新編英語教程第三冊第1頁/共74頁suburb,summon,awkward,dreary,gabled,ever-green,fume,anairof,disapproval,colonel,grunt,dingy,proceed,margarine,mumble,attachimportanceto,consistof,appall,split,dismayed,diffidently,protest,

gettoone’sfeet,laststraw,prospecttestyourself!第2頁/共74頁Step1ListeningInandSpeakingout!

1Prepareforthenewwords2Listenandtrytounderstand第3頁/共74頁1.Whenyoureceiveajoboffer,whatissuesmustyouconsiderbeforemakingadecision?1).Whenyoureceiveajoboffer,youmustconsidermanyissuesbeforemakingadecision,suchas:Willtheorganizationbeagoodplacetowork?Willthejobbeinteresting?Arethereopportunitiesforadvancement?Isthesalaryfair?Doestheemployeroffergoodbenefits?第4頁/共74頁Yes,youcanaskyourpotentialemployerdirectlyaboutsuchissues,andyoushouldalsodosomecheckingonyourown.2.Canyouaskyourpotentialemployerdirectlyaboutsuchissues?3.Whyisajobwithalackofopportunitiesconsideredabadoffer?Becausealackofopportunitiescandampeninterestintheworkandresultinfrustrationandboredom.第5頁/共74頁4.Listseveralsourceswhereyoucanfindinformationaboutearningsandbenefits.Youcanfindinformationaboutearningsandbenefitsfromyourfamily,friends,oracquaintanceswhorecentlywerehiredinsimilarjobs.Oryoucanaskyourteachersandthestaffinplacementofficesaboutstartingpayforgraduateswithyourqualifications.Help-wantedadsinnewspaperssometimesgive第6頁/共74頁Becausedependingonthejob,youmayormaynotbeexemptfromlawsrequiringtheemployertocompensateyouforovertime.5.Whyistheorganization’spolicyregardingovertimeanimportantfactortoconsider?第7頁/共74頁3.SpeakingoutWhatkindofjobdoyouthinkisanidealjobforyou?WorksurroundingsInterestOpportunitypotentialSalaryBenefits第8頁/共74頁Whatkindofpersonalqualificationsdoyouthinkyoushouldhave?Mature,competent,experiencedreliable,honest,responsiblecreative,highly-motivatedIndependent,resourcefulAmbitious,aggressiveEnergetic,open-mindedSociable,selfless/unselfish第9頁/共74頁Step2ReadingfamoussayingsTherearenomenial

(humble)jobs,onlymenialattitudes.－WilliamJ.BennettThesupremeaccomplishmentistoblurthelinebetweenworkandplay.－ArnoldToynbeeChooseajobyoulove,andyouwillneverhavetoworkadayinyourlife.－Confucius好之者不如樂之者。——出自《論語·雍也》第10頁/共74頁Ifyouhaveajobwithoutanyaggravations,youdon’thaveajob.－MalcolmS.ForbesFindajobyoulikeandyouaddfivedaystoeveryweek.－H.JacksonBrowneItiseasiertodoajobrightthantoexplainwhyyoudidn’t.－MartinVanBuren

與花時間解釋你為什么沒有做好相比，直接做好一件工作要簡單得多第11頁/共74頁第12頁/共74頁Questionsonspecificdetails1GeneralSchoolCertificate

