北师大版必修一 Unit 1 课文解析｜My teacher & My student 我的老师·我的学生（双视角记叙文·师生关系·过去完成时与虚拟语气）

Lesson 1 课文精读 · Teachers

一、课文原文及逐段翻译

My teacher 我的老师（学生 Graham 的回忆）

第1段

I haven't seen Mr Jenkins since I left school, but I often think about him. I wasn't very good at most school subjects before I met Mr Jenkins. I suppose I was a bit lazy, especially in maths. The only thing I can remember from school maths is that the angles of a triangle add up to 180 degrees! But when I was 15 and went into Mr Jenkins' class, I really became interested in a subject for the first time.

虽然离开学校之后再也没有见过詹金斯先生，但我经常想起他。在遇到詹金斯先生之前，大多数科目我都不是很擅长。我想我那时候有点懒惰，特别是在数学方面。我唯一还记得的数学课内容是：三角形的内角和等于180度！但是在15岁那年，我走进了詹金斯先生的课堂，第一次对一个学科真正产生了兴趣。

第2段

Before Mr Jenkins taught me, science had simply been a subject full of strange words to me. I had no idea what hydrogen was, and I didn't really want to know, either! I found it all so boring and difficult. But Mr Jenkins made everything interesting. He used to explain things which seemed difficult with lots of practical examples and in simple language. One day, he took us outside, and we built a rocket! I remember that he let me pour some fuel into the rocket, and then another student lit a match to set it off. It was great fun.

在上詹金斯先生的课之前，科学课对我来说就是一堆奇怪的词语。我不知道氢是什么，而且也不想知道！我觉得这些东西既无聊又难以理解。但詹金斯先生让一切变得有趣起来。他结合大量实际例子、用简单的语言解释看似很难的知识。有一天，他把我们带到户外，我们一起造了一枚火箭！我记得他让我往火箭里倒了些燃料，然后由另一名学生划根火柴把它发射出去。那真是太有意思了。

第3段

I know that I wasn't a willing student, but I wasn't slow to learn new things. The problem was that I lacked confidence in myself. Mr Jenkins made me feel that I had my own strengths. I was interested in the study of the stars and planets and he asked me to give a presentation to the class. That was really the first time I tried to explain science to an audience and now it's my job! Often when I'm preparing a programme, I think about how Mr Jenkins would have done it. Sometimes I think, if only I could call him and ask for his opinion!

我知道自己不是一个主动学习的学生，但我学习新事物并不慢，问题在于我对自己缺乏信心。詹金斯先生让我感受到：我有自己的长处。我对恒星和行星的研究很感兴趣，他就请我给全班同学做一次展示。那真的是我第一次尝试向听众讲解科学知识——而如今这成了我的工作！在准备节目的时候，我常会想：如果是詹金斯先生，他会怎么做。有时候我甚至想：要是我能打电话问问他的意见就好了！

My student 我的学生（教师 Mr Jenkins 的回望）

第1段

I've read a couple of Graham's books and seen him on TV. I always say to my wife, "Oh look, I used to teach him!" I remember Graham was very difficult before he came into my class. I had heard stories about his bad behaviour. Once I caught him and his friends seeing who could jump the farthest off the school stage! But when he got interested, he changed. The first day he walked into my class, he was dragging his schoolbag behind him and looking bored, but as soon as I set up an experiment to show how the human stomach works using acid and an onion, he gave me his full attention. He loved science! He was very bright and he had done very well in science subjects.

我读过几本格雷厄姆写的书，也在电视上见过他。我总对妻子说："喏，你看，我以前教过他！"我记得格雷厄姆来我班上之前是个很让人头疼的孩子。我曾听说过不少关于他调皮捣蛋的事。有一次我撞见他和几个朋友比赛，看谁能从学校的舞台上跳得最远！可是当他起了兴趣，他就变了。他第一天走进我教室时，书包在身后拖着，一副百无聊赖的样子；可我刚一用酸和洋葱做起演示人类胃部如何工作的实验，他立刻全神贯注起来。他热爱科学！他非常聪明，理科科目学得非常好。

第2段

However, I have not done as well with all my students as I have with Graham. I think it's important to understand that there's no such thing as a good or a bad student. Look at Graham! Everyone is good at something and it's important to find out what that is for each student. We teachers should have more time to make friends with all our students and really understand them. Then we could make sure that we found the path to success, both at school and in later life, for all of them.

