《基礎(chǔ)英語閱讀》Book 3 Unit 8電子教案 (二)

UnitEight

I.Objectives

令Tolearntoappreciateanarrativepieceofwriting;

令Tolearnsomeusefulvocabularyandexpressionspresentedthroughthetext.

令Tofamiliarizestudentswithanarrativepieceofwritinginvolvingsuccessfuluseof(a),

effectivecomicexaggerationthroughsimilesandmetaphors,and(b).contrastand

parallelisms.

ILTeachingEmphasis:

1.ThecomprehensionandappreciationofTextI;

2.Newwordsandexpression:

duck;wince;placatory;indefensible;negligently;studious;shrug;wry;dissolve;

guffaw;naildown;trailaway;beshockedtothecore;everynookandcranny

III.TeachingMethods:presentation;questions;discussion

IV.TeachingTool:multi-medium.

V.CheckingMethods:examination;questions;discussion;homework

VI.TeachingProcedures:(8periods)

Lead-in

1.MovieClip

2.Quotes

1.MovieClip

Watchthemovieclipandanswerthefollowingquestions.

Whatattitudedomostchildrenholdtowardthenewgoverness?Why?

Theyareunfriendlyandevenveryrudetoherbecausetheydon'twantanewgoverness.

Howmuchdoyouknowaboutthenewgoverness?Whatkindofpeopledoyouthinksheis?

Shehasneverbeenagovernessbefore,butsheisfriendly,kindandknowshowtogetalongwith

children.

Discussion:

Itisarealheadachetobecomethetutorofagroupofnaughtychildren,orso-calledbadchildren.

Supposeyouaregoingtobesuchatutor,whatwillyoudotokeepthemunderyourcontrol?This

isanopenquestion.

2.Quotes

Readthefollowingquotesandtellyourclassmateswhichoneisyourfavorite.Stateyour

reasons.

Educationiswhatremainsafteronehasforgotteneverythinghelearnedinschool.

—AlbertEinstein

Thegreataimofeducationisnotknowledge,butaction.

—HerbertSpencer

Educationislearningwhatyoudidn'tevenknowyoudidn'tknow.

一DanielJ.Boorstin

Itisathousandtimesbettertohavecommonsensewithouteducationthantohaveeducation

withoutcommonsense.

一RobertGreenIngersoll

Thedirectioninwhicheducationstartsamanwilldeterminehisfutureinlife.

一Plato

Thedifferencebetweenschoolandlife?Inschool,you'retaughtalessonandthengivenatest.In

life,you'regivenatestthatteachesyoualesson.

—TomBodett

Nothingthatisworthknowingcanbetaught.

—OscarWilde

Ifyouareplanningforayear,sowrice;ifyouareplanningforadecade,planttrees;ifyouare

planningforalifetime,educatepeople.

——ChineseProverb

Educationisnotapreparationforlife;educationislifeitself.

一JohnDewey

Educationisnotaproduct:mark,diploma,job,moneyinthatorder;itisaprocess,aneverending

one.

—BelKaufman

ListeningInandSpeakingOut

1.Notes

2.Listening

3.SpeakingPractice

1.Notes

1.cybercharterschools-cybercharterschoolsdeliverthemajorityoftheirinstructionoverthe

Internetinsteadofinaschoolbuilding.And,likecharterschools,theyarepublicschools,but

freeofmanyoftherulesandregulationsthatpublicschoolsmustfollow.

2.futuristic—strangeandmodern,orseemingtocomefromsomeimaginedtimeinthefuture

3.littlemorethan-only;as...as

4.virtualschool—Avirtualschooldescribesaninstitutionthatteachescoursesentirelyor

primarilythroughonlinemethods.Thoughtherearetensofthousandsofcommercialand

non-accreditedcoursesavailableonline,theterm“virtualschool“isgenerallyreservedfbr

accreditedschoolsthatteachafull-time(ornearlyfull-time)courseofinstructiondesignedto

leadtoadegree.