普通教育證書

GeneralCertificateofEducation(GCE)standsforaneducationalqualificationinBritain.TherearetwolevelsofexaminationsintheBritishGCE.Schoolchildrenattheageof15or16maytakeanynumberofexaminationsinarangeofsubjectsand,afterpassingtheexaminations,areawarded“O”Level(ordinarylevel)GCEs.Studentsaged17orovermaytake“A”Level(advancedlevel)Background第13頁/共74頁Questionsonspecificdetails1examinations,whicharenecessaryforentrancetoauniversity.TheGCEwasreplacedbyGeneralCertificateofSecondaryEducation(GCSE)in1988.第14頁/共74頁ReadingcomprehensionWhatisthemainideaofthispassage?Thewriterwasinterviewedbytheheadmasterofaschoolandwasofferedajobwhichwasnonetoopleasant.Scanning第15頁/共74頁ScanningSkim-mingPre-readingMore2ReadScan-ningCultureAfter-ReadingReorderthePictures第16頁/共74頁DivisionofthetextPartone(par.1-2):Theauthorappliedforajobandwentforaninterview.Parttwo(par.3):AdescriptionoftheschoolanditssurroundingsPartthree(par.4-9):Theinterviewbetweentheheadmasterandtheauthor第17頁/共74頁Questionsfordiscussion:

1.Whydidthewriterapplyforateachingpost?2.Describethesurroundingsoftheschool.3.Describetheappearanceandmannersoftheheadmaster.4.Whatkindofclasswasthewriteraskedtoteach?第18頁/共74頁Questionsfordiscussion:

5.Whatweretheteachingarrangementsforthewriter?6.Whatwastheyoungman’simpressionoftheheadmaster?Howdidhearriveatthis?7.Tellwhatyouknowabouttheyoungman.8.Whatisthewriter’spurposeinwritingthisnarrativepassage?第19頁/共74頁WritingstyleandstructureofthetextItisapieceofNarration.Toldinthefirstperson,thetextgivesavividanddetailedaccountoftheauthor’sapplyingforajobbeforegoingtocollege.第20頁/共74頁FourtypesoftextDescription(描述)ispaintingapictureinwordsofaperson,place,object,orscene.Narration(記敘)writingincludesstories,realorimaginary,biographies,histories,newitems,andnarrativepoems.Exposition(說明)isperhapsthetypeofwritingthatismorefrequentlyusedbyastudent,ascientist,oraprofessional,expositionmeansexpoundingorexplaining.Argumentation(議論)essaytriestomakethereaderagreewithitspointofviewandsupportit,topersuadehimtochangehismindorbehavior,andtoapproveapolicyoracourseofactionthatitproposes.第21頁/共74頁SixelementsofaNarrationTime(When)Place(Where)Figures(Who)Events(What)CauseProcessClimax&end第22頁/共74頁ArecitalcontestbeforethedetailedreadingfourparticipantsAtleastthreeparagraphsYourmarksaregivenaccordingtofluency,pronunciationandcorrectpauseofsentences.Welcomethejudges!Wechooseachampioneveryweekandwewillhaveafinalcontestattheendoftheterm.Thefinalchampionwillgetareward.第23頁/共74頁Languagepoints

WhileIwaswaitingtoenteruniversity,Isawinalocalnewspaperateachingpost

advertisedataschoolinasuburbofLondonabouttenmilesfromwhereIlived.IsawateachingpostadvertisedataschoolinasuburbofLondonabouttenmilesfromwhereIlivedinalocalnewspaper.兩條支配英語詞序的重要原則，句尾焦點和句尾重心。（Endfocusandendweight)第24頁/共74頁post:

n.ajoborofficialpositioninacompanyororganizationGuessthemeaningsof“post”inthefollowingsentencesMyuncle’shorsewasfirstpastthepost.終點或起點Theshipwaspostedmissing.公布Thepostwasadvertisedintoday’snewspaper.職位第25頁/共74頁句尾重心原則的主要實現(xiàn)形式如下：

1．It充當形式主語或形式賓語，后面的真正主語或真正賓語通常是不定式結構、-ing分詞結構或名詞性分句。例如：

It’sillegaltodrivewithoutalicense.

ItwaspleasantmeetingyouinLondonthatday.

Itwasnotknownwhethertherewasgoldleftinthemine.

Hemadeitclearthathedidn’twanttospeaktome.