不过，并不是每一个学生我都能教得像格雷厄姆这样成功。我认为重要的是要明白：没有所谓的好学生或坏学生。看看格雷厄姆！每个人都有自己擅长的事情，重要的是找出每个学生擅长的是什么。我们教师应当有更多时间和所有学生交朋友，真正去了解他们。这样，我们才能确保为他们——无论是在校期间还是日后的生活中——都找到那条通往成功的路。

第3段

I knew I had chosen a job with a lot of stress but I love what I do. The thing about being a teacher is that you have access to children's minds when they are open and eager to learn. If what I do as a teacher can help turn a child like Graham into such a successful adult, then I know what I'm doing is worthwhile. As John Dewey, the famous educationalist, said, "Education is not preparation for life; education is life itself."

我知道自己选择了一份压力很大的工作，但我热爱我的工作。做教师的意义在于：当孩子们敞开心扉、渴望学习的时候，你有机会走进他们的心灵。如果我作为教师所做的事，能够帮助像格雷厄姆这样的孩子成长为如此成功的人，那么我知道，我所做的一切都是值得的。正如著名教育家约翰·杜威所说："教育不是为生活做准备；教育就是生活本身。"

二、重点单词

suppose v.：认为，猜想。I suppose I was a bit lazy.

angle n.：角，角度。the angles of a triangle

triangle n.：三角形。the angles of a triangle

degree n.：度（角度单位）；学位；程度。180 degrees

practical adj.：实际的，实用的。with lots of practical examples

hydrogen n.：氢。what hydrogen was

pour v.：倒，灌。pour some fuel into the rocket

fuel n.：燃料。some fuel

lit v.：（light 的过去式）点燃。lit a match

rocket n.：火箭。built a rocket

willing adj.：乐意的，自愿的。a willing student

lack v./n.：缺乏，不足。I lacked confidence in myself

confidence n.：自信，信心。lack confidence in oneself

strength n.：长处；力量。my own strengths

presentation n.：展示，陈述。give a presentation to the class

audience n.：听众，观众。explain science to an audience

programme n.：节目；计划。preparing a programme

behaviour n.：行为，举止。his bad behaviour

stage n.：舞台；阶段。off the school stage

drag v.：拖，拉。dragging his schoolbag behind him

experiment n.：实验。set up an experiment

acid n.：酸。using acid

onion n.：洋葱。using an onion

attention n.：注意，注意力。gave me his full attention

bright adj.：聪明的；明亮的。He was very bright.

stress n.：压力；重音。a job with a lot of stress

access n.：使用权，机会。have access to children's minds

eager adj.：渴望的，热切的。eager to learn

worthwhile adj.：值得做的，有价值的。what I'm doing is worthwhile

educationalist n.：教育家。the famous educationalist

preparation n.：准备。Education is not preparation for life.

boring adj.：令人厌烦的（修饰事物）。I found it all so boring.

bored adj.：感到厌烦的（修饰人）。looking bored

三、一词多义与熟词生义

lit 常见义为名词"光"、形容词"轻的"，课文 lit a match 中为动词 light 的过去式，意为"点燃"（lighter "打火机"同出一源）。

subject 常见义为"学科、科目"，课文 school subjects 取此义；另可指"主题"与"（实验的）对象"，作形容词读作 /səbˈdʒekt/ 时意为"易受……的、受制于……的"。

degree 常见义为名词"度（温度、角度）"，课文 180 degrees 取此义；另一高频义为"学位"（a master's degree），还有抽象义"程度"（to some degree 在某种程度上）。

