Unit 10
The Teacher Who Changed My Life

Warm-up
I. The pictures below show three of the world’s great teachers. Match each picture with the right name and description.

|( ( ( |
|[pic] [pic] [pic] |

1. Confucius 2. Anne Sullivan Macy 3. Socrates

A B C
|Helen Keller’s teacher, who taught |A philosopher and Plato’s teacher, who |A philosopher and a teacher, who believed |
|Keller how to spell and read, and thus|encouraged his students to think and responded |that education should be available to |
|made Keller long for learning. |to their questions by asking more questions. |everyone and who adopted various teaching |
| | |methods to inspire his students. |

II. To you, which of the three is the greatest? Share your opinion with the class.
Reading (

Reading Tip: What did the teacher do that changed the author’s life?

The person who set the course of my life was a schoolteacher named Marjorie Hurd. When I stepped off a ship in New York Harbor in 1949, I was a nine-year-old war refugee, who had lost his mother and was coming to live with the father he did not know. My mother, Eleni Gatzoyiannis, had been imprisoned, tortured, and shot by guerrillas for sending my sisters and me to freedom. I was thirteen years old when I entered Chandler Junior High. Shortly after I arrived, I was told to select a hobby to pursue during “club hours.” The idea of hobbies and clubs made no sense to my 10 immigrant ears, but I decided to follow the prettiest girl in my class. She led me into the presence of Miss Hurd, the school newspaper adviser and English teacher who became my mentor and my muse. A formidable woman with salt-and-pepper hair and steely eyes, Miss Hurd had no patience with layabouts. She bellowed at us, “If there’s anybody in this room who doesn’t like to work, I suggest he or she go across to the glee club now, because you’re going to work your tails off here!” I was soon under Miss Hurd’s spell. She drilled us in grammar, assigned stories for us to read and discuss, and eventually taught us how to put out a newspaper. Her introduction to the literary wealth of Greece gave me a new perspective on my war-ravaged homeland, making me proud of my origins. Her efforts spurred me to understand the logic and structure of the English language. Owing to her inspiration, during my next twenty-five years, I became a journalist by profession. One day, she made us compose an essay based on one of our own experiences. Fixing me with a stern look, she added, “Nick, I want you to write about what happened to your family in Greece.” I had been trying to put those painful memories behind me and left the assignment until the last moment. Then, on a warm spring afternoon, I sat with a pad and pencil in my room. I started to write, one line after another, telling how the guerrillas occupied our village, how my mother sought refuge for my sisters and me, and how, at the last moment, she could not escape with us because the guerrillas had sent her to a distant village. I wrote about that particular nighttime escape across fields and into lines of soldiers, who sent us to a refugee camp. It was there that my sisters and I learned of our mother’s execution. I felt very lucky to have come to America, I concluded, but every year, the coming of spring always reminded me of the last time I saw my mother on a green and gold day in 1948. Miss Hurd had the essay published in the school paper. This mortified me, until I saw that my classmates reacted with sympathy to my family’s story. Miss Hurd also submitted the essay to a contest, and it won a medal. The local paper wrote about the award. My father was ecstatic with pride, and the Greek community celebrated this honor that had been given to one of its own. For the first time, I began to understand the power of the written word. Meanwhile, I followed the literary path that Miss Hurd had so forcefully set me on. At high school, I became the editor of my school paper and got a part-time job at a local newspaper. Although my father could only offer me $50 and encouragement toward a college education, I managed to finance four years at Boston University with scholarships and part-time jobs in journalism. When I graduated from the university, it was Miss Hurd who came with my father and shared our joy. She was also one of the first to call me on December 10, 1987, while President Reagan was delivering a television speech after a summit meeting with Gorbachev. President Reagan told the nation that Eleni Gatzoyiannis’s dying cry of “My children!” had helped inspire him to seek an arms agreement “for all the children of the world.” “I can’t imagine a better monument for your mother,” Miss Hurd said with an uncharacteristic catch in her voice. Miss Hurd retired at the age of 62. By then, she had taught for a total of 41 years. Even after her retirement, she continually made a project of some balky students in whom she spied a spark of potential. The students were mainly from the most troubled homes, yet she alternately bullied and charmed them with her own special brand of tough love, until the spark caught fire. Miss Hurd was the one who directed my grief and pain into writing. But for Miss Hurd, I wouldn’t have become a reporter, recording the story of my mother’s life and death in Greece. She was the catalyst that sent me into journalism and indirectly caused all the good things that came after. Miss Hurd, however, would probably deny this emphatically.

