北师大版高中英语选择性必修第一册 Unit 1 Lesson 1 My teacher 我的老师 原文译文重点单词短语长难句文章结构拆解等知识点解读

My teacher 我的老师

【Unit 1 Relationships 关系 · Lesson 1 Teachers 教师】

一、课文原文及逐段翻译

【原文】 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.

【译文】 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。

【原文】 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.

【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。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。他结合很多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，一起制造了一枚火箭！我记得他让我把燃料倒进火箭，然后另一名学生点燃了一根火柴发射火箭。这非常有趣。

【原文】 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!

【译文】 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，问题是对自己缺乏信心。詹金斯先生让我认识到我有自己的长处。我对恒星和行星的研究很感兴趣，他让我给全班同学做一个展示。这是我第一次尝试向观众讲解科学知识，现在这成了我的工作！在准备一个项目时，我常会想如果是詹金斯先生，他会怎么做。有时甚至想，如果能打电话征求他的意见就好了！

二、重点单词

三、一词多义 · 熟词生义

四、重点词块

• be good at — 擅长（most school subjects）
• add up to — 总计为、合计（angles … add up to 180 degrees）
• for the first time — 初次，第一次
• used to — 过去经常，曾经（He used to explain …）
• a couple of — 一些，几个（a couple of Graham's books）
• lack confidence in oneself — 对自己缺乏信心
• give a presentation — 做陈述/展示
• if only — 要是……就好了（虚拟语气，表遗憾）

五、长难句拆解

【原句】But when I was 15 and went into Mr Jenkins’ class, I really became interested in a subject for the first time.

【主干】I became interested in a subject.

【分层】when I was 15 and went into … class 时间状语从句；for the first time 介词短语作状语，强调“第一次”。

【翻译】但是在15岁那年，我走进詹金斯先生的课堂，第一次对一个学科真正产生了兴趣。

【考点】for the first time 为高频写作状语；when 引导的时间状语从句与主句动作并列（was … and went into）。

【原句】He used to explain things which seemed difficult with lots of practical examples and in simple language.

【主干】He used to explain things.

【分层】which seemed difficult 定语从句修饰 things；with lots of practical examples 与 in simple language 两个介词短语作方式状语，修饰 explain。

【翻译】他结合很多实际例子，用简单的语言解释看似很难的知识。

【考点】used to do 表“过去常常”；which 引导定语从句；多个方式状语并列，是描写“如何做”的常用结构。

【原句】Often when I’m preparing a programme, I think about how Mr Jenkins would have done it.

【主干】I think about how …

【分层】when I’m preparing a programme 时间状语从句；how Mr Jenkins would have done it 宾语从句（would have done 虚拟语气，表与现在事实相反的设想）。

【翻译】在准备一个项目时，我常会想如果是詹金斯先生，他会怎么做。

【考点】would have done 虚拟语气，回顾式想象；how 引导宾语从句。

六、语法点清单

• 时态对比：一般过去时（wasn’t good at, met）与过去完成时（had simply been, had no idea）交代“遇见老师前”的状态。
• used to do：表示过去习惯或状态（used to explain / used to teach）。
• 定语从句：things which seemed difficult。
• 宾语从句：that 引导（I suppose I was … / that I had my own strengths / that what I do … is worthwhile）。
• 虚拟语气：if only I could call him（if only + 过去/过去将来时，表强烈遗憾）。

七、逻辑链

1. 总起（第1段）：以“离开学校后仍常想起詹金斯先生”引出人物，并用“除三角形内角和外什么都不记得”反衬遇见老师前的厌学。

2. 转折立人（第2段）：遇见老师前 science 是“一堆奇怪词语”→ 詹金斯用实例+简单语言让一切有趣，户外造火箭的细节具象化“有趣”。

3. 深入（第3段）：自认非主动学生，但问题在“缺乏自信”→ 老师发现其长处，让其做天文主题展示，埋下“如今工作”的伏笔。

4. 回扣（第3段尾）：现在工作即当年展示的延续，准备项目时仍想“老师会怎么做”，并以 if only 收尾表达感念。

5. 情感主线：厌学 → 被点燃兴趣 → 建立自信 → 影响终身职业，是一条“好老师改变人生”的清晰递进链。

八、写作迁移（仿写与输出）

模板：But when I was …, I really became … for the first time.

课文句：But when I was 15 and went into Mr Jenkins’ class, I really became interested in a subject for the first time.

仿写：But when I joined the volunteer team, I really understood the meaning of responsibility for the first time.（但当我加入志愿团队，我才第一次真正理解了责任的意义。）——可用于“转折点/第一次”类成长作文。

模板：The problem was that …

课文句：The problem was that I lacked confidence in myself.

仿写：The problem was that we never tried to see things from others’ point of view.（问题在于我们从不试着站在他人角度看问题。）——可用于分析问题原因段。