5.assessmenttests—teststoevaluatestudents'performanceatschool

6.epidemiology—thestudyofthedistributionandpatternsofhealth-events,

health-characteristicsandtheircausesorinfluencesinwell-definedpopulations

7.graphicdesign——thepracticeorprofessionofdesigningprintorelectronicformsofvisual

information,asforanadvertisement,publication,orwebsite

8.PACyber—thePennsylvaniaCyberCharterSchool

2.Listening

Listentotherecordingandanswerthefollowingquestions.

1.Whatdostudentsattendingcybercharterschoolsneed?

Acomputer,anInternetconnectionandaresidenceinthesamestateastheschool.

2.Inwhatwayorwaysisacybercharterschoolsimilartoatraditionalschool?

Theyservechildrenfromkindergartenallthewaythroughhighschoolandrequirethesamecore

classestaughtinpublicschools.Theirstudentsarerequiredtotakethesamestateassessmenttests

aschildrenintraditionalpublicschools.

3.What5sthebiggestdifferencebetweenvirtualschoolsandtraditionalschools?

Virtualschoolstudentslearnattheirownpace.

4.Howdocybercharterstudentsinteractwiththeirteachersorsupervisors?

Theycantakeclassesonlineorgetin-personinstructionatlearningcenterstointeractwiththeir

teachersorsupervisors.

5.Howcanvirtualeducationworkbest?

Itcanworkbestwhenachild'slearningcoachtakesanactiverole.

3.SpeakingPractice

Giveanoralpresentationonthesummaryofthemainpointsofthelisteningpassage.

Foryourreference

Thekeypoints:

-thecyberschoolsinAmerica

-thesimilarityanddifferencesbetweencyberschoolsandtraditionalschools

-howcyberschoolkidsinteractwiththeirteachersandsupervisors

-virtualeducationandthenatureofvirtualschools

Discussandcommentontheeffectivenessofeachother'soralpresentation.

Workinpairsandtaketurnstoaskandgiveanswersaboutthefollowingtopics:

a.What'syourattitudetowardsvirtualeducation?

b.Howcancybercharterschoolshelpsolvesomeproblemsincurrenteducation?

c.Whatarethedisadvantagesofvirtualeducation?

Text

LTextI

(1)Pre-ReadingQuestions

(2)GeneralReading

(3)Background

(4)Text

(5)CommentsontheText

(6)Exercises

2.TextII

TextI

1.Pre-ReadingQuestions

Thinkoverthefollowingquestionsordiscusstheminsmallgroupsbeforeyoureadthetext.

1.Whatismeantbykeepsomebodyunderone'sthumb?Ifyoudon'tknow,lookupthephraseina

dictionary.

2.Whatrelationshipsdoesthephraseusuallyapplyto?Thatbetweentheofficersandmeninthe

armedforces?Betweentheteacherandthepupilsinaschool?Betweentheemployerandthe

employeesinafactoryoronafarm?Whichoftheserelationshipsmightthistextbeabout?

3.Whatcontradictionsaretheregenerallybetweenthegoverningandthegoverned?Whichofthe

threequalitiesdoyouexpectofthegoverning:authority,laxity,acompromisebetweenthetwo?

Whichofthethreequalitiesdoyouexpectofthegoverned:obedience,defiance,indifference?

4.Isitrightforanybodytokeepsomebodyunderhisthumb?Wouldyouliketobekeptunder

somebody'sthumb?

(Theseareallopenquestions.)

2.GeneralReading

Nowdecidewhichofthefollowingsetsofalternativesgivesyouonlythemainideas.

1.A.Class2wasanabsoluteunrulyclass.

B.Iwastimidandnervousbeforetheboys.

C.Iwantedtokeeptheboysundercontrol,butIcouldn't.

Allmainideas.

2.A.IfeltIwaspowerlessbeforetheboys.

B.Iwassurprisedthattheboyslikedtohearfairytales.

