英語(yǔ)-unit-1-my-first-job教學(xué)課件

Unit1MyFirstJobObjectives

LearnthewritingstylesofnarrationanddescriptionLearnnewvocabularyrelatedtothetopicSummarizethemainideaofeachparagraphinthetextsGetfamiliarwithpréciswritingWorkinpairs,andtelleachotheryourownexperienceindoingyourfirstjob.Predictwhatkindofexperiencethetextwilldescribe.

Understanding

Reproduction

StructureAnalysis

SummaryFourtypesofthetextDescription(描述)ispaintingapictureinwordsofaperson,place,object,orscene.Narration(記敘)writingincludesstories,realorimaginary,biographies,histories,newitems,andnarrativepoems.Exposition(說(shuō)明)isperhapsthetypeofwritingthatismorefrequentlyusedbyastudent,ascientist,oraprofessional,expositionmeansexpoundingorexplaining.Argumentation(議論)essaytriestomakethereaderagreewithitspointofviewandsupportit,topersuadehimtochangehismindorbehavior,andtoapproveapolicyoracourseofactionthatitproposes.TypesofthetextNarrationistheformofdiscoursegenerallyusedinnovels,shortstoriesandplays.Narrativewritingtellsastory,eitherbrieflyoratsomelength.Inanarrativepieceofwriting,thesequentialoccurrenceofeventsisvital.Listentothetextonceforgeneralinformationandtrytogetthewritingstyleandstructureofthetext.WritingstyleandstructureofthetextMyFirstJobisapieceofNarration.Toldinthefirstperson,thetextgivesavividanddetailedaccountoftheauthor’sapplyingforajobbeforegoingtocollege.WritingstyleandstructureofthetextSixelementsofaNarration

TimeOnahotJunemorningPlaceAtaschoolinasuburbofLondonFigures“I”andtheheadmasterEventsCause—Part1Line(1-5)Process—Part2Line(6-38)Climax&End—Part3Line(39-40)Thestorycanbedividedintothreeparts:a.Thefirstpart(Line1-5)isaboutthereasonforapplyingforajob.b.Thesecondpart(Line6-38)isaboutthewholeprocessoftheinterview.c.Thethirdpart(Line39-40)istheendingofthestory.workoutthemainideaofeachparagraphadvertisementandapplicationonthewaytotheinterviewtheschooltheheadmastertheroomandtheinterviewsubjectstaughttheteachingset-upthelastblowofthedaythedevelopmentofthethemeschoolbeingalongwayfromhishomeinconvenienttransportation—anawkwardjourneyhotweatherpoorsurroundings:outsidetheschoolbuilding—busymainroad,dustyandfulloffumes;insidetheschoolbuilding—dirtyanduntidyunfavourableimpressionoftheheadmaster—hisuntidystudyandsuit,hisstrange,distastefulappearanceterribleteachingset-up—aclassof24boysfrom7to13,threedifferentlevels;compelledtoteachtwosubjectthewriterwasnotgoodat;requiredtotakethepupilstotheParkamileawaytoplaycricketonSaturdayafternoons.meagersalaryworkingunderawoman

Groupsdiscussion:Analyzethecharacteristicsandpersonalitiesoftheheadmasterandtheyoungman.

theheadmaster

1)short,stout,freckledforehead,abaldmanwithapotbelly2)notneatlydressed(havingalwayswornthesamesuit)3)notsokindtotheyoungman4)greatdemandingandhenpecked5)knowlittleaboutteachingtheyoungman

1)aschoolleaver2)wasbadlyinneedofmoney3)fullofvitalityandenergy4)inexperiencedinbothlifeandteaching5)lookverybashfulanddiffident--explainkeywordsinthetextsuchasshortofmoney,summoning,gabledVictoriahouse,sashwindows,gravel,rotund,tweedsuit,amplestomach,surpriseddisapproval,smellof,dingy,bloodshot,mumbled,theteachingset-up,appal,algebra,geometry,tramp,diffidently,thelaststrawetc.Itprovedanawkwardjourney:Itturnedouttobeanawkwardjourney.Prove:turnoutto-Tomproved(tobe)verybraveinbattle.-Hisexperiencesonthefarmprovetobeaturningpointinhiswritingcareeraten-minutebusride:(ittook)tenminutestogettherebybusTen—minuteisacompoundadjectiveoftimeformedbycombingacardinalnumberwithanouninthesingularnumberwhicharejoinedbyahyphen.afifteen-minutetalk-atwo-weekconference-aone-monthtrainingcourseAsaresultIarrivedonahotJunemorningtoodepressedtofeelnervous.asaresult:thereforeAsaresulthehadbeengivenanexcellentjob.結(jié)果他得到了一份相當(dāng)好的工作.由于下雪他遲到了.Hewaslateasaresultofsnow.depress:makesad;press,pushorpulldown;makelowerTheschoolwasadreary,gabledVictorianhouseofredbrickandwithbigstaringsash—windows.AvictorianhouseisahousetypicalofthetimeQueenVictoria(1819—1901)reignedoverBritain.Fromthesentencewemayvisualizeahousewithtriangularupperpartsofthewallattheendofaridgedroofandwithlargewindowsoftwoframeswhichopenbyslidingoneframeupordownbehindorinfrontoftheother.VictorianhouseSashwindowThefrontgardenwasagravelsquare;fourevergreenshrubsstoodateachcorner,wheretheystruggledtosurvivethedustandfumesfromabusymainroad.Gravel:pebblesorsmallpiecesofrocklargerthangrainsofsandSurvive:remainaliveafterThecropssurvivedthedrought.Survivesomebodyby:themansurvivedhissisterbythreeyears.他比他姐姐多活了三年.Itwasclearlytheheadmasterhimselfthatopenedthedoor.Note:Hereitisanemphaticsentence.Itis/was...that/whocanbeusedtoemphasizethesubject,object,objectcomplementortheadverbialofasentence.ItwasonMondaynightthatallthishappened．所有這一切發(fā)生在周一晚上。