stress 常见义为名词"压力"，课文 a job with a lot of stress 取此义；也可作动词"强调"，语言学上指"重音"。

once 常见义为副词"曾经、从前"，课文 Once I caught him ... 中作连词，意为"有一次、曾经有一天"；另有"一旦"之意（Once you start, you can't stop.）。

stage 常见义为名词"舞台"，课文 off the school stage 取此义；另一高频义为"阶段"（at an early stage 在早期阶段）。

set off 常见义为"出发、动身"，课文 lit a match to set it off（发射火箭）中意为"引爆、使发射"；亦可引申为"引发、激起"（set off a wave of protest）。

set up 常见义为"建立、成立"（set up a company），课文 set up an experiment 中意为"布置、架起（以便开展实验）"。

catch 常见义为"抓住、赶上"，课文 catch him and his friends seeing ... 中用于 catch sb. doing，意为"当场撞见某人正在做某事"。

path 本义为"小路"，课文 the path to success 中为比喻义"途径、道路"。

a couple of 本义"一对、一双"，口语中高频表示"几个、两三（个）"，课文 a couple of Graham's books（格雷厄姆的几本书）。

四、重点词块

add up to 合计达

be good at 擅长

do well in 在……方面做得好

be interested in 对……感兴趣

be full of 充满

have no idea 完全不知道

used to do 过去常常做（现在不再）

be slow to do 做某事慢、不擅长

lack confidence in 对……缺乏自信

make sb. do / make sb. + adj. 使某人做某事 / 使某人处于某种状态

let sb. do 让某人做某事

give a presentation to 向……做展示

catch sb. doing 撞见某人正在做某事

as soon as 一……就……

give sb. one's full attention 全神贯注于某人

ask for one's opinion 征求某人的意见

have access to 有接触/使用……的机会

turn ... into ... 把……变成……

there is no such thing as 根本没有……这回事

find out 弄清楚

make sure 确保

If only 要是……就好了

as ... as 与……一样（否定 not as/so ... as）

五、长难句拆解

【原句 1】I wasn't very good at most school subjects before I met Mr Jenkins.
【主干】I wasn't very good at most school subjects ...
【分层】before I met Mr Jenkins 为时间状语从句，意为"在……之前"，常译为"直到……才"；be good at 为固定搭配，意为"擅长"；主句用一般过去时交代过去状态。
【译文】在遇到詹金斯先生之前，大多数科目我都不是很擅长。
【考点】before 引导时间状语从句；be good at 搭配。

【原句 2】The only thing I can remember from school maths is that the angles of a triangle add up to 180 degrees!
【主干】The only thing ... is that the angles of a triangle add up to 180 degrees.
【分层】I can remember from school maths 为省略关系代词 that 的定语从句，修饰 thing，先行词前有 the only 修饰，关系代词常用 that；is 后 that 引导表语从句；add up to 用一般现在时，因"三角形内角和等于180度"为客观真理，不受主句过去时影响。
【译文】我唯一还记得的数学课内容是：三角形的内角和等于180度！
【考点】the only + 定语从句（用 that）；that 引导表语从句；客观真理用一般现在时。

【原句 3】Before Mr Jenkins taught me, science had simply been a subject full of strange words to me.
【主干】... science had simply been a subject ...
【分层】Before Mr Jenkins taught me 为时间状语从句；主句用过去完成时 had been，表示在"詹金斯教我"这一过去动作之前早已存在的状态，即"过去的过去"；full of strange words 为形容词短语作后置定语，修饰 subject。
【译文】在上詹金斯先生的课之前，科学课对我来说就是一堆奇怪的词语。
【考点】过去完成时表"过去的过去"；形容词短语作后置定语。