C.IhadnoconfidenceinmyselfwhentoldtokeeporderinClass2.

Bisasupportingdetail.

3.A.Iwasgreatlyhurtbyastudious-lookingboy.

B.Iwasstartledtoseetheboys'chalkwar.

C.Icouldnotdealwiththedisorderlyboys.

AandBaresupportingdetails.

Usingthemainideasgivenabove,trytowriteaone-sentencesummaryofthetext.

Key:Aninexperiencedteacherfailedtodealwithanunrulyclassoftopyearboys.

3.Background

Chaucer

JOHNHFISHER?MARKALLEN

GeoffreyChaucer(c.1343—1400),knownastheFatherofEnglishliterature,iswidely

consideredthegreatestEnglishpoetoftheMiddleAgesandwasthefirstpoettohavebeenburied

inPoet'sCornerofWestminsterAbbey.Whileheachievedfameduringhislifetimeasanauthor,

philosopher,alchemistandastronomer,composingascientifictreatiseontheastrolabeforhisten

year-oldsonLewis,Chauceralsomaintainedanactivecareerinthecivilserviceasabureaucrat,

courtieranddiplomat.Amonghismanyworks,heisbestknowntodayforTheCanterburyTales.

Chaucerisacrucialfigureindevelopingthelegitimacyofthevernacular,MiddleEnglish,ata

timewhenthedominantliterarylanguagesinEnglandwereFrenchandLatin.

4.Text“KeepClass2UnderYourThumb”

Wordsandphrases:

(1)cudgel:n.ashortthickstickusedasaweapon

e.g.Theyellowmancarrieshisbundleandhiscudgelinhishand.

Allofasuddentheenemydealthimablowwithhiscudgel.

(2)pale:a.havingaskincolourthatisverywhite,orwhiterthanitusuallyis

e.g.Themanlookedathimandsawthathewasdeathlypale.

HarrysawSam'sfacegopale,hiseyesglitterwithrage.

(3)succession:n.anumberofpeopleorthingsofthesamekindfollowingeachother;aseries

e.g.Therevolutionarymovementhaspassedthroughasuccessionofdistinctivephases.

Asuccessionofvisitorsflowoutofthecinema.

(4)startled:a.feelsurprisedandslightlyshocked

e.g.HeisstartledbyhercloseresemblancetoTigress.

Thestartledboyswerefrozenwithfearandafraidtospeak.

(5)substitute:n.apersonorthingthatyouuseinsteadoftheonethatyouusuallyhave

e.g.Vegetableoilisagoodsubstituteforanimaloil.

Asthesayinggoes,thereisnosubstituteforvictoryinwar.

(6)wince:v.tosuddenlyfeelveryuncomfortableorembarrassedaboutsomething;cringe

e.g.Istillwinceatthethoughtofthatstupidevening.

IcouldseehimwincewhenItoldhimhowmuchtherepairswouldcost.

(7)awful:a.verybadorunpleasant

e.g.Theawfulweathermadehiminbadmood.

Sincetheawfulmomentthatafternoon,lifehasseemedtimeless.

(8)tremble:v.toshakeslightlyinawaythatyoucannotcontrol,especiallybecauseyouareupset

orfrightened

e.g.Attheverythoughthefeltatendencytotremble.

Yourarewatchingthestarsthattremblewithhopeandlove.

(9)tellsb.off:tospeakangrilytosomebodyfordoingsomethingwrong

e.g.Theteacherusedtotellmeoffformakingsomuchnoise.

Don'ttelloffyourbossandco-workers,evenifyouthinktheydeserveit.

(10)placatory:a.tomakepeoplefeellessangrybyshowingthatyouarewillingtopleasethem

e.g.ThepotentiallyplacatorygovernmentoftheDemocraticPartyofJapanwasalienated

byChina'saggressivebehaviour.

Hegivesmeaplacatorysmiletoeasemymind.

(11)inwardly:ad.inyourmind

e.g.Perhapstheleaderinwardlycringesatthepersonalitycultthatsurroundshim.

