Book 3 Unit 1电子教案

Book 3 Unit 1

Unit One

Lead-in 1. Movie Clip 2. Quotes

1. Movie Clip

Watch the movie clip and answer the following questions.

1. How much do you know about Mr. Sam Witwicky?

He majored in geopolitics and minored in tech studies, and graduated from an ivy college this year. He was interested in government and technology and how they intersect and co-exist. 2. What did he do in the past three months? What was the result?

He attended a lot of job interviews in three months but failed to find a job. In the end, he was hired to work in the mailroom of Accuratta Systems, the global leader in telecom, aerospace, 17 billion in profit last year.

Discussion:

What do you learn from Sam‘s job interviewing experience? (This is an open question.)

Script:

- Interviews. This is so exciting. Honey, do you want some gum? Your breath gets really gnarly when you‘re nervous. - Mr. Witwicky?

- Yeah, search is over. - I‘m Mr. Whitley. - Mr ...

- Is anybody else joining? - No.

- No? You want me to move right there? I‘ll move right there? - I‘d prefer not. - Sensei.

- Ready? Begin.

- Graduated this year. Major in geopolitics. Minor in tech studies. Very interested in government and technology, how that‘s gonna intersect and co-exist. Shape the future.

- Why did we bother sending him to an Ivy college for? Three months out of school and he can‘t find a job?

- Mr. Masuhisu ... - Matsumoto. - Matsui ... - Moto.

- Martha, can I call you Martha?

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- No. You may not.

- Ok, Jack, there are two kinds of people in this world; There‘s thinkers; there‘s doers. There‘s winners, there‘s dreamers, and there‘s buddies. - What about some weaknesses? - I don‘t ...

- You have a vey trustworthy face. You remind me of like an Asian Colonel Sanders. A man I can trust.

- He‘s a millennial. That means they‘re the, you know, like lost generation. - Why was the FBI looking for you? - What?

- Yeah, FBI. Good of you to flag that. It was during all that alien craziness when you were 14. I mean, they were very kind to me, found me in a jiffy. And that‘s all been expunged. Obama gave me a medal, actually. I‘m just saying. It‘s always good to have a medal guy in the office, with a medal.

- From Obama? - Yeah.

- In this office, we are mostly Republicans, so ... - I‘m not feeling too good. - No? - No.

- Why don‘t you get a little dipping tray and dip the dog in Pepto? That‘s a solution. - I got another one. We got to go. - Come on. - Really?

- Sit. Got myself a Mr. Sam Witwicky, recent college graduate. Previous experience, next to zero, yet he has a recommend letter from our board? WTF to that. - Do I know somebody on your board?

- Here‘s the deal. You know who we are. Accuretta Systems, global leader in telecom, aerospace, 17 billion in profit last year. We contract for DARPA, NASA, JPL, you name it. You perform here, doors open for you anywhere. First job out of college is crtitical, kid. You either take a step down the correct career path or you fall into a life-sucking abyss. So it all depends on how you respond to my next two words. Impress me. - Now?

- Impress me.

- You catch me off guard. I don‘t know where to begin. - Impress me.

- I‘m an open book. Ask me a question you like. - So you‘re a go-getter, ramrod ... - Yes, sir.

- Take-charge kind of guy?

- I am a killer. A stone-cold killer. - So, take-charge guy?

- Take-charge, Viking, barbarian ... of course, that‘s me. Pow! I‘m here.

- We are not looking for that here. No brown-nosing. No suck up. No toolery. I ...

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- Yes, Mr. Brazos.

- Why is Shontel using what appears to be a red cup from the red floor when we are on the yellow floor? - I‘m on it.

- It is a visual and, therefore, a visceral betrayal. Stop it. - Such a dumbass. Disgusting.

- Thank you. It‘s total anarchy around here. - The email I read said administrative aide? - Nope. Mailroom. - I‘m gonna go.

- Do you have an idea of how many Ivy League Phi Beta Kappas would kill to ...

- Mister, I saved your life twice. Okay? I can‘t tell you how or when or why, but I have done shit that matters and I‘d just kind of like a job where I matter again. So thank you, but no, thank you, okay?

- You know what I think? You want the job after this job. But, son, this is the job that‘s standing in your way. And that‘s why you‘re gonna be so very, very good at it. ‗Cause when I look at you, I see a younger me.

2. Quotes

Read the following proverbs and tell your classmates which one is your favorite. State your reasons.

The best way to appreciate your job is to imagine yourself without one.

－ Oscar Wilde

Don‘t be afraid to give your best to what seemingly are small jobs. Every time you conquer one it makes you that much stronger. If you do the little jobs well, the big ones will tend to take care of themselves.

－ Dale Carnegie

There are no menial jobs, only menial attitudes.

－ William J. Bennett

The supreme accomplishment is to blur the line between work and play.

－ Arnold Toynbee

Choose a job you love, and you will never have to work a day in your life.

－ Confucius

If you have a job without any aggravations, you don‘t have a job.

－ Malcolm S. Forbes

Find a job you like and you add five days to every week.

－ H. Jackson Browne

It is easier to do a job right than to explain why you didn‘t.

－ Martin Van Buren

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Listening In and Speaking Out 1. Notes 2. Listening 3. Speaking Practice 1. Notes

1. assess — evaluate or estimate the nature or quality of 2. benefits — welfare 3. potential — possible 4. prestige — status

5. dampen — reduce, subdue

6. to be exempt from — not be affected or bound by, be excused from 7. compensatory — related to the payment of compensation

2. Listening

Listen to the recording and answer the following questions.

1. When you receive a job offer, what issues must you consider before making a decision?

When you receive a job offer, you must consider many issues before making a decision, such as: Will the organization be a good place to work? Will the job be interesting? Are there opportunities for advancement? Is the salary fair? Does the employer offer good benefits? 2. Can you ask your potential employer directly about such issues?

Yes, you can ask your potential employer directly about such issues, and you should also do some checking on your own.

3. Why is a job with a lack of opportunities considered a bad offer?

Because a lack of opportunities can dampen interest in the work and result in frustration and boredom.

