新编英语教程第三册Unit I.ppt

1、Unit I,Text I My First Job,Open your mouth now,Do you have any work experience? What popped into your mind when the topic was mentioned? Are you going to do any part-time job (again) in your spare time? How are you going to look for a job?,Read now, very fast,1. guess what the text is about; 2. try

2、to read for the main idea (skimming for 3 minutes) 3. work out the outline of the text by underlining the key points in each paragraph.,guidelines for skimming,Run the eyes over the text rapidly, read only the familiar words and phrases and ignore the unfamiliar ones. Try to piece together the bits

3、of information gathered from the rapid reading sensibly so that the main idea(s) is (are) grasped. Try to recognize the key words and phrases, i.e., words and phrases that are closely related to the title of the text; and ignore the supporting details, i.e., anything that describes, explains, or dev

4、elops the main idea(s). Read only the first and the last sentence of each paragraph, for, as a rule, the gist of a paragraph is found there. But, of course, there are always exceptions. Read the first paragraph and the last paragraph of a text for the same reason as 3.,What is the main idea?,Only fo

5、r reference: The writer was interviewed by the headmaster of a school and was offered a job that was none too pleasant.,Key points in each para,Para. 1- a teaching post advertised Para. 2- an interview Para. 3- school Para. 4- the headmaster himself Para. 5- an air of surprised disapproval, proceede

6、d to ask me a number of questions Para. 6- one class of twenty-four boys, teach all subjects except art Para. 7- teaching set-up appalled me . I was dismayed, worse perhaps Para. 8- my salary, twelve pounds a week plus lunch Para. 9- last straw,Read carefully and answer the questions,1. Why did I wa

7、nt to find a job? 2. Why was I not sure of having the job? 3. Did I like the school? Why? 4. Was the school a beautiful one? 5. Did I like the headmaster? （Why do you think the headmaster had “bloodshot eyes”?),6. Did he like me? 7. Was he a successful man? 8. Was the school a successful one? 9. Did

8、 I get an offer? 10. Would I accept the offer? (What is meant by “This was the last straw”?) 11. Was the interviewer good at giving interviews? 12. Was I good at sitting an interview?,语义场与语义场理论,所谓语义场又叫词汇场。是一个系统，它把相互关联的词汇和短语组织起来，显示其间的相互关系，意义相关的W1、W2、W3，构成一个集合，称为词汇场，词汇场F1、F2、F3的集合构成某一语言的词汇总和V(vocabula

9、ry）。 ,语义场理论的作用,中国古代文论家特别讲究”炼”字。文人吟哦炼字之际正是匠心独运之时。所谓“下语如铸”“吟安一个字，捻断数根须”都说明了古人用字时一丝不苟的精神。其实字斟句酌在修辞上下工夫不独古人为然，古今中外对于强调词语选择时的匠心或是异域相通，或是不谋而合，或是一脉相承的。古罗马贺拉斯在其诗艺一书中早就说过：“在安排字句的同时要考究，要小心，如果你安排得巧妙，家喻户晓的词便会取得新义，表达就能尽善尽美”。中国当代作家冰心还用了用兵的比喻：最好能把词句变成你的精兵，用兵的时候，做到指挥若定，让每个字都能听你的指挥，心到笔到。而语义场理论恰好可以服务于修辞的这一目的。可以说，语义场内

10、外正是诗人作家的想象自由腾骧的天地，是缪斯驰骋才能的广阔空间。 ,Asking about a persons appearance or / and character:,“How does he look now?” This question is asked about a person whom the inquirer knows but has not seen for some time. “What does he look like?” This question is asked about a person whom the inquirer probably does

11、 not know, so the inquirer will expect a description of the persons appearance in the answer. “What is he like?” This question is asked when the inquirer wants information either about the persons appearance, or about his character or qualities, or about both.,What was the young mans impression of t

12、he headmaster?How did he arrive at this?,His impression was unfavourable. To the writer, the headmaster was short, stout, freckle-foreheaded, bald man, with a big unpleasant paunch. As the headmaster was not as neatly dressed as a gentleman was supposed to be, he gave the impression of having always

13、 worn the same suit. Probably he was badly off. He received the young man with a look of surprised disapproval and during the whole interview he assumed an air of condescension, which was quite annoying to the young man. Moreover, the headmaster made great demands on the young man, while he himself

14、did not seem to know much about teaching.,Tell what you know about the young man.,The writer was a young school leaver waiting to enter university. He was badly in need of money and he seemed to be a man of vitality and energy. He wanted to do something useful that could bring him some money. He did

15、 not have much experience in life, nor in teaching. He looked very bashful, having little self-confidence. Fearing that he might not get the job, he was careful about what he said. He had to do what he did not like to do. To make matters worse, he had to work under a woman, which was the most humili

16、ating thing to a man of his age, but whether he liked it or not, he had to take the job.,Some Comments on the Text,In a narrative piece of writing, the sequential occurrence of events is vital. In the text, the happenings that make up the episode are arranged in the order of their occurrence. Descri

17、ption helps to make the narrative more vivid.,Role-play,Mr. Black, manager of an investment company, is in urgent need of a secretary. He is now interviewing Mary, who has applied for this post.,Discussion: how to prepare for a job interview,clothes manners and behaviour details that the interviewer

18、 is interested in,Answers for reference:,clothes desirable: suit; jacket and skirt/trousers; quiet colours; conventional cut undesirable: T-shirt; blue jeans; flared trousers; loud colors; extremely fashionable cut,manners and behaviour desirable: calm; polite; attentive undesirable: too talkative; t