Laughing,Iinwardlyanswereditintheaffirmative.

(12)trace:utofindsomeoneorsomethingbysearchingforthemcarefully

e.g.Policefinallytracedtheyoungmanwhowasseenneartheaccidenttoanaddressin

Korea.

Youcantracepriceindicesbytheuseofthecomputer.

(13)studious:a.spendingalotoftimestudyingandreading

e.g.Shewasanextremelyserious,cleverandstudiousyoungwoman.

Thegroupsaysitsstudiousrobotmayevenimproveourunderstandingofthisresearch.

(14)enormous:a.extremelylarge

e.g.Thismovementprovidesanenormousamountofopportunitiestocreateusefulenergy.

Wecannotignoreitsenormousvitalityforitssimplicity!

(15)indefensible:a.toobadtobeexcusedordefended

e.g.Thisisanillegalandmorallyindefensibleaction.

Besiegedbyscandal,hisgovernmenthassquanderedprecioustimestavingoff

inquiriesanddefendingindefensibleministers.

(16)recall:v.torememberaparticularfact,event,orsituationfromthepast

e.g.Doyourecallwhenandwhereyourhusbandacquiredthisbook?

Whenseeingit,hecannothelprecallinghisbitterpast.

(17)impropriety:n.behaviouroranactionthatiswrongorunacceptableaccordingtomoral,

social,orprofessionalstandards

e.g.Thereisnoevidenceofimpropriety.

Improprietyisthesoulofwit.

(18)naildown:fixsomethingfirmly;establishclearlyandunmistakably

e.g.Ittookus3hourstonaildownouragreement.

Wehadbetternaildownthetimeforournextmeeting.

(19)mountainous:a.verylargeinamountorsize

e.g.Almosthappily,theoldmanstruggleswiththemountainouswaves.

Shefacedamountainouspileofpresentsstillunwrapped.

(20)sway:v.tomoveslowlyfromonesidetoanother

e.g.Thetreehasswayeddowntothewall.

Holdmeinyourarmsandswaymelikethesea.

(21)negligently:ad.nottakingenoughcareoversomethingthatyouareresponsiblefor,withthe

resultthatseriousmistakesaremade

e.g.Lossescausedintentionallyornegligentlybythelesseeshallbebornebythelessee.

Safetytechnologyiswillfullyandnegligentlybypassedwhenthereisaprofittobe

made.

(22)maliciously:ad.havingorshowinghatredandadesiretoharmsomebodyorhurttheir

feelings

e.g.Therearestrongindicationsthatsomeoneattheresortwasactingmaliciously.

Liketheungodlytheymaliciouslymocked;theygnashedtheirteethatme.

(23)indignation:n.feelingsofangerandsurprisebecauseyoufeelinsultedorunfairlytreated

e.g.ThephotoignitedafirestormofindignationonTwitter.

Nay,impatiencekillsthefoolandindignationslaysthesimpleton.

(24)mount:utoincreasegraduallyinamountordegree

e.g.Thedeathtollwouldrapidlymountintothetensofthousands.

Astheirlossesmount,they'resellingoffsecuritiestomeetdemandsforcashfrom

lendersandinvestors.

(25)puny:a.noteffectiveorimpressive

e.g.Theproblemwiththisanalysisisthatthetailisfartoopunytowagthedog.

Theylaughedatmypunyeffortstomywork.

(26)plead:v.toaskforsomethingthatyouwantverymuch,inasincereandemotionalway

e.g.Wepleadwithourmemberstoremaincalmandunitedatthistestingtime.

Shepleadedtobeallowedtocomebacktoherhometownonceagain.

(27)obedient:a.alwaysdoingwhatyouaretoldtodo;willingtoobey

e.g.AtfirstLucaswasobedientandfollowedclosebehindhisfather.

Thedogisobedienttoitsmaster'sorders.

(28)sceptical:a.doubtful

e.g.Afterhearingherreasons,helookedhighlysceptical.