It'smethatheblamed．他怪的是我。airpersonalbearing,appearance,orman〖譯〗Hehasatriumphantair.他面帶得意之色?！甲g〗他態(tài)度神秘。Hehasanairofmystery.anaffected,oftenhaughtypose;affectation〖譯〗giveoneselfairs裝腔作勢(shì)(=putonairs)〖譯〗他以飽學(xué)而自傲。Heputonhighairswithhislearning.Smell…oftohaveoremitanodor〖譯〗Thehousesmellsofpaint.這房屋有油漆的氣味?！甲g〗這菜有大蒜味。Thisdishsmellsofgarlic.judgeby

judgingby(或from)根據(jù)...來(lái)判斷judgingby[from]appearances由外觀上判斷judgingfromthefact由事實(shí)上推測(cè)havelittleincommon

(incommon:thesame)Thetwobrothershavelittleincommon.dismay,appall,andhorrify

dismay指“面臨突然地令人驚嚇、困惑或煩惱的事時(shí),表現(xiàn)畏懼、缺乏勇氣或手足無(wú)措”,如:Hewasdismayedathislackofunderstanding.他對(duì)自已的無(wú)知感到沮喪。appall指“使驚嚇”、“使喪膽”,如:anappallingdeathrate令人吃驚的死亡率。horrify指“使恐怖”、“使驚駭”,如:Shefelthorrifiedatthesight.見(jiàn)這情景,她感到恐怖。--narration(theprocessofjobhunting)hisapplicationforthejobamindfullofmisgivings:noteachingexperience,nodegreethejobinterview:thisisprobablythemostimportantaspectofthejob-seekingprocessandthecrucialfactorastowhetheronewillbeemployed.WritingTechniques--description(oftheschoolandoftheheadmaster)theschool:dreary,gabledVictoriahouse,redbrick,bigstaringsashwindows,frontgarden,gravelsquare,evergreenshrubs,dustandfumes,busymainroad.theheadmaster:shortandrotund,asandy-colouredmoustache,afreckledforeheadandhardlyanyhair,atweedsuit,amplestomach,silverwatch-chainWritingTechniquesParaphrasethesentencesonp1oftheworkbook.BecauseIwasinbadneedofmoneyandwaseagertodosomethingofuse,Iappliedforthejob.ButatthesametimethatIdidsoIwasafraidthatthepossibilityformetogetthejobwasverysmallbecauseIdidn’thaveauniversitydegree,nordidIhaveanyteachingexperience.2.…threedayslaterIreceivedaletter,askingmetogotoCroydontohaveaninterview.3.Hecastalookatmewiththesamesurpriseanddislikeasacolonelwouldlookatasoldierwhenhisbootlacescameloose.4.ApparentlytheheadmasterandIhadnosimilarinterests.7.IfelttroublednotbecauseIhadtowalkforamilealongthedustystreetsofCroydon,followedbyagroupofboys,butbecauseatthattimemostofmyfriendswerehavingagoodtimeandrelaxing.8.ThefactthatIwouldhavetoworkunderawomaninfuturemademefeeltotallyhumiliated.5.Thewayteachingwasorganizedfilledmewithterror(or,Iwasshockedattheteachingarrangements).6.shouldhavetodividetheclassintothreegroupsofthreedifferentlevelsandteachthemoneafteranother.Description