第26頁/共74頁2.SVoO(即“主語+動詞+間接賓語+直接賓語”)句型中，一般詞序是直接賓語位于間接賓語之后。如果間接賓語較長或結構比較復雜，一般應置于句尾。試比較：

Youshouldgivethemagoodexample.

Youshouldgiveagoodexampletoyouryoungbrothersandsisters.

第27頁/共74頁3.SVOC(即“主語+動詞+賓語+賓語補語”)句型中，一般詞序是賓語補語在賓語之后，但若賓語過長或比較復雜時一般將賓語移至賓語補語之后。例如：

Hehasprovedwrongtheforecastsmadebythecountry’sleadingeconomicexperts.

TheteachersoftheCollegeEnglishCenteraremakinggreateffortstocultivateintheirstudentsthehabitofspeakingEnglish.

第28頁/共74頁Beingshortofmoneyandwantingtodosomethinguseful,…The–ingparticiplephrasecanbechangedintoanadverbialclauseofcauseorreason:---AsIwasshortofmoney…Examples:Beinginpoorhealthandlackinginteachingexperience,hewasdismissed.

Nothavinghistelephonenumber,Icouldn’tcontacthim.beshortof:havenotenough;lack;beinneedofbeshorton:bepoorerat,benotsogoodat在…稍差，在…較欠缺

e.g.Thebookhasgoodinformation,butisrathershortonillustration.Sheisaniceperson,butshortonlooks.第29頁/共74頁BecauseIwasinbadneedofmoneyandwaseagertodosomethingofuse,Iappliedforthejob.ButatthesametimethatIdidso,IwasafraidthatthepossibilityformetogetthejobwasverysmallbecauseIdidn’thaveauniversitydegree,nordidIhaveanyteachingexperience.Paraphrase第30頁/共74頁However,threedayslateraletterarrived,summoningmetoCroydonforaninterview.Itprovedanawkwardjourney:atraintoCroydonstation;aten-minutebusrideandthenawalkofatleastaquarterofamile.AsaresultIarrivedonahotJunemorningtoodepressedtofeelnervous.Givemesentencesincluding“summon”abusridethattakestenminutesTen-minuteisacompoundadjectiveoftimeformedbycombiningacardinalnumberwithanouninthesingularnumberwhicharejoinedbyahyphen.第31頁/共74頁Croydon:acityinSurrey,England,southofLondon…threedayslaterIreceivedaletter,askingmetogotoCroydontohaveaninterview.Paraphraseoftheitalisizedpart第32頁/共74頁

Theschoolwasadreary,gabledVictorianhouseofredbrickandwithbigstaringsash-windows.Thefrontgardenwasagravelsquare;fourevergreenshrubsstoodateachcorner,wheretheystruggledtosurvivethedustandfumesfromabusymainroad.Givesentencesincluding“dreary”and“gabled”.第33頁/共74頁Victorianhouse:ahousetypicalofthetimeQueenVictoria(1819－1901)reignedoverBritain(1837－1901)第34頁/共74頁sash-windowsash-window:windowoftwoframeswhichopenbyslidingoneframeupordownbehindorinfrontoftheother上下推拉窗What’syourfeelingofthisenvironment?第35頁/共74頁

