1、Unit 1,My First Job,Objectives,Learn the writing styles of narration and description Learn new vocabulary related to the topic Summarize the main idea of each paragraph in the texts Get familiar with prcis writing,Work in pairs, and tell each other your own experience in doing your first job. Predic

2、t what kind of experience the text will describe .,Understanding,Reproduction,Structure Analysis,Summary,Four types of the text,Description(描述) is painting a picture in words of a person, place, object, or scene. Narration (記敘)writing includes stories , real or imaginary, biographies, histories, new

3、 items, and narrative poems. Exposition(說明) is perhaps the type of writing that is more frequently used by a student, a scientist, or a professional, exposition means expounding or explaining. Argumentation(議論) essay tries to make the reader agree with its point of view and support it, to persuade h

4、im to change his mind or behavior, and to approve a policy or a course of action that it proposes.,Types of the text,Narration is the form of discourse generally used in novels, short stories and plays. Narrative writing tells a story, either briefly or at some length. In a narrative piece of writin

5、g , the sequential occurrence of events is vital . Listen to the text once for general information and try to get the writing style and structure of the text.,Writing style and structure of the text,My First Job is a piece of Narration. Told in the first person, the text gives a vivid and detailed a

6、ccount of the authors applying for a job before going to college.,Writing style and structure of the text,Six elements of a Narration Time On a hot June morning Place At a school in a suburb of London Figures “I” and the headmaster Events Cause Part1 Line (1-5) Process Part 2 Line (6-38) Climax insi

7、de the school buildingdirty and untidy unfavourable impression of the headmasterhis untidy study and suit, his strange, distasteful appearance terrible teaching set-upa class of 24 boys from 7 to 13, three different levels; compelled to teach two subject the writer was not good at; required to take

8、the pupils to the Park a mile away to play cricket on Saturday afternoons. meager salary working under a woman,Groups discussion: Analyze the characteristics and personalities of the headmaster and the young man. the headmaster 1) short, stout, freckled forehead, a bald man with a pot belly 2) not n

9、eatly dressed ( having always worn the same suit ) 3) not so kind to the young man 4) great demanding and henpecked 5) know little about teaching,the young man 1) a school leaver 2) was badly in need of money 3) full of vitality and energy 4) inexperienced in both life and teaching 5) look very bash

10、ful and diffident,-explain key words in the text such as short of money, summoning, gabled Victoria house, sash windows, gravel, rotund, tweed suit, ample stomach, surprised disapproval, smell of, dingy, bloodshot, mumbled, the teaching set-up, appal, algebra, geometry, tramp, diffidently, the last

11、straw etc.,It proved an awkward journey: It turned out to be an awkward journey. Prove: turn out to -Tom proved (to be) very brave in battle. -His experiences on the farm prove to be a turning point in his writing career,a ten-minute bus ride: (it took) ten minutes to get there by bus Tenminute is a

12、 compound adjective of time formed by combing a cardinal number with a noun in the singular number which are joined by a hyphen. a fifteen-minute talk -a two-week conference -a one-month training course,As a result I arrived on a hot June morning too depressed to feel nervous. as a result: therefore

13、 As a result he had been given an excellent job. 結(jié)果他得到了一份相當(dāng)好的工作. 由于下雪他遲到了. He was late as a result of snow. depress: make sad; press, push or pull down; make lower,The school was a dreary, gabled Victorian house of red brick and with big staring sashwindows. A victorian house is a house typical of t

14、he time Queen Victoria(18191901)reigned over Britain. From the sentence we may visualize a house with triangular upper parts of the wall at the end of a ridged roof and with large windows of two frames which open by sliding one frame up or down behind or in front of the other.,Victorian house,Sash w

15、indow,The front garden was a gravel square; four evergreen shrubs stood at each corner, where they struggled to survive the dust and fumes from a busy main road. Gravel: pebbles or small pieces of rock larger than grains of sand Survive: remain alive after The crops survived the drought. Survive som

16、ebody by : the man survived his sister by three years. 他比他姐姐多活了三年.,It was clearly the headmaster himself that opened the door. Note: Here it is an emphatic sentence. It is/was . that/who can be used to emphasize the subject, object, object complement or the adverbial of a sentence. It was on Monday

17、night that all this happened所有這一切發(fā)生在周一晚上。 Its me that he blamed他怪的是我。,air,personal bearing, appearance, or man 譯He has a triumphant air. 他面帶得意之色。 譯他態(tài)度神秘。 He has an air of mystery. an affected, often haughty pose; affectation 譯 give oneself airs 裝腔作勢 (= put on airs) 譯他以飽學(xué)而自傲。 He put on high airs with

18、 his learning.,Smell of,to have or emit an odor 譯 The house smells of paint. 這房屋有油漆的氣味。 譯這菜有大蒜味。 This dish smells of garlic.,judge by,judging by(或from)根據(jù).來判斷 judging by from appearances 由外觀上判斷 judging from the fact 由事實(shí)上推測 have little in common(in common: the same) The two brothers have little in com

19、mon.,dismay, appall, and horrify,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、缺乏勇氣或手足無措”, 如: He was dismayed at his lack of understanding. 他對自已的無知感到沮喪。 appall指“使驚嚇”、“使喪膽”, 如: an appalling death rate令人吃驚的死亡率。 horrify 指“使恐怖”、“使驚駭”, 如: She felt horrified at the sight.見這情景, 她感到恐怖。,-narration (the process of job hun

20、ting) his application for the job a mind full of misgivings: no teaching experience, no degree the job interview: this is probably the most important aspect of the job-seeking process and the crucial factor as to whether one will be employed.,Writing Techniques,-description (of the school and of the