―Adapted from “The Teacher Who Changed My life” by Nicholas Gage, from Parade Magazine, 12/17/1989. Copyright©1989 by Nicholas Gage. Adapted by Permission if the author.

Post-reading

Reading Comprehension
I. According to the reading, what did Miss Hurd do that changed the author’s life? Check the correct answer(s).
□1. She introduced a wealth of Greek literary works to the author.
□2. She had all of the author’s essays published in the school paper.
□3. She was one of the first to call the author after President Reagan had delivered his television address on December 10, 1987.
□4. She submitted the author’s essay about his mother to a contest.
□5. She spurred the author on to a better understanding of the logic and structure of the English language.
II. Choose the correct answer to each question or statement.
( ) 1. Which of the following gave the author a new perspective on his homeland and made him proud of his origins for the first time? (A) Winning a medal in a writing contest. (B) Receiving a Boston University scholarship. (C) Completing a biography of his mother. (D) Learning about the Greek literary works that Miss Hurd had introduced to him.
( ) 2. When __________, the author started to realize the power of the written word. (A) he joined the school news club (B) he saw how the people around him reacted to his essay about his mother (C) Boston University offered a scholarship to him (D) President Reagan mentioned his mother on TV
( ) 3. When Miss Hurd said to the author, “I can’t imagine a better monument for your mother,” she was referring to ___________. (A) his graduation from Boston University (B) his achievements as a successful journalist (C) President Reagan’s mention of his mother in a speech on television (D) his winning of a writing contest
( ) 4. Which of the following statements is true? (A) The author attributed his success to his father. (B) The author attributed his success to Miss Hurd. (C) The author thought that Miss Hurd was a kind person when he first saw her. (D) The coming of spring always reminded the author of Miss Hurd.
( ) 5. Which of the following ideas can we infer from the reading? (A) The author has great respect for Miss Hurd. (B) The author was not happy with his success as a journalist. (C) The author’s father didn’t want the author to attend a university. (D) The author only thought of his mother in spring.

Topics for Discussion
I. According to the reading, how was the author’s life changed by Miss Hurd?
II. Of all the teachers you have met, describe one who has had a great influence on you. Share your experience with the class. Vocabulary, Idioms and Phrases (