Itwasclearlytheheadmasterhimselfthatopenedthedoor.Hewasshortandrotund.Hehadasandy-colouredmoustache,afreckledforeheadandhardlyanyhair.Hewaswearingatweedsuit—onefeltsomehowhehadalwayswornit—andacrosshisamplestomachwasloopedasilverwatch-chain.1.Explainthewords“rotund,ample,andloop”withexamples2.RewritetheitalicizedsentenceintoordinaryorderThesentenceunderlinedisanfullyinvertedsentence.主語放句尾，介詞短語被前置第36頁/共74頁Helookedatmewithanairofsurpriseddisapproval,asacolonelmightlookataprivatewhosebootlaceswereundone.“Ahyes,”hegrunted.“You’dbettercomeinside.”Explainthemeaningof“air”inthissentence.WithanairifimportanceAir–appearance,mannerorpersonalbearingParaphrasethissentenceHecastalookatmewiththesamesurpriseanddislikeasacolonelwouldlookatasoldierwhenhisbootlacescameloose.第37頁/共74頁Thenarrow,sunlesshallsmelledunpleasantlyofstalecabbage;thecream-printedwallshadgoneadingymargarinecolour,exceptwheretheywerescarredwithinkmarks;itwasallsilent.Hisstudy,judgingbythecrumbsonthecarpet,wasalsohisdiningroom.Onthemantelpiecetherewasasaltcellarandpepper-pot.Couldyouwriteasimilarparagraphaboutourclassroomaccordingtothegivenparagraph?第38頁/共74頁Hisstudy,judgingbythecrumbsonthecarpet,wasalsohisdiningroom.所謂垂懸結構（TheDanglingConstruction）就是一個句子成分，如分詞短語，不定式動詞短語等，找不到被修飾的主語或被修飾的對象不合邏輯，一般叫做“垂懸分詞”，在語法書上叫做“獨立主格結構”。另外，值得注意的是“垂懸分詞”是沒有錯的，要和錯誤的句法“懸垂結構”區(qū)別開來。“懸垂結構”是錯誤的句法，應該避免。第39頁/共74頁三種常見的垂懸結構及其改正方法：⒈垂懸分詞或分詞短語，如：①Climbingupthehill,severalboarswereseen.這句子里的現(xiàn)在分詞短語（presentparticipialphrase）修飾主語“severalboars”是錯的；改正方法有二：(a)確定是邏輯主語，使句子變成“Climbingupthehill,theexplorerssawseveralboars.”(b)把現(xiàn)在分詞短語擴大為副詞分句（也稱狀語從句）：“Whentheexplorersclimbedupthehill,theysawseveralboars/severalboarswereseen.”第40頁/共74頁⒉垂懸副詞短語，如：②Afterputtingashrimponthehook,thefishbegantobite.這句的副詞短語（adverbphrase）和主語“thefish”有什么邏輯關系呢？真正的邏輯主語應該是“thefisherman”或“theangler”才對。改正方法和例①同：(a)Afterputtingashrimponthehook,thefishermanfoundthatthefishbegantobite.(b)Afterthefishermanhadputashrimponthehook,thefishbegantobite.第41頁/共74頁⒊垂懸不定式動詞短語，如：③

Towritewell,alotofpracticeisneeded.④Tobealoyalemployee,asenseofbelongingisamust.這兩個句子的不定式動詞短語（infinitivephrases）并不能修飾“practice”和“asenseofbelonging”，真正的主語必須是“人”，如：(a)Towritewell,oneneedsalotofpractice/apersonhastopractisealot.(b)Tobealoyalemployee,heorshemusthaveasenseofbelonging.

第42頁/共74頁“You’dbettersitdown,”hesaid,andproceededtoaskmeanumberofquestions:whatsubjectshadItakeninmyGeneralSchoolCertificate;howoldwasI;whatgamesdidIplay;thenfixingmesuddenlywithhisbloodshoteyes,heaskedmewhetherIthoughtgameswereavitalpartofaboy’ceedto:dosomethingafterdoingsomethingelsefirstSinceeveryoneagreesonthematter,let’sproceedtodiscussthenextpoint.Beforeweproceedtoexaminethispartofthecase,itmaybepropertolistentothewitness.第43頁/共74頁fix…with盯著看，用(某種眼光)瞧(某人)：Fixingtheboywithasteadylook,theteacherforcedhimtotellthetruth.老師的目光緊緊盯著學生，迫使他說出了真情。第44頁/共74頁Imumbledsomethingaboutnotattachingtoomuchimportancetothem.Hegrunted.Ihadsaidthewrongthing.TheheadmasterandIobviouslyhadsingularlylittleincommon.attachimportanceto:laystresson,giveorascribeimportancetoManycompaniesattachimportancetoetiquetteandmannersinadditiontoindividuals’abilitiesandskills.Wemustattachimportancetofoodsafetybecauseitisconcerningpeople’slives.第45頁/共74頁TheheadmasterandIobviouslyhadsingularlylittleincommon.Their

personal

and

professional

lives

have

collapsedinto

a

singularly

definedarea

that

representswho

they

are.

