My First Job

Teaching Aims( 教学目的 ):

To grasp the important words and patterns ( 掌握重点单词和句型 ).

Get to know the basic process of job interview and have a taste of the bi-choice of interview. Get to know the knowledge of job market requirements; job application; job interview

Focal Points(Focal Points( 教学重点教学重点 ):):The usage of the important words and patterThe usage of the important words and patterns (ns ( 重点单词和句型的用法重点单词和句型的用法 ))To understand the contents of the text (To understand the contents of the text ( 理理解课文内容）解课文内容）

Difficult Points( 教学难点 ):

Focal patterns( 重点句型 )

Teaching Methods(Teaching Methods( 教学方法教学方法 ):): Teaching(Teaching( 讲授式讲授式 ) ) Discussion(Discussion( 讨论式讨论式 )) Elicitation(Elicitation( 启发式启发式 ))

Important words and phrases （重点单词和短语）

advertise, apply, attach, consist, constitute, depress, disapproval, importance, incompetent, interview, leisure, local, obviously, plus, post, prospect, protest, range, salary, slim, state, suburb, ultimate, undo, vital

Important patternsImportant patterns （重点句型）（重点句型）• Phrases & ExpressionsPhrases & Expressions: :

•be short of, smell of, judging by, be short of, smell of, judging by,

•attach importance to, in common, attach importance to, in common,

•consist of , in turnconsist of , in turn

Grammar: usage of prove, before, phrase of judging by…

About the reading, students should acquire the

reading skill—making inferences while reading (p72).

About the writing, Ss should get to know the writing skill—combing sentences with subordinate conjunction or relative pronoun (P75).

Aim of the text

Background information

British State School The system of Secondary Education in UK h

as been changed. No examination at the age of eleven Streamed School Classes in according to students’ ability Unstreamed school Mixed ability students are placed in the clas

ses.

General School Certificate

A standardized school examination in UK

Two levels: General Certificate of Secondary Education(Age 15-16); Advanced Level Examination (Age 17-19)

Background information

Job interview Following procedures needed when interviewed: Read the “Want Ad” in the newspapers for suitable v

acancies Phone or wirte, depending on the instructions given in

the ad, the contact person The contact person, either the employer himself or a re

presentative of his, will advise the applicant about the job if it has not yet been taken, and grant the applicant an interview if he or she chooses to. Occassionally an interview may take place by phone.

If an interview is granted, the applicant will be asked many questions both personal and professional.

Background information

Warm-up Activity

Warm-up Questions: 1. Do you have job interview

experience? Now Group Discussion starts

Job interview mode test Now you are going to apply for a

engineering position in a Fortune 200.

List your strength Write yourself a resume

Warm-up Activity

Introductory Questions

What job was advertised in the local newspaper? In was a teaching job available at a village schoo

l How far was the school? About ten miles away. Why did he want a job? Short of money Want to do sth. useful

Introductory Questions

Did he feel nervous when he got there? No, he was too depressed to feel nervous What did the headmaster look like? Short, fat, and bald Was it a large co-ed school? It consisited of only one class 24 boys included in all

Introductory Questions

Were they at the same level? No, they were at 3 different levels. How was the narrator supposed to deal

with the class? Divide the class into 3 groups Teach them in turn at 3 different levels. What subject was he expected to teach? Teach all subjects except art.

advertise

depress

Leisure

Prospect

Stale

Apply

Disapproval

Local

Protest

Suburb

Attach

Importance

Obviously

Range

Ultimate

Consist

Incompetent

Plus

Salary

Undo

Word-web

Analyze the text（分析课文）

My First Job

While I was waiting to enter university, I saw advertised in a local newspaper a teaching post at a school in a suburb of London about ten miles from where I lived. Being very short of money and wanting to do some- thing useful, I applied, fearing as I did so, that without a degree and 5 with no experience in teaching my chances of getting the job were slim.