21、 headmaster) the school: dreary, gabled Victoria house, red brick, big staring sash windows, front garden, gravel square, evergreen shrubs, dust and fumes, busy main road. the headmaster: short and rotund, a sandy-coloured moustache, a freckled forehead and hardly any hair, a tweed suit, ample stoma

22、ch, silver watch-chain,Writing Techniques,Paraphrase the sentences on p1 of the workbook.,Because I was in bad need of money and was eager to do something of use, I applied for the job. But at the same time that I did so I was afraid that the possibility for me to get the job was very small because

23、I didnt have a university degree, nor did I have any teaching experience.,2. three days later I received a letter, asking me to go to Croydon to have an interview. 3. He cast a look at me with the same surprise and dislike as a colonel would look at a soldier when his bootlaces came loose. 4. Appare

24、ntly the headmaster and I had no similar interests.,7. I felt troubled not because I had to walk for a mile along the dusty streets of Croydon, followed by a group of boys, but because at that time most of my friends were having a good time and relaxing. 8. The fact that I would have to work under a

25、 woman in future made me feel totally humiliated.,5. The way teaching was organized filled me with terror ( or, I was shocked at the teaching arrangements). 6. should have to divide the class into three groups of three different levels and teach them one after another.,Description of a Person,forehe

26、ad: large, high, low, broad, narrow moustache: close-cropped, drooping, pointed eyes: bloodshot, bulging, prominent, close-set hair: short, long, thin, thick, curled, wavy figure: slender, stout, stooping, thin, slim height: tall, short, of medium height,Rhetoric devices,Staring sash windows, here i

27、t used the figure of speechmetaphor. The windows were so large that they look like peoples wide open eyes. Here this figure of speech shows the school gives the author an uncomfortable impression.,Metaphor,It is like a simile, also makes a comparison between two unlike elements, but unlike a simile,

28、 this comparison is implied rather than stated. e.g. The world is a stage.,Rhetoric devices,Simile,(明喻）It is a figure of speech which makes a comparison between two unlike elements having at least one quality or characteristic (特性)in common. To make the comparison, words like as, as.as, as if and li

29、ke are used to transfer the quality we associate with one to the other. e.g. As cold waters to a thirsty soul, so is good news from a far country.,Rhetoric devices,Personification,a figure that endows objects, animals, ideas, or abstractions with human form, character, or sensibility. My heart was s

30、inging. 我的心在歌唱。 This time fate was smiling to him. 這一次命運(yùn)朝他微笑了。 The flowers nodded to her while she passed. 當(dāng)她經(jīng)過的時(shí)候花兒向她點(diǎn)頭致意。 The wind whistled through the trees. 風(fēng)穿過樹叢，樹葉嘩嘩作響。,Rhetoric devices,Transferred epithet,a figure of speech where an epithet (an adjective or descriptive phrase) is transferred

31、from the noun it should rightly modify to another to which it does not really apply or belong (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 -He crashed down on a protesting chair. -Above us hung a sullen sky. -I spoke to them in hesitant French. -We passed many an anxious hour in the darkness.,Rhetoric devices,Text II

32、Pre-reading activities,For what purpose do you think Blakey went to the interview? Why did Blakey feel uneasy when he was asked what had prompted him to want to change to medicine? Why did one of the interviewers say that Blakey was capable of a change of heart? And how did Blakey take the question?

33、,Text II Pre-reading activities,What was the reason that Blakey gave for leaving University without taking a degree? What did the interviewers think of his reason? Do you think Blakey at first was well-prepared to answer the question about his financial status? Give your reasons. Why did Blakey at f

34、irst have a sense of guilt, and why was he then stung by a sense of inadequacy? What do you think was the outcome of the interview? Why do you think so?,Text II While-reading activities,like a terrier, frowned, a thickset heavy-jowled man, oddly querulous, on a note of somber improbability, tormento

35、r, a tight, impatient smile, persecutor, a wintry smile etc.,Find out from the text description about the appearance and the expressions of the interviewers.,Find out topics that the interviewers are interested in.,Qualification participation in school activities financial situations hobbies in spar

36、e time family background,Find out words showing unpleasantness.,like a terrier, feeling anything but well, startled, incurable disease, oddly querulous, hesitated, tormentor, a tight, impatient smile, a sense of guilt, a cross-examination, a crime, persecutor, stung, a sense of inadequacy, a wintry

37、smile, like a threat.,Compare the experiences in job hunting in Text I and in Text II. (answers are open-ended) Prcis writing Spelling and passage dictation Listening Blank filling,Sample of Prcis Writing I applied for my first job before I entered the university because I was short of money. The sc

38、hool where I applied for a job was ten miles away from where I lived and I was not sure if I could get the job. However,k after a terrible journey I was so depressed that I no longer felt nervous. The Victorian schoolhouse stood amid fumes and dust by a busy main road. The headmaster was not scholar

39、ly, neither was the inside of the house academic looking. By and by I discovered that he headmaster and I had very little in common. He wanted me to teach everything including the subjects I abhorred. Furthermore, I had to work on Saturdays too. The pay was low.To top it, I had to work under a woman

40、.,Translation 1. They all believed that he had a slim chance of success. 2. I dont know why she has an air of sadness all the time. 3. It was after all the students had taken their seats that the president of the students union proceeded to announce the camping itinerary. 4. The stomach is a vital organ of the human body; please take good care of it.,5. He considered it ridiculous for the general manager to attach so much importance to those routine trifles. 6. Her study, which ranged over many languages and cultures, was full of challenge. 7. As is scheduled, all the members of