. Basic Listening Practice 1. Script M: Did you pick up the paper for me today? I really want to check the job vacancies. W: I know, it’s over there. There’s not much happen though. I had a look already. Maybe you should look on the Net ins ...

热门内容

2009年高考英语常用固定搭配词组汇总

   高考资源网(ks5u.com) 您身边的高考专家 2009 年高考英语常用固定搭配词组汇总 一,接不定式(而不接动名词)作宾语的 24 个常用动词 接不定式(而不接动名词) afford to do sth. 负担得起做某事 arrange to do sth.安排做某事 beg to do sth. 请求做某事 choose to do sth. 决定做某事 demand to do sth. 要求做某事 expect to do sth. 期待做某事 help to do sth. 帮助 ...

名家教你巧翻长难句-英语点津

   名家教你巧翻长难句-英语点津 您现在的位置: Language Tips> Translation Tips> Essay on Translation 名家教你巧翻长难句 [ 2009-08-28 16:17 ] 前前后后干了近二十年的翻译工作,近几年我在翻译和校对中的体会尤其深刻,也积累了一些素材,想与年轻同仁分享,以便共勉:翻译是一种职业,很平淡;但它是一座桥梁,很重要;它还是一门艺术,充满挑战 ...

2007年6月23日大学英语四级真题试卷及答案

   学习爱上问学堂??中国领先的教育 B2C 平台。 2007年6月23日大学英语四级真题试卷 及答案 Part I Writing (30 minutes) 注意:此部分试题在答题卡1上。 Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of Welcome to our club. You should write at least 120 words foll ...

英语(本

   英语(本、专科)专业简介 主考学校:江西师范大学 一、考试课程及学分 类 别 序号 必考 1 2 3 4 5 专 科 段 6 7 8 9 10 11 12 合计 1 2 3 4 5 6 本 科 段 7 8 ?? ?? ?? ?? ?? ?? 毕业考核 合计 二、说明 选考 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 1 2 3 4 5 6 课程名称 马克思主义哲学原理 邓小平理论概论 法律基础与思想道德修养 大学语文(本) 综合英语(一) 综合英语(二 ...

新目标英语七年级上册教学设计Unit 4

   新目标英语七年级上册 Unit 4 Where’s my backpack? SectionA 1a-1c 教学设计 教材分析: 教材分析: 新目标英语七年级上册第四单元,主要通过谈论话题"Things around the house"学习询问“物品的位置”,使学生学会基本句型"Where’s my backpack? It’s under the chair.”,进一步体会“Where…? Yes/No”疑问句的用法;学会运用方 位介词"on/in ...