4. List several sources where you can find information about earnings and benefits.

One of the best places to start is the information from the Bureau of Labor Statistics. You can also find information about earnings and benefits from your family, friends, or acquaintances who recently were hired in similar jobs. Or you can ask your teachers and the staff in placement offices about starting pay for graduates with your qualifications. Help-wanted ads in newspapers sometimes give salary ranges for similar positions. Check the library or your school‘s career center for salary surveys.

5. Why is the organization‘s policy regarding overtime an important factor to consider?

Because depending on the job, you may or may not be exempt from laws requiring the employer to compensate you for overtime.

Script

Evaluating a Job Offer

Once you receive a job offer, you must decide if you want the job. Fortunately, most organizations will give you a few days to accept or reject an offer.

There are many issues to consider when assessing a job offer. Will the organization be a good

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place to work? Will the job be interesting? Are there opportunities for advancement? Is the salary fair? Does the employer offer good benefits? Now is the time to ask the potential employer about these issues — and to do some checking on your own.

A good job offers you opportunities to learn new skills, increase your earnings, and rise to positions of greater authority, responsibility, and prestige. A lack of opportunities can dampen interest in the work and result in frustration and boredom.

The employer should give you some idea of promotion possibilities within the organization. What is the next step on the career ladder? If you have to wait for a job to become vacant before you can be promoted, how long does this usually take? When opportunities for advancement do arise, will you compete with applicants from outside the company? Can you apply for jobs for which you qualify elsewhere within the organization, or is mobility within the firm limited?

When an employer makes a job offer, information about earnings and benefits are usually included. You will want to research to determine if the offer is fair. If you choose to negotiate for higher pay and better benefits, objective research will help you strengthen your case.

You may have to go to several sources for information. Try to find family, friends, or acquaintances who recently were hired in similar jobs. Ask your teachers and the staff in placement offices about starting pay for graduates with your qualifications. Help-wanted ads in newspapers sometimes give salary ranges for similar positions. Check the library or your school‘s career center for salary surveys such as those conducted by the National Association of Colleges and Employers or various professional associations.

You also should learn the organization‘s policy regarding overtime. Depending on the job, you may or may not be exempt from laws requiring the employer to compensate you for overtime. Find out how many hours you will be expected to work each week and whether you receive overtime pay or compensatory time off for working more than the specified number of hours in a week.

Benefits also can add a lot to your base pay, but they vary widely. Find out exactly what the benefit package includes and how much of the cost you must bear.

3. Speaking Practice

1. Give an oral presentation on the summary of the main points of the listening passage.

For your reference The key points:

- decide to accept or reject the job offer

- issues to consider when assessing the job offer - features of a good job

2. Discuss and comment on the effectiveness of each other‘s oral presentation. 3. Work in pairs and take turns to ask and give answers about the following topics: a. What kind of job do you think is an ideal job for you?

b. What factors will you take into consideration when choosing a job?

c. Which do you think is more important, high salary or promotion possibilities?

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Text 1. Text I (1) Pre-Reading Questions (2) General Reading (3) Background Notes (4) Text (5) Comments on the Text (6) Exercises 2. Text II (1) Text (2) Comprehension Text I

1. Pre-Reading Questions

Before you read the text, think about the title and tick off the statements which you think are likely to tell the content of the text.

√ 1. The writer describes what his first job was like.

__ 2. The writer wanted to have a job because he wanted some experience. √ 3. The writer found his first job unpleasant __ 4. The writer enjoyed his first job

2. General Reading Guidelines for skimming

1. 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 of information gathered from the rapid reading sensibly so that the main idea(s) is (are) grasped.

2. 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 develops the main idea(s).

3. 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.

4. Read the first paragraph and the last paragraph of a text for the same reason as 3.

Go over the text rapidly once and then decide which of the following statements best sums up the content.

__ 1. The writer went to an interview and felt depressed.

__ 2. The writer was interviewed by the headmaster of a school and was not given a job which

he needed badly.

√ 3. The writer was interviewed by the headmaster of a school and was offered a job which

was none too pleasant.

3. Background Notes (1) job interview

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A job interview typically precedes the hiring decision, and is used to evaluate the candidate. The interview is usually preceded by the evaluation of submitted résumés from interested candidates, and a selection of a small number of candidates for interviews. Potential job interview opportunities also include networking events and career fairs. The job interview is considered one of the most useful tools for evaluating potential employees. An interview also allows the candidate to assess the corporate culture and demands of the job.

(2) General School Certificate

General Certificate of Education (GCE) stands for an educational qualification in Britain. There are two levels of examinations in the British GCE. Schoolchildren at the age of 15 or 16 may take any number of examinations in a range of subjects and, after passing the examinations, are awarded ―O‖ Level (ordinary level) GCEs. Students aged 17 or over may take ―A‖ Level (advanced level) examinations, which are necessary for entrance to a university. The GCE was replaced by General Certificate of Secondary Education (GCSE) in 1988.

(3) cricket

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Cricket is a bat-and-ball game played between two teams of 11 players on an oval-shaped field, at the centre of which is a rectangular 22-yard long pitch. One team bats, trying to score as many runs as possible while the other team bowls (投球) and fields (接球), trying to dismiss the batsmen and thus limit the runs scored by the batting (击球) team. A run (得分、跑位) is scored by the striking batsman hitting the ball with his bat, running to the opposite end of the pitch and touching the crease (位置线) there without being dismissed. The teams switch between batting and fielding at the end of an innings (球局).

4. Text

My First Job

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

However, three days later a letter arrived, summoning me 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 nervous.

The school was a dreary, gabled Victorian house of red brick and with big staring sash-windows. 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.

It was clearly the headmaster himself that opened the door. He was short and rotund. He had a sandy-coloured moustache, a freckled forehead and hardly any hair. He was wearing a tweed suit — one felt somehow he had always worn it — and across his ample stomach was looped a silver watch-chain.