不可思議的ApparentlytheheadmasterandIhadnosimilarinterestsorbeliefs.第46頁/共74頁

Theschool,hesaid,consistedofoneclassoftwenty-fourboys,

ranginginagefromseventothirteen.Ishouldhavetoteachallsubjectsexceptart,whichhetaughthimself.FootballandcricketwereplayedinthePark,amileawayonWednesdayandSaturdayafternoons.consistof:bemadeupof,beformedfrom第47頁/共74頁Thewayteachingwasorganizedfilledmewithterror(or,Iwasshockedattheteachingarrangements).Theteachingset-upappalledme.I

can

dosomething

for

12

hours

that

would

appallme

ifIhadto

keep

it

upfora

lifetime.

第48頁/共74頁Ishouldhavetodividetheclassintothreegroupsofthreedifferentlevelsandteachthemoneafteranother.Ishouldhavetosplittheclassupintothreegroupsandteachtheminturnatthreedifferentlevels.第49頁/共74頁rangein…fromAtoB:varyofsomethingbetweenAandBonascaleofmeasurementorqualityVacuumcleanersrangeinpricefromlessthan$100tomorethan$500.Thechildrenattheorphanagerangeinagefrominfantto10－12yearsold.第50頁/共74頁ItwasnotsomuchhavingtotrampamilealongthedustystreetsofCroydon,followedbyacrocodileofsmallboysthatIminded,butthefactthatmostofmyfriendswouldbeenjoyingleisureatthattime.不是…而是Itwasnotsomuch….But/as….itwasnotthat….butthat…Itwasnotbecause,butbecause…Itwasnotthatwearenotwillingtogo,butthatwehavenotime.第51頁/共74頁IfelttroublednotbecauseIhadtowalkforamilealongthedustystreetsofCroydon,followedbyagroupofboys,butbecauseatthattimemostofmyfriendswouldbehavingagoodtimeandrelaxing.第52頁/共74頁Thiswasthelaststraw…Strawisverylightinweight,butifyouincreasetheburdenonthecamel’sbackstrawbystraw,eventuallyyouwillputonhisbackonestrawtoomanyandthelaststrawwillbreakhisback.第53頁/共74頁ThefactthatIwouldhavetoworkunderawomaninfuturemademefeeltotallyhumiliated.Theprospectofworkingunderawomanconstitutedtheultimateindignity.Pleasegivemetwosentencescontain第54頁/共74頁Possiblenewwordsandexpressionssuburb,summon,awkward,dreary,gabled,ever-green,fume,anairof,disapproval,colonel,grunt,dingy,proceed,margarine,mumble,attachimportanceto,consistof,appall,split,dismayed,diffidently,protest,