Words for Production
1. refugee [ρΕφϕ5?δΖι] n. [C] a person who flees his or her own country because of war, or for political or economic reasons 難民，流亡者 refuge [?ρΕφϕυδΖ] n. [U][C] 庇護，避難；避難所，藏身之處 Thousands of refugees fled the war-shattered country in search of safety. Ray met Grace in a cave when they were both seeking refuge from bombing during World War II. The church served as a temporary refuge for the flood victims.
2. guerrilla [Γ1?ρΙλ1] n. [C] a member of an unofficial military group that usually fights an official army 游擊隊員 The guerrillas defeated the country’s army and overthrew the government.
3. mentor [?μΕντ2] n. [C] a person who gives another person advice or accurate instruction 指導者，輔導者 Miss Olivia is a mentor to the whole class. She guides her students with kindness and shares her tears and joy with them.
4. muse [μϕυζ] n. [C] a person or a thing that gives someone ideas or the desire to create, often in an artistic way 創作靈感的來源 muse [μϕυζ] vi. 沉思，冥想 The composer claimed that his daughter was his muse, and that her smile had inspired him to write this song. Katie mused upon her relationship with her stepmother, wondering if they would ever get along.
5. formidable [?φΟρμΙδ1βΛ] adj. powerful, impressive, or very difficult, often making people feel either frightened or respectful 令人敬畏的，棘手的 The champion tennis player respected Rita’s skills and regarded her as a formidable match.
6. steely [?στιλΙ] adj. determined and firm; having a gray color like steel 篤定的，堅決的；鐵灰色的 steel [στιλ] n. [U] 鋼，鋼鐵 Cathy’s steely stare told us that she had made up her mind. The wizard noticed the steely sky above the palace and foresaw the downfall of the kingdom. Don’t worry that the window frame will rust; it is made of stainless steel.
7. bellow [?βΕλο] vi. to shout out loud, especially when someone is angry 怒吼，咆哮 Stop calling me! the man bellowed into the phone.
8. drill [δρΙλ] vt. to teach someone to do something by repetitive practice; to make holes by using a tool or machine 反覆訓練；鑽孔 drill [δρΙλ] n. [C] 訓練；鑽子，鑽孔機 The teacher drilled her student in English pronunciation every day for the upcoming speech contest. The carpenter drilled holes in the wood. Reading, writing, speaking, and listening drills are essential for effective language learning. Whenever I hear the sound of a dentist’s drill, I shiver with fear.
9. grammar [?Γρ8μ2] n. [U] the rules of a language that define correctly formed sentences and other structures 文法 grammatical [Γρ1?μ8τΙκΛ] adj. 合乎文法的 We study the grammar of a language, so that we can write or speak it in a way that other people can understand. The sentence is not grammatical. The object should follow the verb, not the other way around.
10. wealth [ωΕλΤ] n. sing. a large amount of something; [U] the state of being rich 豐富；富有 wealthy [?ωΕλΤΙ] adj. 富裕的，富有的 The website has a wealth of information about taking care of puppies. The recent economic growth has created wealth for the country, and many people there have become rich. Though she comes from a wealthy family, Stacy never spends her money on unnecessary luxuries.
11. perspective [π2?σπΕκτΙϖ] n. [C] a particular way of thinking or understanding something 看法 Different people have different perspectives on the same thing. This is why we need good communication.
12. ravage [?ρ8ϖΙδΖ] vt. to severely damage something 重創，嚴重破壞 The town was ravaged by floods; most of the houses there were destroyed.
13. spur [σπ3] (spurred | spurred | spurring) vt. to encourage and inspire someone to try harder to accomplish something 鞭策，激勵 spur [σπ3] n. [C] (usu. sing.) 激勵，刺激 His girlfriend’s words of encouragement spurred Alfred to work harder. A large reward was the spur for the troops to hunt for the criminals.
14. journalist [?δΖ3νΛΙστ] n. [C] a person who writes news reports or articles for magazines, newspapers, or TV news programs 新聞工作者，新聞記者 journalism [?δΖ3νΛΙζ1μ] n. [U] 新聞業，新聞工作 journal [?δΖ3νΛ] n. [C] 報紙，雜誌，期刊 Jason is a freelance journalist. You can see his articles in the newspaper from time to time. Mr. Smith started his career in journalism by working for the New York Weekly. The doctor contributes to several medical journals. His articles are professional, but easy to understand.
15. mortify [?μΟρτ1φαΙ] vt. to make someone feel embarrassed or ashamed 使感到羞辱，使沒面子 Wendy was mortified when she heard her classmates making fun of her.
16. ecstatic [Ικ?στ8τΙκ] adj. feeling extremely happy 欣喜若狂的 ecstasy [?Εκστ1σΙ] n. [U] 狂喜 Simon was ecstatic when we bought him a PS3; he began to shout and jump for joy. Bonnie was in a state of ecstasy because she had just received a love letter from the most handsome boy in school.
17. editor [?ΕδΙτ2] n. [C] a person who is in charge of a magazine, newspaper, etc.; a person who prepares a book to be published 主編；編輯 editorial [Εδ1?τορΙ1λ] n. [C] 社論 As a fashion editor, Emma has to make sure that her magazine covers the latest clothing and footwear trends. Before the book was published, the editor spent a lot of time checking and correcting the text. An editorial can be the most important article in a newspaper, because it expresses the editor’s opinion on a particular issue.
18. arms [“ρμζ] n. pl. (fml.) weapons like bombs or guns 武器 Since more and more countries have nuclear arms, the safety and peace of the world is constantly under threat.
19. retire [ρΙ?ταΙρ] vi. to stop working, especially as the result of old age or bad health, or after a long period of employment 退休 retirement [ρΙ?ταΙρμ1ντ] n. [U] 退休 With his health deteriorating, Randy retired from the company and went to live in a nursing home. Although he was only in his mid-forties, Peter took early retirement and pursued his own interests.
20. spy [σπαΙ] vt.; vi. to see someone or something suddenly after a careful search; to secretly investigate a person, an enemy country, or an organization to collect information 發現，察覺；暗中探查、偵察 spy [σπαΙ] n. [C] 間諜 Zack spied several spelling errors after double-checking his essay. The secret agents, who spied for their government, were sent to gather secret information about their enemy country. Working as a British spy, James Bond found out lots of confidential documents about other countries.
21. alternately [?Ολτ2νΙτλΙ] adv. in turn, especially in a repetitive and regular pattern 交替地 alternate [?Ολτ2νΙτ] adj. 交替出現的 alternate [?Ολτ2νετ] vi. 交替出現 Patients who have the flu will feel hot and cold alternately. According to the weather forecast, there will be two weeks of alternate rain and sunshine. Day and night alternate with each other on a regular basis.
22. bully [?β5λΙ] vt. to frighten and force someone to do something 威嚇，脅迫 bully [?β5λΙ] n. [C] 恃強凌弱之人，惡霸 A gangster bullied the students into giving him money every week. If they didn’t, he would beat them up. Be careful at school. Don’t let bullies force you into doing anything you don’t want to do.
23. grief [Γριφ] n. [U] great sadness or sorrow, especially when a close family member or friend has passed away 悲痛，悲傷 grieve [Γριϖ] vi. 悲痛，悲傷 Debby was overwhelmed by grief over her son’s death. We grieved over the sad news that thousands had died in the earthquake.
24. catalyst [?κ8τΛΙστ] n. [C] a person or thing that causes a change 促成者，催化物 To Irene, studying abroad was a catalyst for an inner change. She is totally different now.
25.emphatically [Ιμ?φ8τΙκΛΙ] adv. in a clear and definite way 斷然地，明確地 emphatic [Ιμ?φ8τΙκ] adj. 斷然的，明確的 Amy definitely won’t come to my birthday party tonight. I know this because she turned down my invitation very emphatically. My mother warned me in an emphatic voice that I would definitely be grounded if I came home after 11 p.m.