【原句 4】I remember that he let me pour some fuel into the rocket, and then another student lit a match to set it off.
【主干】I remember that ..., and then another student lit a match ...
【分层】that 引导宾语从句；从句内 let sb. do sth.（let 后宾补用动词原形）；and then 连接另一分句，lit a match 为谓语，to set it off 为不定式作目的状语；set off 为短语动词，代词宾语须置于 off 前（set it off）。
【译文】我记得他让我往火箭里倒了些燃料，然后由另一名学生划根火柴把它发射出去。
【考点】let + 宾语 + do；不定式表目的；set off 短语动词的代词位置。

【原句 5】The first day he walked into my class, he was dragging his schoolbag behind him and looking bored, but as soon as I set up an experiment to show how the human stomach works using acid and an onion, he gave me his full attention.
【主干】The first day ..., he was dragging ... and looking bored, but ... he gave me his full attention.
【分层】The first day (that) 起连词作用引导时间状语从句，相当于 when he first walked into my class；主句用过去进行时 was dragging ... and looking ... 描摹伴随状态；as soon as 引导时间状语从句，其中 to show ... 为不定式作目的状语，how 引导宾语从句，using acid and an onion 为现在分词短语作方式状语；主句 gave me his full attention 为一般过去时，表状态变化。
【译文】他第一天走进我教室时，书包在身后拖着，一副百无聊赖的样子；可我刚一用酸和洋葱做起演示人类胃部如何工作的实验，他立刻全神贯注起来。
【考点】The first day 作连词；过去进行时表伴随；as soon as 时间从句；现在分词作方式状语。

【原句 6】Often when I'm preparing a programme, I think about how Mr Jenkins would have done it.
【主干】... I think about how Mr Jenkins would have done it.
【分层】when I'm preparing a programme 为时间状语从句，用现在进行时表习惯性背景；主句谓语 think about 后接 how 宾语从句；would have done 表示对过去情形的假设性推测——"他当初本会怎么做（而这与我现在的做法可能不同）"。
【译文】在准备节目的时候，我常会想：如果是詹金斯先生，他会怎么做。
【考点】how 宾语从句；would have done 表对过去的假设推测。

【原句 7】Sometimes I think, if only I could call him and ask for his opinion!
【主干】... if only I could call him and ask for his opinion!
【分层】if only 引导虚拟语气，表达对现在/将来的强烈愿望"但愿、要是……就好了"；主语 I 后用 could（实义动词 call 不取 were）；对过去表示遗憾则用过去完成时（If only I had asked him then.）。
【译文】有时候我甚至想：要是我能打电话问问他的意见就好了！
【考点】if only + 一般过去时表虚拟；could 表愿望。

【原句 8】If what I do as a teacher can help turn a child like Graham into such a successful adult, then I know what I'm doing is worthwhile.
【主干】If ... can help turn a child ... into ..., then I know ... is worthwhile.
【分层】If 引导条件状语从句，其主语为 what I do as a teacher（what 主语从句）；主句 I know 后接宾语从句（that 省略），该从句中又含 what I'm doing 作主语的主语从句，整体为 what I'm doing is worthwhile；turn ... into ... 为固定搭配。
【译文】如果我作为教师所做的事，能够帮助像格雷厄姆这样的孩子成长为如此成功的人，那么我知道，我所做的一切都是值得的。
【考点】what 主语从句嵌套；turn ... into ...；worthwhile 的用法。

六、语法点清单

1. 过去完成时（had done）
Before Mr Jenkins taught me, science had simply been a subject ...；I had heard stories about his bad behaviour；he had done very well in science subjects；I knew I had chosen a job with a lot of stress。用于描述"过去的过去"——句中另有过去时间参照点，且动作先于它发生，便用过去完成时；单纯按时序叙述用一般过去时。

2. used to do 与 would 的分工
I used to teach him!（过去常教，含"今昔对比、现在不再"之意）；He used to explain things ...。would 单纯表过去习惯动作；would have done 则转入虚拟，三者不可混用。

3. 虚拟语气（if only 与 would have done）
if only I could call him（对现在/将来的愿望，用一般过去时）；how Mr Jenkins would have done it（对过去的假设性推测）。二者都靠"时态后退一步"实现。