gettoone’sfeet,laststraw,prospect第55頁/共74頁advertiseadvertise(v.)vt.e.g.Dosalesmen~theirgoods?Wheredopeople~theirproducts?They~theirproductsinnewspapersoronTV.第56頁/共74頁②advertiser(n.)③advertisement(n.)=ade.g.Thestorehasan~inthenewspaperforaspecialsale.Haveyoueverreceived~sinyourmailbox?mercial(n.)---anadvertisementontelevisionorradio(電視、廣播之)廣告第57頁/共74頁Somewritinghints–howtodescribeapersonForehead;Moustache;Eyes;Hair;Figure;Height;Youcandescribeanyofyourclassmatesintheclassroomwithgivenwordsoranywordsyoulike!第58頁/共74頁Forehead–large,high,low,broad,narrow,domed(有穹頂?shù)模琽rretreating/receding(后退的）Moustache–close–cropped（又密又短），drooping(下垂的，軟綿綿的）；pointed（硬而直的）Eyes–bloodshoteyes,bulgingeyes(淡褐色的，鼓起來的）,prominenteyes（大眼睛，突出的眼睛），dark-eyes，deep-seteyes（深陷的），sunkeneyes（凹眼）Hair–short,long,thin,thick,straight,curled,curly,wavy(波浪的）,sparse(稀少）,unkempt（蓬亂）,disheveled（散亂的），luxuriant(豐厚的）Thecolorofhaircanbe:black,dark,red,grey,silver,chesnut,white,brown,blonde,golden,jet-black,dyed(染色的）第59頁/共74頁SomemenlosetheirhairandgobaldFigure:aperson’sfiguremaybeslender,stout(fat,plump),stooping,thin(lean),slimHeight:Apersonmaybe:tall,short,ofmedium(average)height第60頁/共74頁

Ayoungmansawateachingpostina

.He

,fearingthatwithouta

andwith__________inteaching,hischancesofgettingthejobwere

.

,hegotananswer,askinghimto

.However,theinterviewmadehimfeeleverythingwas__________________________:schoolconditions,

,theteachers,the

,etc.

isthewoman,whoreallyrantheschool.Hedidn’t

atlast.第61頁/共74頁Exercise1TranslatethefollowingsentencedfromChineseintoEnglish.他們都認為他成功的可能性很小。我不知道她為何總帶有一種悶悶不樂的神情。等到所有同學就座后，學生會主席才開始宣布野營的日程安排。胃是人至關重要的器官，請善待之。他認為總經理如此重視那些日常瑣事是荒唐的。她的研究涉及多種語言和文化，富有挑戰(zhàn)性。根據安排，全體工作人員輪流值晚班。想到要遠離父母獨立生活，她深感不安。第62頁/共74頁9.對于他是否勝任這項工作我們不甚擔心，我們更擔心他的健康問題。10.想到要做一次環(huán)球航海旅行，他為之激動不已。第63頁/共74頁Exercise2.Completeeachunfinishedsentencewithaword,phrase,orstructurefromtheboxintheproperform.applyfor,gettoone’sfeet,survive,attachimportanceto,havemuchincommon,being,judgingby,competent,Notsomuch…butthefactthat,acrocodileof,ranginginprice/ageUsuallytheinterviewer____theeducationalbackground,abilities,interestsandpastexperiencesoftheapplicant.Fewpeopleinthatvillage____theterriblefamineof1962.Hiseffortstogetthejobwerefutilebecausetherewerealotof___youngmenwho___thejob.第64頁/共74頁4.Experiencedteachersfindthey____whentheytalkabouttheteachingset–up.5.____thewayshepreparesthemeal,wecansaythatshemusthavebeentrainedinagoodrestaurant.6.Theintervieweeisnotsupposedto___beforetheinterviewerdoesso.7.Thereareallkindsofsuitsforbothmenandwomeninthedepartmentstore,____from300to10,000yuan.8.Gonearethedayswhenamothermadeherwayhomefollowedby____children,___fromtwototen.9.____completelyincompetentforthejob,hewasdischarges.10.Hewasdismayed.Itwas____havingtoteachthechildrenatthreelevels,____hehadtoteachtwosubjectsatwhichhehadbeenincompetentatschool.第65頁/共74頁TextIIHowtoDoWellonaJobInterview第66頁/共74頁Oralwork:Thejobinterview

Howtogetpreparedforaninterview?(dresscode,behavior,interviewtechniques,questions)Whatisaninterviewerusuallyinterestedin?Whatquestionstheinterviewerislikelytoask?(Commonanddifficultones)第67頁/共74頁BeforeReadingGlobalReading1.Clothe