Words for Recognition
1. New York Harbor [?νϕυϕΟρκ ?η“ρβ2] n. a harbor at the mouth of the Hudson River near New York City 紐約港
2. Eleni Gatzoyiannis [1?λΕνι Γ8ζΟϕ?8νΙσ] n. the name of a Greek woman 艾拉妮蓋茲揚尼
3. Chandler Junior High [?τΣ8νδλ2 ?δΖυνϕ2 ηαΙ] n. a junior high school located in Oklahoma, U.S.A. 錢德勒國中
4. salt-and-pepper [?σΟλτΝ?πΕπ2] adj. (of hair) being of a dark color and a white one mixed together 黑白相間的
5. layabout [?λε1βα5τ] n. [C] (infml.) a lazy person who is reluctant to work 遊手好閒的人
6. glee club [?Γλι κλ⊥β] n. [C] (the ～) a group of people who sing together for fun 合唱團
7. Boston University [?βΟστΝ ϕυν1?ϖ3σ1τΙ] n. a private university located in Boston, Massachusetts, U.S.A. 波士頓大學
8. President Reagan [?πρΕζ1δ1ντ ?ρεΓ1ν] n. Ronald W. Reagan, the fortieth President of the United States 雷根總統 (1911-2004)
9. summit meeting [?σ⊥μΙτ ?μιτΙ9] n. [C] a conference held between leaders of different countries 高峰會議
10. Gorbachev [?ΓΟρβ1τΣΟφ] n. Mikhail S. Gorbachev, the first President of Russia after the collapse of the former Soviet Union 戈巴契夫 (1931- )
11. balky [βΟκΙ] adj. unwilling or stubborn to follow instructions 不受教的

Idioms and Phrases
1. work one’s tail off: to work very hard 拼命工作、做事 Though Iris worked her tail off, she still couldn’t finish the project on time.
2. under one’s spell: under the influence of or in fascination with someone 被某人迷住，對某人著迷 Completely under the actress’s spell, Stuart collected every movie that she had ever appeared in.
3. put out: to publish 發行，出版 We decided to put out our magazine once a month, instead of once a week.
4. by profession: as a job, which requires a lot of training or knowledge in a particular field 以… 為職業 Arthur is a doctor by profession. He has been practicing medicine for twenty years.
5. fix someone with a...look: to look someone in the eye in a...way 以…的眼神盯著某人看 Tony fixed Nina with a cold look to express his disapproval of what she had said.
6. the written word: language expressed in writing instead of speech 書面文字 Messages can be conveyed through the spoken word and the written word.
7. a catch in one’s voice: a short pause that someone makes when he or she is speaking because of an upset feeling (因悲傷而)語帶停頓 Emma said with a catch in her voice, and then she began to sob.