IstillremainscepticalofanypredictionsorclaimsintheInternet.

(29)trailaway:tobecomegraduallyquieterandthenstop

e.g.Hervoicetrailedawaytonothingforshewastoonervous.

Thenoisebegantotrailawaywhenthespeakerstartedanattractivetopic.

(30)toy:v.tothinkaboutanideaorpossibility,usuallyforashorttimeandnotveryseriously

e.g.IbrieflytoyedwiththeideaofgoingtoFrancetovisitthem.

Heneedstoberemindedthatitisn'tjustalabwherehecantoywithhisfabulous

ideas.

(31)thunderbolt:n.aflashoflightningwhichhitsapersonorthingandkillsordestroysthem

e.g.HewaskilledbyathunderboltfromZeustopreventfurtherdisaster.

Athunderboltsplitupthewoodenhouse.

(32)indolently:ad.lazy

e.g.Helivesindolentlywithhisrelatives.

Hedrawsouttwobundlesofjackstrawsfromthepileandliesthereindolently.

(33)imposter:n.someonewhopretendstobesomeoneelseinordertodeceivepeople

e.g.Anyonewhospeaksinthenameofothersisalwaysanimposter.

Thatnicelookingredsnapperyouorderedatarestaurantmaybeanimposter.

(34)blush:v.tobecomeredintheface,usuallybecauseyouareembarrassedorashamed

e.g.SomeboysarelikeshyDaphne.Whentheymeetgirls,theyblush.

Dogoodbystealth,andblushtofinditfame.

(35)bawl:Etoshoutinaloudvoice,especiallyinanunpleasantorangryway

e.g.Whoareyoutobawlandwhingethattheyarewrong?

Pettybegantobawlsuddenly,loudly,thesoundaddingtoCindy'sownuneasiness.

(36)pandemonium:n.asituationinwhichthereisalotofnoisebecausepeopleareangry,

confusedorfrightened

e.g.Thenthefirstblastwentoff,andthegrimquieteruptedintopandemonium.

Whenpandemoniumbrokeout,itwasimpossibletohearwhatotherswerediscussing.

(37)gramophone:n.arecordplayer

e.g.ThevoiceoftheEdisongramophonewasfirstheardbyvisitorsinWorldExpo.

Shewoundupthegramophoneandputonarecordofsomemerrymusic.

(38)brawl:n.anoisyquarrelorfightamongagroupofpeople,especiallyinapublicplace

e.g.AmeetingofsurvivingTalibancommanderswassaidtohaveendedinabrawland

gunfight.

Amassivebrawlreportedlybrokeoutbetweenworkersoftwodifferentnationalities.

(39)alas:interj.usedtoexpresssadness,shame,orfear

e.g.Alas!YouonlyremindmeofwhatIhavelost.

Alas,forhisownsoul,ifthesewerewhathesought!

(40)falsetto:n.anusuallyhighvoice

e.g.Theincongruousfalsettovoicetookonamusingnote.

Thecombinationofjazzflute,falsettovoicesandlyricshastheaudienceinalaugh

riot.

Notes

1.asuccessionofstartledsubstitutes

teacherswhotooktheplaceoftheirownteachersandwhogotshockedcameoneafteranother.

Successionmeaning“thecomingofoneperson/thingafteranotherintimeororder"mayreferto

bothpeopleandevents.

e.g.：

Asuccessionofunexpectedvisitorscametoourdepartmentonthefirstdayofschool.

Lastsummertherewasasuccessionofuncomfortablyhotdays.

2.Noonequiteknewwheretheclasshadgotinanysubject.

Noonequiteknewhowmuchprogresstheclasshadmadeinanysubject.Togetsomewhere

andtogetnowheremean“tomakeprogress^^and“nottomakeprogress”respectively.

e.g.:

Theclassgotnowhereintheirstudies.

Shepractisedthepianosohardthatshewasreallygettingsomewhere.