However, three days later a letter arrived, asking me to go to Croydon for an interview. It proved an awkward journey: a train to Croydon station; a ten-minute bus ride and then a walk of at least a quarter of a mile. As a result I arrived on a hot June morning too depressed to feel 10 nervous.

By Robert Best

The setting of the story,

when, who and where

Background of the interview

story

The school was a red brick house with big windows.

The front garden was a gravel square;four evergreen shru

bs stood at each corner, where they struggled to survive t

he dust and fumes from a busy main road. It was clearly t

he headmaster himself that opened the door: He was 15 s

hort and fat: He had a sandy-coloured moustache, a wri

nkled forehead and hardly any hair.

translation

He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone.` Ah yes, ' he grunted.` You'd better come inside.' The narrow, sunless hall smelled unpleasantly of stale cabbage; the walls were dirty with ink marks; it was all silent. His study, judging by the crumbs on the carpet,was also his dining- room. `You'd better sit down, ' he said, and proceeded to ask me a number of questions: what subjects I had taken in my General School Certificate; how old I was; what games I played; then fixing me suddenly with his bloodshot eyes, he asked me whether I thought games were a vital part of a boy's education. I mumbled something about not attaching too much importance to them. He grunted. I had said the wrong thing.The headmaster and I obviously had very little in common.

The school, he said, consisted of one class of twenty-four boy

s, ranging in age from seven to thirteen. I should have to teach

all subjects except art, which he taught himself. Football and cr

icket were played in the Park, a mile away on Wednesday and

Saturday afternoons.

The teaching set-up filled me with fear. I should have to divide

the class into three groups and teach them in turn at three differ

ent levels; 35 and I was dismayed at the thought of teaching alg

ebra and geometry - two subjects at which I had been completel

y incompetent at school. Worse perhaps was the idea of Saturda

y afternoon cricket;most of my friends would be enjoying leisur

e at that time.

The job is very tough, according to his

introduction.

The author seems to have litter interest in the job after he get the first idea of what his job was like.

I said shyly, ` What would my salary be? '` Twelve p

ounds a week plus lunch. 'Before I could protest, he got t

o his feet.` Now', he said,` you'd better meet my wife. Sh

e's the one who really runs this school. '

This was the last straw. I was very young: the prospect of

working under a woman constituted the ultimate indignit

y.

Key words and Expressions

A. New words and old

words

Old words or expressions New words or expressions

slight, slender slim

dislike disapproval

untie undo

necessary vital

plainly, evidently obviously

be made up of consist of

arrangement set-up

unskillful incompetent

free time leisure

manage run

possibility chance, prospect

form constitute

greatest ultimate

insult indignity

ask for apply for

frustrate depress

low bush shrub

smoke fume

not fresh STALE

broken pieces of bread crumb

murmur mumble

fasten attach

vary range

monthly pay salary

object protest

lack be short of

some a number of

one after another in turn

therefore as a result

job post

sad depressed

stand up get to one’s feet

B. Chinese and English phrasesChinese English

赚些钱 make some money

充满血丝的眼睛 bloodshot eyes

没有多少共同之处 have little in common

按三种不同的程度 at three different levels

悠闲自乐 enjoy leisure

最无法忍受的事 the last straw

最大的侮辱 the ultimate indignity

一份教学工作 a teaching post/job

上大学 enter university

当地报纸 a local newspaper

艰难的行程 an awkward journey

苟延残喘 struggle to survive

喧闹的主道 a busy main road

发出难闻的气味 smell unpleasantly

墨迹 ink marks

一连串的问题 a number of questions

休课 take subjects

玩游戏 play games

盯着某人 fix sb. with one’s eyes

至关重要的部分 a vital part

说错了话 say the wrong thing

让人害怕 fill sb. with fear

划分成几个部分 divide…into groups

一想到……就沮丧 be dismayed at the thought of…在某些方面低能 / 无能 be incompetent at…

办学校 run a school

在某人手下工作 work under sb.

(Lines 1~5) the whole paragraph

Question: What information do you get from this paragraph?