Word File
I. Words related to teachers

schoolteacher (中小學)教師 tutor 家庭教師 coach 教練 instructor (大專院校)講師 professor 教授 teaching assistant 助教 assistant professor 助理教授 associate professor 副教授

II. The suffix “-ial”

The suffix ª”-ial” is added to a noun to form an adjective, which means “relating to.”

editor → editorial president → presidential race → racial

finance → financial commerce → commercial industry → industrial

Sentence Patterns

|make OC (V/V-en/adj./N) |
|Review: S + + O + |
|Have OC (V/V-en) |

Examples:
1. Miss Hurd made us compose an essay based on one of our own experiences.
2. Miss Hurd had the essay published in the school paper.
3. The story makes me sad.
4. My father is strict because he wants to make me a leader.

Exercise A:
Complete the following sentences by using the given words and the above patterns. The first one has been done for you.
1. Even though Martha didn’t like to leave home, her parents still made her study abroad (make/she/study abroad) for two years.
2. I didn’t mean to damage your notebook computer. I will (have/it/repair) first thing in the morning.
3. The secretary said that it would be impossible to gather all the information within one day, but Andrew (make/it/happen) in three hours.
4. The CEO (執行長) wanted his son to improve communication skills, so the CEO (have/the youngster/deal with) the suppliers and customers.
5. Swimming is a good way for you to burn calories and keep fit, but it also (make/you/hunger) more easily.
6. The factory workers (have/the machine/run) all week long, just to make enough products for the urgent order.

Exercise B:
John (J) is talking with his older brother Mark (M) about his first day of work at a restaurant. Complete the following dialogue by using the given words and the above patterns.
M: Hey, you look exhausted. Is everything all right?
J: Yeah. Now I know working at a restaurant is not easy.
M: Working at a restaurant? What do you mean?
J: It’s my girlfriend, Tracy. She 1 (make/I/promise) her that I would make good use of my summer vacation, so I’ve found a full-time job at a restaurant.
M: Oh, so you 2 (have/your summer work schedule/take care of) already. That’s a good thing.
J: Not if you knew what happened today. First, the manager 3 (make/I/a clown) by 4 (have/I/wear) a funny-looking uniform from 11 a.m. to 2 p.m. It was embarrassing. On top of that, he wanted me to5 (have/the entire kitchen/clean) in ten minutes. He said it was all for one main purpose—to 6 (make/I/a successful leader) in the future. Can you believe it?
M: It seems that you’ve had a rough day. Why don’t you take a shower and go to bed early?

|2. |
|If it had not been for N(P), S + would/could/might (+ not) + have + V-en…. |
|→ But for + N(P), S + would/could/might (+ not) + have + V-en…. |

Examples:
1. If it had not been for Miss Hurd, I wouldn’t have become a reporter. → But for Miss Hurd, I wouldn’t have become a reporter.
2. If it had not been for Miss Hurd’s introduction to the literary wealth of Greece, I would not have gained a new perspective on my war-ravaged homeland. → But for Miss Hurd’s introduction to the literary wealth of Greece, I would not have gained a new perspective on my war-ravaged homeland.

Exercise A:
Rewrite the following sentences by using the above pattern. Follow the examples.
1. If it had not been for my parents’ support, I would not have plucked up the courage to perform onstage. →
2. If it had not been for electricity, many scientific inventions would not have been possible. →
3. If it had not been for the lifeguard, the girl might have drowned. →
4. If it had not been for Dr. Fang’s idea, the team would not have made so much progress in their research. →
5. If it had not been for the firefighter, my grandmother could have died in the blazing house. →