He looked at me with an air of surprised disapproval, as a colonel might look at a private

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whose bootlaces were undone. ―Ah yes,‖ he grunted. ―You‘d better come inside.‖ The narrow, sunless hall smelled unpleasantly of stale cabbage; the cream-printed walls had gone a dingy margarine colour, except where they were scarred with ink marks; it was all silent. His study, judging by the crumbs on the carpet, was also his dining room. On the mantelpiece there was a salt cellar and pepper-pot. ―You‘d better sit down,‖ he said, and proceeded to ask me a number of questions: what subjects had I taken in my General School Certificate; how old was I; what games did I play; 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 singularly little in common.

The school, he said, consisted of one class of twenty-four boys, ranging in age from seven to thirteen. I should have to teach all subjects except art, which he taught himself. Football and cricket were played in the Park, a mile away on Wednesday and Saturday afternoons.

The teaching set-up appalled me. I should have to split the class up into three groups and teach them in turn at three different levels; and I was dismayed at the thought of teaching algebra and geometry — two subjects at which I had been completely incompetent at school. Worse perhaps was the idea of Saturday afternoon cricket. It was not so much having to tramp a mile along the dusty streets of Croydon, followed by a crocodile of small boys that I minded, but the fact that most of my friends would be enjoying leisure at that time.

I said diffidently, ―What would my salary be?‖ ―Twelve pounds a week plus lunch.‖ Before I could protest he got to his feet. ―Now,‖ he said, ―you‘d better meet my wife. She‘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 indignity.

By Robert Best

Words and phrases:

(1) post: n. a job or official position in a company or organization

e.g. His son had resigned his post as his assistant in their family firm.

According to the deputy prime minister, the new governor will keep his post and has already started performing his duties.

(2) be short of: not have enough

e.g. If you‘ve ever mislaid your keys or glasses and blamed this on being daft or forgetful,

you may be a bit short of sleep.

Consumers will be short of money in the months ahead, which could hold back retail sales growth.

(3) apply: v. write a letter or fill in a form in order to ask formally for something such as a job or

membership of an organization

e.g. There are several ways to apply for a job, and it all depends on what kind of job it is.

Remember, your information is confidential and the college you apply to doesn‘t share it with anyone else.

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(4) slim: a. very small

e.g. A person, who speaks only one language, has a slim chance for success in the 21st

century job market.

While some people see these steps as acknowledging the lawsuits‘ slim chances of success, others simply see them as a smart backup plan.

(5) summon: v. order to come

e.g. The British royal family has underlined Australia‘s importance to the Commonwealth

with the Queen summoning Prime Minister Julia Gillard for a private chat during the royal wedding day.

Some claim that spirits are all around us every day, so summoning one should be as simple as saying hello to a stranger on the bus.

(6) dreary: a. dull and depressing

e.g. It was a dreary day, cold and without sunshine. What makes life dreary is the want of motive.

(7) gabled: a. (of a roof) constructed with a single slope on each side of the ridge supported at the

end by a gable or vertical triangular portion of an end wall

e.g. A gabled roof is a type of sloped roof in which the two halves of the roof meet to form a

peak which tops triangular sections of wall on either end of the home.

The gabled sunroom roof offers an artistic flare to your home.

(8) rotund: a. round and fat

e.g. It has a small stand at the base that hold this rotund product from rolling around. This soft little penguin has had too many fish to eat; he is so rotund!

(9) ample: a. fairly large

e.g. Her baby was resting against her ample bosom.

The candidate will join an exciting research team with ample resources and excellent training opportunities.

(10) loop: v. go in a circular direction that makes a curved shape

e.g. Some were straight, some were bent and some even looped back on themselves in

toroidal configurations.

It is made from round wire which is first looped at regularly pitched intervals and

then pressed into a deep wedge-shaped section.

(11) grunt: v. make a low rough noise, especially because one is annoyed or uninterested e.g. She grunted a few words in reply, then turned and walked away.

When he had finished the last drop, he grunted and walked sleepily into the box.

(12) stale: a. (of air or smell) unpleasant because it is no longer fresh

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e.g. The room smells of stale air. It must have been vacant for a long time.

Potato chips become stale when they are exposed to air for an extended period of time.

(13) dingy: a. (of color) discolored by impurities; not bright and clear e.g. We all know that after time washing white clothes look dingy.

How do I keep my white sheets from getting dingy without using bleach?

(14) be scarred with: be damaged with by having ugly marks on the surface e.g. Tracy‘s life is forever scarred with the sudden losses of loved ones.

The Moon is scarred with ancient craters that, on Earth, would have long ago

weathered away.

(15) proceed to: do something after doing something else first

e.g. Since everyone agrees on the matter, let‘s proceed to discuss the next point.

Before we proceed to examine this part of the case, it may be proper to listen to the

witness.

(16) attach importance to: lay stress on, give or ascribe importance to

e.g. Many companies attach importance to etiquette and manners in addition to individuals‘

abilities and skills.

We must attach importance to food safety because it is concerning people‘s lives.

(17) singularly: ad. (formal) very, to a remarkable degree

e.g. He made a singularly successful attempt at devising a new computer program.

(18) consist of: be made up of, be formed from

e.g. Your essay should consist of an introduction, the main body and a conclusion.

The white blood cells consist of five different kinds of cells, all of which play a

different role in fighting infection.

(19) range in … from A to B: vary of something between A and B on a scale of measurement or

quality

e.g. Vacuum cleaners range in price from less than $100 to more than $500. The children at the orphanage range in age from infant to 10－12 years old.

(20) appal: v. cause to be unpleasantly surprised

e.g. They were appalled when they heard that the chairman had been murdered.

The decision to close a bookshop at the Dylan Thomas Centre would have appalled

the poet after which the venue is named.

(21) split up into: divide into

e.g. This document assumes that the project will be split up into different sections that can

be implemented and tested separately.

World Wide Web may split up into several separate networks.

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(22) in turn: one after another in a fixed or agreed order

e.g. All the students answered their teacher‘s question in turn.

There were cheers for each of the artists when they perform in turn.