We know the time the story took place; the way the author noticed the teaching post was available and reasons he applied for it.

II. While-reading Activities

(Lines 6~7) However, three days later a letter arrived, asking me to go to Croydon for an interview.

Question: What does it mean to be asked for an interview?

There is hope that one will get the job.

II. While-reading Activities

(Lines 11~13) the whole paragraph

Question: What do you think are the favorable surroundings that a school should be in?

A school should be located in quiet and peaceful place away from pollution and distractions, with its buildings in pleasant surroundings, so that students can concentrate on and enjoy their studies.

II. While-reading Activities

(Lines 26~27) I mumbled something about not attaching too much importance to them.

Question: Why did he respond by mumbling?

He felt uncertain whether his point of view appealed to the headmaster or not.

II. While-reading Activities

(Line 33)The teaching set-up filled me with fear.

Question: What do you think of the teaching set-up? Is it normal?

In some village schools in our country, it is still the case. Obviously the teaching set-up was caused by the poor conditions in the school. Meanwhile, it would challenge a teacher’s abilities, skills and patience.

II. While-reading Activities

(Lines 39~43)The last paragraph

Question: What does the last paragraph imply?

The boy wouldn’t take the job.

II. While-reading Activities

Language Points

apply1. Write to ask for (a job, memebrship, etc) e.g.: Out of the 5000 high school graduates wh

o applied for this famous univeristy, only a handful was admitted.

2. Have a bearing on; concerne.g.: this rule only applies to people above 60.3. Make use ofe.g.: Einstein was not interested in knowing ho

w people applied his theories to practice.

Be short of: have not enough, be in want of

E.g.: I am short of cash at the moment. Would you accept a cheque?

interview 1. Meeting between the employer and a

pplicants for the poste.g.: Shannon went through a series of seri

ses of interviews before being enrolled into the astronaut training program.

2. Meeting with sb. for discussion e.g.: it is my greatest honor to be granted a

n interview by Your Majesty.

depress

1. Make sad e.g.: I was depressed after reading so much

depressing news.

2. Press, push or pull downe.g.: if you depress the button there, a robot will

come out to serve tea

3. Make lowere.g.:The OPEC countries depressed their oil

output a month ago.

survive e.g.: The crops survived the drought. Only ten of the crew survived the ship

wreck. The woman survived a major operatio

n. The man survived his wife by many ye

ars.

undo

untie, unfastene.g.: In the struggle her hair turned undon

e. cancele.g.: what is done cannot be undone.

smell of give out the smell or scent of

e.g.: The garden smells of roses. His breath smelled of brandy. The plan smells of treachery.

stale not freshe.g.: stale bread/ beer/ vegetable/ food uninteresting because heard beforee.g.: stale news/ jokes/ statements/ gossip

vital of the greatest importance e.g.: Government support is vital to the s

uccess of the project. Full of life or energye.g.: vital and handsome film star

attach importance to consider important; treat as important

E.g. Our teacher attaches great importance to listening comprehension.

obviously: clearly Eg. Obviously she is trying to get somethi

ng from you.Obviously some thief has broken in.

consist : be made up of Eg. This apartment consists of 3 bedroo

ms, a living room, a bathroom. have as the chief elementEg. Happiness consists in being contented

with what one has.

In turn one after another

Eg. They spoke in turn at the meeting. I will see you all in turn. Each man stood up in turn and spoke.

incompetent: completely unskillful

Eg. He was fired because he was incompetent for the job/ to do the job.

Protest: express a strong objectione.g.: Farmers protested against/ about / at

the export limit by dumping surplus wheat in front the City Hall.

project: sth. expected or considered probable; possible

Eg. The prospect of living alone in a for

eign country for a whole year depressed her.

constitute: form; make up; be Eg. Smoking constitutes a threat to public

health.Nine planets constitute the solar system.

Ultimate: greatest; utmost; last or finale.g.: Conceit constitutes his ultimate destr

uction.

The end