Exercise B:
Complete the following passage by using the given words and the above pattern. The first one has been done for you. It really wasn’t my day yesterday. First, I got up late. Then, I hurried to the station, but my train had already left. While waiting at the platform, I realized that I had left my lunch at home. 1If it had not been for my forgetfulness, I would not have forgot(ten) my lunch (if/it/not/for/my forgetfulness; I/would not/forget/my lunch). An hour later, I stepped into my classroom. Of course, the teacher was angry that I was late, and that I had interrupted her lecture. She made me stand in the corner for the rest of the class. 2 (but/for/my being late; I/would not/be/punish). In the afternoon, our English teacher gave us a quiz. It wasn’t too difficult. However, I failed it because I put all my answers in the wrong blanks! 3 (but/for/my carelessness; I/might/pass/it). After school, I just wanted to go home to end this terrible day. When I was about to pay for my train ticket, I discovered that my wallet was missing. 4 (but/for/my missing wallet; I/could/sit comfortably in the train), instead of walking home. What’s worse, after I had been walking for ten minutes, it started to rain heavily. 5 (if/it/not/for/the rain; I/would not/get soaking wet) by the time I finally got home.

Expansion Words of Gratitude
Have you met your own “Miss Hurd” during your time in school? As you come to the end of your high school years, whom do you think you are most indebted (感激的) to for what you have achieved so far? Who has always been there to support you, to answer your inquires, or to relieve your anxiety? Put your words of gratitude on a thank-you card for your “Miss Hurd,” and then read it to the class.
Example:
[pic]

To Sir, with Love(
Listen carefully and fill in each blank with the missing word.
Those schoolgirl days, of telling tales and biting nails are 1 ,
But in my mind,
I know they will still live on and on,
But how do you thank someone, who has taken you from crayons to perfume?
It isn’t easy, but I’ll try.
If you wanted the sky, I would write across the sky in 2 ,
That would soar a thousand feet high,
To Sir, with Love.

The time has come,
For closing books and long last looks must 3 .
And as I leave,
I know that I am leaving my best friend,
A friend who 4 me right from wrong,
And weak from strong,
That’s a lot to learn.
What, what can I give you in 5 ?

If you wanted the moon, I would try to make a start,
But I, would 6 you let me give my heart,
To Sir, with Love.

(OC: Black Donald, London Mark; OP: sueen Gems-Music Inc.)
|Tips for You |
|1. tell tales 告密 3. perfume [[pic][pic][pic][pic][pic][pic][pic]] n. [U] 香水 |
|2. on and on 繼續地，持續地 |

Writing Practice
Narration: Writing about a person and a memorable experience with him or her
Write a paragraph describing your favorite teacher. State the subject that the teacher teaches, and then describe the teacher’s teaching style and his or her personality traits. Finally, write down the unforgettable experience you have had with the teacher.
Example:
Topic: My Math Teacher
Writing a Scratch Outline:
Topic Sentence: The teacher who has inspired me the most is Mr. Chang, my math teacher in senior high school.
1. My math teacher’s personality traits and teaching style
2. An unforgettable experience with him

Writing a Paragraph:
|*Topic sentence (1) |1The teacher who has inspired me the most is Mr. Chang, my math teacher in senior high school. 2Mr. |
|*My math teacher’s personality traits and |Chang is a hardworking teacher who also has a good sense of humor. 3He always created a pleasant |
|teaching style (2-3) |atmosphere in class, which enabled us to see the amusing and bright side of things. 4When I was a |
| |freshman in senior high school, my classmates and I entered a math contest. 5With Mr. Chang’s |
|*An unforgettable experience with him |instruction and guidance, we all worked hard in the preparation for the competition. 6When the day |
|(4-11) |came, everyone was ready, and we were convinced that the big prize was just one step away. 7To our |
| |great shock, however, we lost. 8Discouraged, we all burst into tears. 9Yet, at that moment, Mr. |
| |Chang only smiled, saying that taking part in a contest should be fun, even if we lose it. 10He told|
| |us that competitions like this could teach us many things, such as courage, endurance, a sense of |
| |fair play, a respect for rules, and the spirit of teamwork. 11He explained that though we didn’t win|
| |the big prize, we should be grateful that we had gotten something “bigger”—the experience of taking |
| |part. 12Since then, Mr. Chang’s words have become the motto I always hold to be true, “Taking part |
| |in a competition should be fun, even if you lose it.” |
| | |
| | |
| | |
| | |
| | |
|*Conclusion (12) | |

Exercise:
Brainstorming and Writing a Scratch Outline
| |

Writing a Paragraph