(23) be dismayed at: feel afraid, worried or sad at

e.g. Don‘t be dismayed at goodbyes, a farewell is necessary before you can meet again

and meeting again, after moments or lifetimes, is certain for those who are friends.

The artist said he was dismayed at the government‘s decision to cut millions from the

arts budget.

(24) a crocodile of: a long line of people or things, which are moving together

e.g. Everyone was surprised to find that a crocodile of coaches appeared on the narrow

street earlier in the morning.

(25) get to one‘s feet: stand up

e.g. After running for such a long distance, the little girl could not get to her feet finally.

Notes

(1) Croydon

a city in Surrey, England, south of London

(2) a ten-minute bus ride

a bus ride that takes ten minutes

ten-minute is a compound adjective of time formed by combining a cardinal number with a noun in the singular number which are joined by a hyphen.

e.g. a three-week holiday, a ten-kilo bag of rice, a two-month-old baby Ordinal numbers are used in compound adjectives in a similar way.

e.g. a first-rate opera, a second-hand book, a nineteenth-century building.

(3) Victorian house

a house typical of the time Queen Victoria (1819－1901) reigned over Britain (1837－1901)

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(4) sash-window

window of two frames which open by sliding one frame up or down behind or in front of the othe 上下推拉窗

(5) His study, judging by the crumbs on the carpet, was also his dining room.

An -ing phrase usually has a logical subject. When the -ing phrase functions as an adverbial, its logical subject is usually the subject of the main clause. As a general rule, the -ing participle and the subject of the main clause should be correctly related. However, some -ing participles have become fixed expressions, and so the rule of correct relation no longer applies. For example, the judging by phrase in the above sentence is correctly used although its logical subject is not his study.

e.g. Judging from the result, he has worked hard for the team.

Generally speaking, more people prefer TV to the cinema.

(6) This was the last straw.

This was the trouble that made the situation unbearable when it was added to the trouble I was experiencing.

5. Comments on 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 writing, the sequential occurrence of events is vital.

―My First Job‖ is a short simple narrative passage. In the text, the happenings that make up

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the episode are arranged in the order of their occurrence.

Description is also found in this narrative passage, but here the description is not lengthy. It helps to make the narrative more vivid.

The writer‘s purpose is to tell us about his frightening and annoying experience in his interview with the headmaster, and about his first job, which was unpleasant.

Here is an analysis of the writer‘s techniques: 1. Narration of the process of job hunting 1) his application for the job

2) a mind full of misgivings: no teaching experience, no degree (One‘s educational background counts very heavily in job-hunting. The special training or subjects one has had and the degrees or diplomas one has obtained both increase one‘s value as an employee.)

3) 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. The interview itself is described in detail.

a) a meeting with the headmaster, the prospective employer, face to face

b) the writer‘s response to questions (Usually an employer is interested in the education, experience, and special interests and abilities of the applicant.)

c) the usual signal to end the interview (The interviewer will let the applicant know when the interview is over. The usual signal is to rise. As soon as the interviewer does so, the applicant should also rise and then leave.)

d) the salary question (More often than not, the salary paid for a position — at least the general range — is known to the applicant before the interview. However, if the salary is not known or if the interviewer does not mention it, the applicant can ask near the end of the interview. The specific amount paid will depend upon the qualifications of the applicant.)

2. The development of the main idea

The writer‘s method of developing the main idea is by enumerating specific details relevant to the theme.

1) school being a long way from his home

2) inconvenient transportation — an awkward journey 3) hot weather

4) poor surroundings

outside the school building — busy main road, dusty and full of fumes inside the school building — dirty and untidy

5) unfavourable impression of the headmaster — his untidy study and suit, his strange, distasteful appearance

6) terrible teaching set-up — a class of 24 boys from 7 to 13, three different levels; compelled to teach two subjects the writer was not good at; required to take the pupils to the Park a mile away to play cricket on Saturday afternoons 7) meagre salary

8) working under a woman 3. The use of description

The writer‘s description of the school, both outside and inside, and of the headmaster‘s

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appearance and his manners, prepares the readers for the unpleasantness of the job interview. The writer‘s careful selection and organization of the many specific details contribute effectively to the primary narrative purpose of convincing the reader of the unpleasantness of his first job interview.

6. Exercises

True (T) or False (F)?

1. The writer thought that the likelihood of him getting the job was not great though he was young and eager to do something useful. T

2. The headmaster liked the young man at first sight. F

The headmaster did not like the young man when he went for an interview. He looked at him with surprised disapproval and, instead of showing welcome to the young man, he just grunted, which was an expression of irritation and displeasure

3. The headmaster saw eye to eye with the writer as far as children‘s games were concerned. F

They did not think alike. To the headmaster, games played an essential role in a boy‘s education but the writer did not consider games to have so much importance to the boys.

4. The writer was not happy about his having to teach algebra and geometry, but he did not mind having to walk a mile along the dusty road to the Park. T

5. The young man was satisfied with the salary he would get. F

The young man would only get twelve pounds a week including lunch, which was by no means good pay. Of course the writer was not satisfied. However, before he could say anything about the poor pay, the headmaster had stood up and asked the young man to meet his wife. 6. The writer did not feel unhappy at the idea of working under the headmaster‘s wife. F

The writer thought it was something he could hardly bear. To him, for a young man to work under a woman would be shameful and would result in a loss of dignity and self-respect.

Explain the following in your own words.

1. Being very short of money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience of teaching my chances of landing the job were slim. 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 I didn‘t have a university degree, nor did I have any teaching experience. 2. ...three days later a letter arrived, summoning me to Croydon for an interview.

… three days later I received a letter, asking me to go to Croydon to have an interview.

3. He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone.

He cast a look at me with the same surprise and dislike as a colonel would look at a soldier when

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his bootlaces came loose.

4. The headmaster and I obviously had singularly little in common. Apparently the headmaster and I had no similar interests or beliefs. 5. The teaching set-up appalled me.

The way teaching was organized filled me with terror (or, I was shocked at the teaching arrangements).

6. I should have to split the class up into three groups and teach them in turn at three different levels.

I should have to divide the class into three groups of three different levels and teach them one after another.