ofaPersonforehead:large,high,low,broad,narrow…moustache:close-cropped,drooping,pointed…eyes:bloodshot,bulging,prominent,close-set…h(huán)air:short,long,thin,thick,curled,wavy…figure:slender,stout,stooping,thin,slim…h(huán)eight:tall,short,ofmediumheight…RhetoricdevicesStaringsashwindows,hereitusedthefigureofspeech—metaphor.Thewindowsweresolargethattheylooklikepeople’swideopeneyes.Herethisfigureofspeechshowstheschoolgivestheauthoranuncomfortableimpression.MetaphorItislikeasimile,alsomakesacomparisonbetweentwounlikeelements,butunlikeasimile,thiscomparisonisimpliedratherthanstated.e.g.Theworldisastage.RhetoricdevicesSimile(明喻）Itisafigureofspeechwhichmakesacomparisonbetweentwounlikeelementshavingatleastonequalityorcharacteristic(特性)incommon.Tomakethecomparison,wordslikeas,as...as,asifandlikeareusedtotransferthequalityweassociatewithonetotheother.e.g.Ascoldwaterstoathirstysoul,soisgoodnewsfromafarcountry.

RhetoricdevicesPersonificationafigurethatendowsobjects,animals,ideas,orabstractionswithhumanform,character,orsensibility.Myheartwassinging.我的心在歌唱。Thistimefatewassmilingtohim.這一次命運(yùn)朝他微笑了。Theflowersnoddedtoherwhileshepassed.當(dāng)她經(jīng)過(guò)的時(shí)候花兒向她點(diǎn)頭致意。Thewindwhistledthroughthetrees.風(fēng)穿過(guò)樹(shù)叢，樹(shù)葉嘩嘩作響。RhetoricdevicesTransferredepithetafigureofspeechwhereanepithet(anadjectiveordescriptivephrase)istransferredfromthenounitshouldrightlymodifytoanothertowhichitdoesnotreallyapplyorbelong(轉(zhuǎn)類)通常把修飾甲類名詞的形容詞轉(zhuǎn)而修飾乙類名詞-Hecrasheddownonaprotestingchair.-Aboveushungasullensky.-IspoketotheminhesitantFrench.-Wepassedmanyananxioushourinthedarkness.RhetoricdevicesTextIIPre-readingactivities

ForwhatpurposedoyouthinkBlakeywenttotheinterview?WhydidBlakeyfeeluneasywhenhewasaskedwhathadpromptedhimtowanttochangetomedicine?WhydidoneoftheinterviewerssaythatBlakeywascapableofachangeofheart?AndhowdidBlakeytakethequestion?TextIIPre-readingactivities

WhatwasthereasonthatBlakeygaveforleavingUniversitywithouttakingadegree?Whatdidtheinterviewersthinkofhisreason?DoyouthinkBlakeyatfirstwaswell-preparedtoanswerthequestionabouthisfinancialstatus?Giveyourreasons.WhydidBlakeyatfirsthaveasenseofguilt,andwhywashethenstungbyasenseofinadequacy?Whatdoyouthinkwastheoutcomeoftheinterview?Whydoyouthinkso?TextIIWhile-readingactivities

likeaterrier,frowned,athicksetheavy-jowledman,oddlyquerulous,onanoteofsomberimprobability,tormentor,atight,impatientsmile,persecutor,awintrysmileetc.Findoutfromthetextdescriptionabouttheappearanceandtheexpressionsoftheinterviewers.Findouttopicsthattheinterviewersareinterestedin.QualificationparticipationinschoolactivitiesfinancialsituationshobbiesinsparetimefamilybackgroundFindoutwordsshowingunpleasantness.likeaterrier,feelinganythingbutwell,startled,incurabledisease,oddlyquerulous,hesitated,tormentor,atight,impatientsmile,asenseofguilt,across-examination,acrime,persecutor,stung,asenseofinadequacy,awintrysmile,likeathreat.ComparetheexperiencesinjobhuntinginTextIandinTextII.(answersareopen-ended)PréciswritingSpellingandpassagedictationListeningBlankfilling

SampleofPrécisWritingIappliedformyfirstjobbeforeIenteredtheuniversitybecauseIwasshortofmoney.TheschoolwhereIappliedforajobwastenmilesawayfromwhereIlivedandIwasnotsureifIcouldgetthejob.However,kafteraterriblejourneyIwassodepressedthatInolongerfeltnervous.TheVictorianschoolhousestoodamidfumesanddustbyabusymainroad.Theheadmasterwasnotscholarly,neitherwastheinsideofthehouseacademiclooking.ByandbyIdiscoveredthatheheadmasterandIhadverylittleincommon.HewantedmetoteacheverythingincludingthesubjectsIabhorred.Furthermore,IhadtoworkonSaturdaystoo.Thepaywaslow.Totopit,Ihadtoworkunderawoman.Translation1.Theyallbelievedthathehadaslimchanceofsuccess.2.Idon'tknowwhyshehasanairofsadnessallthetime.3.Itwasafterallthestudentshadtakentheirseatsthatthepresident