4. it 作形式宾语
I found it all so boring and difficult；find + it + 宾补（形容词/名词）。同类结构：make / think / consider it + adj. + to do。高考短文改错与语法填空常考。

5. 现在分词作状语与作宾补
using acid and an onion（方式状语）；dragging his schoolbag behind him and looking bored（伴随状态，描绘画面）；find sb. doing / see sb. doing（宾语补足语）。写人叙事要出画面，这两处必须练熟。

6. 定语从句省略关系代词
the thing I can remember；the books I read；stories I had heard。先行词在从句中作宾语时，关系代词（that / which）可省略，属常见口语化表达。

7. as ... as 同级比较
I wasn't very good at ... as I have with Graham（否定式 not as ... as）；as soon as ...（一……就……，含 as 的比较内核）。注意否定比较用 not as/so ... as。

8. 一般过去时与一般现在时的交替
叙述往事用一般过去时（wasn't, suppose, met, had simply been, lit, set up, gave）；陈述"三角形内角和180度""教育就是生活本身"等普遍事理用一般现在时（add up to, is, education is life itself），形成叙事与议论的层次。

七、逻辑链

引子（My teacher 第1段）：以"记不住数学、却记得一个老师"的反差立题，把良师的分量摆到第一位

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方法（第2段）：詹金斯三招——实际例子、简单语言、动手做火箭，让"一堆怪词"的科学变有趣

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内因（第3段）：真正的转折不是知识变简单，而是学生建立自信，由"不主动"变科普人

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对照（My student 第1段）：同一格雷厄姆，在旁人眼里是调皮鬼，在师者眼里很快变专注少年

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结论（第2段）："没有所谓的好学生或坏学生"，教师要交心、找出每人的长处

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升华（第3段）：教师的意义在于走进渴望学习的心灵，以杜威名言收束全篇

这是一篇"叙事+说理"的双视角记叙文：My teacher以学生的口吻，从"学科无感"写到"因一人而热爱"，揭示好老师如何唤醒自信；My student以教师的口吻补齐"另一半事实"——同一个孩子，被看见了才被改变。第3段（My student）由个体经验上升到教育信念，并以杜威名言"Education is not preparation for life; education is life itself."收束，使全篇由事入理、首尾相应。

八、写作迁移

模板 1：I suppose I was ..., especially in ...
课文：I suppose I was a bit lazy, especially in maths.
仿写：I suppose I was a shy child, especially in crowded places.（我想我那时挺害羞的，尤其是在人多的地方。）——用于自谦式自我评价，语气自然不做作。

模板 2：The only thing I can remember from ... is that ...
课文：The only thing I can remember from school maths is that the angles of a triangle add up to 180 degrees!
仿写：The only thing I can remember from that trip is that we laughed all the way home.（那次旅行我只记得我们一路笑着回家。）——用"记得的唯一一件事"做强调，反衬真正重要的东西。

模板 3：He used to explain ... with ... and in simple language.
课文：He used to explain things which seemed difficult with lots of practical examples and in simple language.
仿写：She used to explain grammar rules with short stories and in simple language.（她过去常常用小故事、用简单的语言讲解语法规则。）——描写教学方法的最实用句。

模板 4：There's no such thing as ...
课文：There's no such thing as a good or a bad student.
仿写：There's no such thing as a born talent — only practice makes perfect.（世上没有天生的才子这回事，唯有熟能生巧。）——用于反驳偏见、树立观点。

模板 5：If ... can help turn ... into ..., then I know what I'm doing is worthwhile.
课文：If what I do as a teacher can help turn a child like Graham into such a successful adult, then I know what I'm doing is worthwhile.
仿写：If my small effort can help turn this empty lot into a garden, then I know what I'm doing is worthwhile.（如果我这点微薄之力能把这块荒地变成花园，那我就知道我所做的一切是值得的。）——用于升华个人价值，适合记叙文与演讲稿结尾。