7. It was not so much having to tramp a mile along the dusty streets of Croydon, followed by a crocodile of small boys that I minded, but the fact that most of my friends would be enjoying leisure at that time.

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 would be having a good time and relaxing.

8. The prospect of working under a woman constituted the ultimate indignity.

The fact that I would have to work under a woman in future made me feel totally humiliated.

Text II

How to Do Well on a Job Interview

Ask a random selection of people for a listing of their least favorite activities, and right up there with ―getting my teeth drilled‖ is likely to be ―going to a job interview.‖ The job interview is often regarded as a confusing, humiliating, and nerve-racking experience. The interview probably takes about twenty minutes but seems like two hours. Then you go home and wait for days and even weeks. If you don‘t get the job, you‘re rarely given any reason why.The job-interview ―game‖ may not be much fun, but it is a game you can win if you play it right. The name of the game is standing out of the crowd — in a positive way. If you go to the interview in a Bozo the Clown suit, you‘ll stand out of the crowd, all right, but not in a way that is likely to get you hired.

A professional job recruiter, meeting a series of job applicants, was asked to signal the moment he decided not to hire each applicant. The thumbs-down decision was often made in less than forty-five seconds — even before the applicant thought the interview had begun. How can you keep from becoming a victim of an instant ―no‖ decision?

• Dress appropriately. This means business clothing: usually a suit and tie or a conservative dress or skirt suit. Don‘t wear casual student clothing. On the other hand, don‘t overdress: you‘re going to a job interview, not a party. If you‘re not sure what‘s considered appropriate business attire, do some spying before the interview. Walk past your prospective place of employment at lunch or quitting time and check out how the employees are dressed. Your goal is to look as though you would fit in with that group of people.

• Pay attention to your grooming. Untidy hair, body odor, dandruff, unshined shoes, a hanging hem, stains on your tie, excessive makeup or cologne, a sloppy job of shaving—if the interviewer notices any of these, your prospect of being hired takes a probably fatal hit.

• Look alert, poised, and friendly. When that interviewer looks into the waiting room and calls your name, he or she is getting a first impression of your behavior. If you‘re slouched in your

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chair, dozing or lost in the pages of a magazine; if you slowly get up and wander over with your hands in your pockets, he or she will not be favorably impressed. What will earn you points is rising promptly and walking briskly toward the interviewer.

• Expect to make a little small talk. It is the interviewer‘s way of checking your ability to be politely sociable, and it is your opportunity to cement the good impression you‘ve already made. The key is to follow the interviewer‘s lead. If he or she wants to chat about the weather for a few minutes, do so, but don‘t drag it out.

Plan ahead for the interviewer‘s questions. The same questions come up again and again in many job interviews. Think carefully about each question, outline your answer, and memorize each outline. Only in this way are you going to be prepared. Here are common questions, what they really mean, and how to answer them:

• “Tell me about yourself.” This question is raised to see how organized you are. The wrong way to answer it is to launch into a wandering, disjointed response or—worse yet—to demand defensively, ―What do you want to know?‖ When this question comes up, you should be prepared to give a brief summary of your life and work experience—where you grew up, where your family lives now, where you went to school, what jobs you‘ve had, and how you happen to be here now looking for the challenge of a new job.

• “What are your strengths and weaknesses?” In talking about your strong points, mention traits that will serve you well in this particular job. Be ready to describe specific ways those strengths have served you in the past. Don‘t make the mistake of saying, ―I don‘t have any real weaknesses.‖ You‘ll come across as more believable if you admit a flaw—but make it one that an employer might actually like. For instance, admit that you are a workaholic or a perfectionist.

• “Why should we hire you?” Don‘t be afraid to sell yourself. Tell the recruiter that from your research you have learned that the interviewer‘s company is one you would like to work for, and that you believe the company‘s needs and your skills are a great match.

• “Why did you leave your last job?” This may seem like a great opportunity to cry on the interviewer‘s shoulder about what a jerk your last boss was or how unappreciated you were. It is not. The experts agree: never badmouth anyone when you are asked this question. Say that you left in order to seek greater responsibilities or challenges. Be positive, not negative. No matter how justified you may feel about hating your last job or boss, if you give voice to those feelings in an interview, you‘re going to make the interviewer suspect that you‘re a whiner and hard to work with.

• “Do you have any questions?” Ask a question or two about specific aspects of the job, pointing out again how well your talents and the company‘s needs are matched. Even if you‘re dying to know how much the job pays, don‘t ask. There will be time enough to cover such questions after you‘ve been offered the job.

Once you‘ve gotten past the interview, write a note of thanks to your interviewer. In it, briefly remind him or her of when you came in and what job you applied for. Make the note courteous, businesslike, and brief—just a paragraph or two. If the interviewer is wavering between several equally qualified candidates, such a note could tip the scales in your favor.

If you go in well prepared and with a positive attitude, your potential employer can‘t help thinking highly of you. And the day will come when you are the one who wins the job.

Notes

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(1) a random selection of people

a number of people who are chosen without a definite plan, pattern, or purpose e.g. The way the books were arranged seemed completely random.

Bullets were being fired into the crowd at random.

(2) standing out of the crowd

being different from others so that one can be easily noticed

(3) Bozo the Clown

Bozo refers to a stupid or insignificant man. Here, it is a popular name given to a clown

(4) thumbs-down decision

a decision not to give permission for something or to show disapproval. Thumbs-down can also be used as a noun.

e.g. To our surprise, the performance received a thumbs-down.

(5) skirt suit

an outfit that consists of a jacket and skirt made from the same fabric

cf. a man‘s suit is an outfit that consists of a jacket, trousers and sometimes a waistcoat, all made from the same fabric.

(6) prospective

used of someone who intends to do a particular thing, for example to have a particular profession.

e.g. She is married to a prospective Member of Parliament.

(7) fit in with that group of people

be able to be part of that group or is compatible with that group e.g. It‘s difficult to know where books of this kind fit in.

Mary is a nurse who is willing to fit in with your way of doing things.