Areyougettinganywhereincomputerscience?

3.Itwasplaintheheadmasterthoughttheyhadgotnowhere.

plain:easytosee;clear

eg：

Iwasaplainimpostor.

plain:nothinglessthan,out-and-out

Thewordplainintheabovesentenceshasthesamespellingandpronunciationbutithas

differentmeaningsindifferentcontexts.

Moreexamplestoshowanotherwordwithtwodifferentmeanings:點(diǎn)擊該行出現(xiàn)下面兩行

Theyareallstandingquietly.

Isimplycouldn'tstandtheheathere.

4.allwhiteflag

acceptingdefeatcompletely

5.theseimproprietiescouldn9tbenaileddown

itwasimpossibletosayexactlywhattheinexcusablethingstheydidwere.Naildownmeans

literally“fixsomethingfirmly”,andfiguratively"establishclearlyandunmistakably^^.

e.g.:

Let'snaildownthelidofthewoodenbox.

Anagreementhasbeennaileddownbythepartnersofthefirm.

6.makeout

seeorunderstandwithdifficulty

e.g.:

Canyoumakeouthishandwriting?

ShespokeinsuchasoftvoicethatIcouldhardlymakeoutwhatshesaid.

7.Toonegligentlyormaliciouslytreated,onewould...crashtothefloor.

Thepastparticipleconstructiontoonegligentlyormaliciouslytreatedisusedinplaceofthe

subordinateclauseofthepassiveconstruction“whenitwastoonegligentlyormaliciously

treated”.

8.anawfulpointlessindignationmountedinme

adreadfulunreasonableangeronmypartintensified/increased;Ibecamemoreandmore

angrywithhardlyanyreasons.Pointlessmeans“donefornoreason;meaningless”.

e.g.：

Itisquitepointlesstoraisesuchaquestionwheneveryonehasagreedonthedecision.

9.Theytooknonotice

Theydidnotpayanyattention.Noticemeaning“attention“canbeusedinvariousways.

e.g.：

Ithascometomynoticethatsheismakinggreatprogress.

Weshouldn'ttakeanynotice⑺diegossips.

Ithasnotescapedmynoticethatthechildrenareuptosomemischief.

10.ascepticalone

adoubtfulone.Scepticalispronouncedas/'skeptikol/.ItisspeltskepticalinAmerican

English.

11.incoldblood

deliberately;(thinkingthingsover)carefully

12.Shocked,stung,andfrightened.

Thissentence,consistingofthreepastparticiples,isusedasarhetoricaldevicetogivean

emphaticeffecttotheprecedingsentence.

13.itwasbeyondme

thesituationwasimpossibleformetohandle

14.Itstruckmethat???Itseemedappropriate.

ItsuddenlyoccurredtomethatIhadwithmeabookonGeoffreyChaucer(1340-1400),a

greatEnglishauthor.TherearemanyrecordsofeventsofChaucer\timeinthebook,including

storiesofnoisyquarrelsinthestreet.Itseemedtobeinkeepingwithwhatwashappeninginthe

classroom.

15.Cor

ThisisaslangwordinBritishEnglish,usedforshowinggreatsurprise.

16.Thelastparagraph

Thisisadescriptionofthepupils'reactionwhentheysawtheimpressive-lookingbooktaken

outbytheirteacher.

5.CommentsontheText

Thetextisashortnarrativepieceofwritingwhichvividlyandamusinglyrelateshowa

younginexperiencedstand-inteacherattemptstocontrolaclassthathasfrightenedawaya

successionofsubstitutesfortheirownteacher.Thewriterisparticularlysuccessfulinhiseffective

useofcomicexaggeration.Thenarrativeisconvincingduetothewriter'sexcellentdescription

ofasituationtotallyoutofcontrol,andvividduetothewriter'skeenobservationofthe

behaviourofayoungandinexperiencedteacherwhenhisauthorityisthreatened.