(8) cologne

a mild perfume

e.g. She powdered herself and dabbed cologne behind her ears.

(9) cement

strengthen or confirm

e.g. Our object is to further cement trade relations.

(10) lead

a piece of information or an idea that may help people to discover many unknown facts, for example in the investigation of a crime or in a scientific experiment e.g. The police were following up several leads.

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They were looking for a lead to the disappearance of that man.

(11) Only in this way are you going to be prepared.

Sentences that begin with only are usually inverted sentences.

e.g. Only yesterday did he realize what a mistake he had made.

(12) launch into

begin (something) energetically and enthusiastically

e.g. The moment he arrived, he launched into handshaking and chatting.

She launched into a two-hour sales pitch.

(13) make it one that …

try to choose a flaw that …

(14) match

used as a noun, which means a person or thing that resembles or corresponds to another e.g. The child‘s identical twin would be a perfect match for organ donation.

He was an unsuitable match for any of their daughters.

(15) a jerk

(informal) a contemptibly foolish person

(16) badmouth

(informal) used as a verb, which means to criticize (someone) behind their back e.g. No one wants to hire an individual who badmouths a prior employer.

He bad-mouthed me to everybody else.

(17) give voice to

allow (a particular emotion or opinion) to be expressed e.g. At last she gave voice to her misgivings.

The new electoral system gives minority parties a voice.

(18) match

used as a verb,which means to correspond in some essential respect e.g. I thought we‘d have primrose walls to match the bath.

I‘m afraid the jacket and trousers don‘t match.

(19) be dying to

(informal) want very much to do something

e.g. They are all dying to know where you had been.

I‘m dying for a cup of tea.

(20) waver

hesitate before making a decision

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e.g. After some wavering I accepted his view.

We must get those wavering MPs on our side.

(21) tip the scales

or tip the balance, give someone a slight advantage

e.g. The scales could well be tipped towards the opposition by the time the election

starts.

The balance of maritime superiority has tipped in favour of us.

(22) think highly of

have a good opinion of

e.g. I think highly of her proposals.

His colleagues think very highly of him.

Comprehension

True (T) or False (F)

1. Most people think that a job interview is a terrible experience. Key: T

2. You‘re often given a reason if you‘re not hired after an interview. Key: F

If you don‘t get the job, you‘re rarely given any reason why.

3. You should neither wear casual student clothing nor overdress yourself when going to an

interview.

Key: T

4. To demonstrate your ability to be politely sociable, you should initiate small talk before getting

down to business.

Key: F

You should follow the interviewer‘s lead and should not initiate any small talk or drag it out. 5. You should be frank and list all your flaws to the interviewer. Key: F

You‘ll come across as more believable if you admit a flaw – but make it one that an employer

might actually like.

6. A thank-you note shortly after the interview is one more chance to help you make a good

impression. Key: T Oral Work 1. Role-play 2. Interaction Activities

1. Role-play

An Interview

Situation:

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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.

Sample role cards: Black: You are manager of an investment company and you are in urgent need of an efficient secretary. She / He must be good at shorthand and able to type at least 60 words a minute. She / He must know at least two foreign languages and have over three years‘ experience as a secretary. You are now interviewing Mary. As the interview goes on, you find that she is unqualified for the post. Mary: You are eager to get a job. You applied for the position of a secretary at an investment company and you are now being interviewed by Mr. Black, the manager. You are quite interested in this job because you like doing secretarial work. You have been a typist for two years, but have never learned shorthand. French is the only foreign language you know. You have never been secretary before, but you are willing to learn. In the end, you realize that you are not the right person for the post.

Sentence frames that might be used by an interviewer: Can I have ...?

Could you tell us ...?

Have you any experience in ...? Do you know how to ...? How long …?

2. Interaction Activities

Making Preparations for an Interview

You are thinking of gaining some experience by working as a tourist guide. Next week, you are going to be interviewed by Mr. Patterson, head of a travel agency.

1. In order to make a good impression on the interviewer, discuss with your partner the following questions:

1) What should / shouldn‘t you wear? Why/why not? 2) How should / shouldn‘t you behave? Why/why not?

2. To be fully prepared, discuss with your partner what questions the interviewer is likely to ask and how you can best answer the questions. What the interviewer is interested in may include: family background work experience educational background spare time interests After your discussion, either you or your partner will tell the whole class how to get prepared for an interview.

1. Suggestions:

Desirable suit jacket and skirt / trousers 21

Undesirable T-shirt blue jeans

Book 3 Unit 1

1) clothes quiet colours conventional cut flared trousers loud colours extremely fashionable cut too talkative too lively too excited calm 2) manners and behaviour polite attentive

2. Details that the interviewer is interested in:

certificate of education / diploma / degrees / major field of study foreign languages

work experience as an interpreter / a clerk / a secretary / a tourist guide likes and dislikes

personal status (single or married) / children Guided Writing 1. Précis Writing 2. Paragraph Writing

1. Précis Writing

A. Guidelines for writing a précis:

1. Read the original text carefully; and, if necessary, read it several times. Search for the main idea(s).

2. Write down what are considered to be the key words and phrases.

3. Determine which parts of the text are essential and which supply non-essential supplementary information.

4. Discard those points that are considered redundant. 5. Base the précis on the notes and the précis writer‘s own interpretation of the main idea(s).

B. A précis of My First Job

1. Choose the opening sentence from among the following: 1) I went to Croydon for an interview.

2) I applied for my first job before I entered university because I was short of money. 3) I was very young when I got my first job.

2. My First Job was an unpleasant experience of the writer‘s. First, it was the first time for him to get a job; second, he needed the money. So, from the beginning to the end, everything was unpleasant. To intensify the already unpleasant atmosphere, a little description of the dismal surroundings, the bleak schoolhouse, and the disagreeable headmaster are needed.

C. The reference version

I applied for my first job before I entered university because I was short of money. The school 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, 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

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headmaster was not at all scholarly, neither was the inside of the house academic looking. By and by I discovered that the headmaster and I had very little in common. He wanted me to teach twenty-four boys from seven to thirteen who were to be split up into three levels. I had to teach everything including the subjects I abhorred. Furthermore, I had to work on Saturdays too. The pay was low. To top it all, I had to work under a woman, the headmaster‘s wife, who was the real manager of the school.

2. Paragraph Writing A. What is a paragraph?

A paragraph is a group of sentences that are properly related and that develop a single topic effectively. A paragraph should treat a single topic. The topic sentence, usually short and to the point, states the central idea of the paragraph, and is usually placed at the beginning of the paragraph.

Coherence of a paragraph should be taken into account seriously. The sentences of a paragraph should be so constructed and so arranged as to make the relation of one sentence to another unmistakably clear and to enable the reader to grasp easily the meaning of the whole paragraph. This can be done by logically and naturally arranging the order of the sentences that develop the topic. Or, relevant reference words and connectives may be used to show more precisely the relation between the sentences and to indicate the trends of thought along which the paragraph is moving.

B. Narration and Description

There are four principal types of speaking and writing: narration, description, exposition, and argumentation.

Narration, which consists of retelling an event or a series of events, makes up the bulk of our reading. It can be long or short, but it should be a single unit, a complete story. To add reality and vividness to a narrative, description is used, which may appeal to all of our senses. For example, in My First Job there are many instances of description — the dreary schoolhouse, the unpleasant schoolmaster, and the untidy inside of the house, etc. In other words, without the events, the passage would not be a narrative; and, without description, the events would be a mere skeleton of facts, dull and boring to the reader.

The following is a paragraph narrating the first meeting between a person and Aunt Helen. Numerous instances of description are found in the paragraph. Working in groups of two or three, decide what is stated in the opening sentence and what are the supporting details.

I never met Aunt Helen until the day when Mother sent me over with a thermos flask of chicken soup. I was told that she had slipped on the stairs and sprained her ankle. The door opened almost immediately upon my tapping at it. In front of me stood a silvery-haired old lady on one crutch. She looked so neat and delicate that I was quite taken aback. I never realized that an old woman could be ―beautiful‖. She led me into a small hall as simple and elegant as herself. Her movements were agile in spite of the crutch. The living-bedroom was small but cheerful with bright colours and tasteful pictures, reinforced by several bowls of blooming narcissus, which filled the room with their sweet aroma. Her warm smile, the bright interior, the cheerful atmosphere immediately set me at ease.

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For your reference

The incidents in a narrative are usually told in the order in which they occurred. Therefore, the sentence I never met Aunt Helen until the day when Mother sent me over with a thermos flask of chicken soup serves as the topic sentence, and the following are the details: - the purpose of going there - the description of Aunt Helen - the pleasant atmosphere - the writer‘s impression

All these details adhere to the topic sentence to make the paragraph complete. Comprehensive Exercises Exercise I 1. Spelling 2. Dictation 3. Listening Comprehension 4. Translation 5. Sentence Rewriting Exercise II Exercise III

Exercise I

1. Spelling 1. advertise 2. suburb 3. range 4. interview 5. quarter 6. depress 7. dreary 8. indignity 9. disapproval 10. geometry 11. singularly 12. leisure

2. Dictation

The most important day I remember in all my life is the one on which my teacher, Anne Sullivan, came to me. It was the third of March, 1887, three months before I was seven years old. On the afternoon of that eventful day, I stood on the porch, dumb, expectant, I guessed from my mother‘s signs and from the hurrying in the house that something unusual was about to happen, so I went to the door and waited on the steps. Hanging down from the porch was sweet-smelling honeysuckle. My fingers lightly touched the familiar leaves and blossoms which had just come forth to greet the sweet southern spring. I did not know what surprise the future held for me.

I felt approaching footsteps. I stretched out my hand as I supposed to my mother. Someone took it, and I was caught up and held close in the arms of her who had come to help me discover all things to me, and, more than anything thing else, to love me.

3. Listening Comprehension

A. True (T) or False (F)?

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For false statements, write the facts.

1. Henry would have liked his interview to begin at once. T

2. The secretary waited in the manager‘s office while the manager signed the letters. F

The manager signed the last letter and then rang the bell for his secretary to come in and take the letters away.

3. The technical journals were very carefully arranged on the top shelf. F

It looked as if the technical journals might at any moment slip off the shelf and fall to the ground. 4. The manager‘s desk was very tidy. T

5. The manager had no idea what job Henry had come for. F

The manager knew what job Henry had come for; he said, ―You‘ve come about our advertisement for a clerk in the accounts section, haven‘t you?‖

B. Complete the following sentences with relevant information from the passage.

1. The telephone rang just as the manager was explaining that that he was waiting for a long-distance call from Manchester. 2. The manager apologized for keeping Henry waiting.

3. The bookcase was so large that it covered the greater part of one wall. 4. In the box which marked OUT, the manager dropped the letters which he had signed.

Script:

The Interview

The manager waved his hand towards the chair on the other side of the desk and told Henry to take a seat. ―I‘m waiting for a long-distance call from Manchester,‖ he explained. The telephone rang just as he spoke. The manager picked up the receiver and for some minutes spoke rapidly and impatiently into the telephone. Henry waited, rather regretting that this interview, which he had been dreading for days, had not begun at once. When at last the manager had finished, a secretary came in with a pile of letters. ―I really won‘t keep you waiting much longer,‖ said the manager apologetically, as he picked up the first letter and began to read it. ―But these have to catch the next post.‖

Henry passed the time by examining the manager‘s office in some detail. On his right there was a large window, heavily curtained, with a view of the factory yard. Henry could see two workmen pushing a trolley across it towards a shed at the far end. Close to the window there were three chairs arranged around a long, low table, on which stood a jug of water and some glasses. To Henry‘s left there was a bookcase, which covered the greater part of one wall. The shelves were empty except for a dozen or so reference books, a pile of technical journals, which looked as if they might at any moment slip off the shelf and fall to the ground, and on the top shelf, standing by itself and looking rather out of place in the manager‘s office, was a child‘s plastic toy. Henry

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could not help wondering how it came to be there.