1.Thevariouswaysinwhichcomicexaggerationisachieved:

1)Theuseofvividsimiles

Asimileisadirectcomparisonofonethingtoanotherbyusingthewordlikeoras.

Examples:

Tomakethisclear,heshowedmehisownthumb,ahugething,likeapocketcudgel.

Therewas,foratime,pandemonium,likeabigsceneinanoperabeingplayedbackwardson

agramophone.

2)Theuseofappropriatemetaphors

Ametaphorisanexpressionwhichdescribesonethingintermsofanotherthingwith

whichitcanbecomparedwithoutusingthewordlikeoras.

Examples:

Iwasinwardlyallwhiteflag.

Imanagedtomakeoutthatmixedupwiththesegiantswasacertainamountoffurniture.

...individualdesks:doll'shousethingsthatrestedonmountainouskneesandswayedfrom

sidetoside.

3)Theuseofstrikingcontrast

Onethingisputinsharpcontrastwithanothersothatastrongeffectisproduced.

Examples:

Enormousboyswereeverywhere,...WasIreallysopuny...

(Thewritermakesacontrastbetweentheenormousboysandthepunyteacher.)

...mixedupwiththesegiantswasacertainamountoffurniture...desks;dollshouse

things...

(Acontrastismadebetweenthebigboysandtheirsmalldesks.)

4)Theuseofparallelismstointensifythemeaning

Examples:

...asuccessionofstartledsubstituteshadstoodbeforethem,ducked,wincedandfled.

Iwastoyinginwardlywithideasofthunderbolts,earthquakesyandmassexecutions.

5)Theuseofvocabularywhichemphasizesnotthenormalorderinaclassroombutthatof

fightingandwar

Examples:

cudgel,duck,wince,flee,mass,execution,whiteflag,chase,astrangerain

2.Anexcellentdescriptionofasituationwhichistotallyoutofcontrol:

1)Thewriterdescribestheyoungteacher'ssenseofinadequacyinthefaceofthethreatcoming

fromhispupilstoshowthereaderthathecertainlycouldnotkeepwhathecouldnotdefineor

understandundercontrol.

Examples:

Enormousboyswereeverywhere,doingindefensiblethings.

Ican'trecallmuchinparticularwhattheyweredoing,...theseimproprietiescouldnbe

naileddown.

2)Thewritersuccessfullyportraysascenethatmettheeyeoftheteacherwhenhefirstentered

theclassroomtoemphasizehowtotallyoutofcontroleverythingwasintheclassroom.Furniture

seemedtohaveanactivelifeofitsown,chalkseemedtobeflyingintheair.Strangethings

happenedandnormallifewassuspended.

Examples:

...individualdesks;dollshousethingsthatrestedonmountainouskneesandswayedfrom

sidetoside.

Theairwasfullofpiecesofchalk,cistrangerainofit.

3)Thewritervividlydepictshowthegiantsreactedtotheteacher'sassertionofauthorityand

howtheteacherhimselffelt.Agraphicaccountisgivenofhowtheboysfirstignoredtheteacher,

thenchallengedhimtokeeporder;thenlaughedathim;thenraisedadin;andfinallymockedhim

whenhetookouthisbookonChaucer.Theyoungteacherwasinsufficientlyassertiveinmood;

tooself-effacinginmanner,andcompletelylackinginself-confidence.

Examples:

Iwas,inwardly,allwhiteflag.

...creptthroughthedoor.

WasIreallysopuny,soineffective?

3.Akeenobservationofthebehaviourofayoung,weak,inexperiencedteacher:

Examplestoshowtheteacher'stimidityandnervousness:

1)Avoidingtellingofftheboywhowasillegallyrunninginthehall.

2)Creepingthroughthedooroftheclassroom.

3)Beinginaplacatorymood.

4)Beingineffectuallyangryandspeakingwithafatalnoteofpleadinginhisvoice.

5)Issuingthreatswhichwereimpossibletofulfil.

6)Shoutingatthestudentsinsteadofusingaquiet,co