The most impressive piece of furniture in the room was the manager‘s desk. Everything on its spacious polished top was arranged with great neatness. On either side of the desk there were two metal trays, one marked IN, the other marked OUT. In the latter tray the manager dropped the letters which he had just signed.

Henry had finished his survey of the room when the manager signed the last letter and tossed it into the tray on his right. ―That‘s the lot,‖ he said, as he rang the bell for his secretary to come in and take the letters away. Then he took off his glasses and rubbed his eyes. ―Now let me see,‖ he said. ―You‘ve come about our advertisement for a clerk in the accounts section, haven‘t you?‖ Henry nodded. His interview had begun.

4. Translation

A. Translate the following sentences from Chinese into English. 1. 他们都认为他成功的可能性很小。

They all believed that he had a slim chance of success. （“可能性小”可以用a slim chance来表示）

2. 我不知道她为何总带有一种闷闷不乐的神情。 I don‘t know why she has an air of sadness all the time.

（air有“神态、外观”的意思，这里的“神情”即可用air表示）

3. 等到所有同学都就座后，学生会才开始宣布野营的日程安排。

It was after all the students had taken their seats that the president of the students‘ union proceeded to announce the camping itinerary.

（这句话翻译的时候可以用强调句，强调前半句；另外，proceed to本意是“着手、继续”，这里的“开始宣布”可以翻译成proceed to annouce）

4. 胃是人体至关重要的器官，请善待之。

The stomach is a vital organ of the human body; please take good care of it. （“至关重要”用vital表示，“善待之”可以用take good care of it表示）

5. 他认为总经理如此重视那些日常琐事是荒唐的。

He considered it ridiculous for the general manager to attach so much importance to those routine trifles. （“如此重视某事”用attach so much importance to something来表示，“日常琐事”用routine trifles表示）

6. 她的研究涉及到多种语言和文化，富有挑战性。

Her study, which ranged over many languages and cultures, was full of challenge. （“包括、涉及”可以用range over表示；“涉及到多种语言和文化”翻译时可以作定语从句，修饰her study）

7. 根据安排，全体工作人员轮流值晚班。

As is scheduled, all the members of the staff take turns to do late duty.

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（schedule有“安排、计划”的意思，因此“根据安排”可以翻译为as is scheduled；“轮流做某事”用take turns to do something表示）

8. 想到要远离父母生活，她深感不安。

She was greatly upset at the thought of leaving her parents and living on her own in a remote area. （“对某种想法深感不安”可以用be greatly upset at the thought来表示）

9. 对于她是否胜任这项工作我们不甚担心，我们担心的是她的健康问题。 We do not worry so much about her qualifications for the job as about her health. （“担心B胜过担心A”可以用do not worry so much about A as about B来表示）

10. 想到要作一次环球航海旅行，他为之激动不已。

He was greatly excited about the prospect of having a cruise around the world. （“激动不已”可以用be greatly excited about表示；prospect有“预期”的意思，原文虽然没有这个表述，但是“作一次环球航海旅行”还没实现，所以可以用prospect表示这是想象中的、还没有发生事情）

B. Translate the following into English.

在弗雷德看来，面试进行得很顺利。五天前他曾向一家小公司申请工作，现在那公司的一名董事正在对他进行面试。

From Fred‘s point of view, the interview was going very smoothly indeed. Five days before, he had applied for a job at a small business company and now he was being interviewed by one of its directors.

在这之前弗雷德一直在当推销员。他现在想调工作并不是因为缺钱，而是因为作为一名推销员他几乎没有空闲的时间。

Fred had been working as a salesman. He wanted to change his job not because he was short of money, but because as a salesman he could hardly enjoy any leisure at all.

弗雷德在谈话前很着急，生怕头脑发昏说错话，但是很幸运他发现自己同这位董事的共同之处颇多。

Fred had been worried that he might lose his head and say something silly, but fortunately he found that he had a lot in common with the director.

显然这位董事很满意。正当弗雷德在想着自己很可能得到工作时，董事接着问他：“你愿意加班吗?”

It was clear that the director was quite satisfied. Fred was thinking that his chances of landing the job were favourable when the director proceeded to ask, ―Do you mind working overtime?‖

5. Sentence Rewriting

Rewrite each of the following sentences, using an -ing participle.

A. Example:

I was very short of money and I applied for the job. Being very short of money, I applied for the job.

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The -ing participle phrase beginning with being is used as an adverbial denoting cause or reason.

1. He was too late to catch the train, so he hired a taxi to go to the station. Being too late to catch the train, he hired a taxi to go to the station. 2. He was very tired from walking and so he sat down to take a rest. Being very tired from walking, he sat down to take a rest.

3. As Jane was in poor health, she was unable to attend school regularly. Being in poor health, Jane was unable to attend school regularly.

4. John was in debt and that was why he was not able to send his son to university. Being in debt, John was not able to send his son to university.

B. Example:

He fixed me suddenly with his bloodshot eyes and asked me a number of questions. Fixing me suddenly with bloodshot eyes, he asked me a number of questions.

The -ing participle phrase is used as an adverbial denoting accompanying circumstances.

1. He turned to the left and found the red brick house. Turning to the left, he found the red brick house.

2. The headmaster looked at me coldly and asked me to come in. Looking at me coldly, the headmaster asked me to come in.

3. When I was talking with the headmaster, I knew it was his wife that really ran the school. Talking with the headmaster, I knew it was his wife that really ran the school. 4. I saw his wife coming into the room, and I stood up. Seeing his wife coming into the room, I stood up.

C. Example:

This class consisted of twenty-four boys, who ranged in age from seven to thirteen. This class consisted of twenty-four boys, ranging in age from seven to thirteen.

The -ing participle phrase is used as a relative clause equivalent.

1. The department store next door has got nice cardigans at different prices, which range from ￥200 to ￥450 each.

The department store next door has got nice cardigans at different prices, ranging from ￥200 to ￥450 each.

2. On this matter he showed all sorts of feelings, which ranged from bitterness to hope. On this matter he showed all sorts of feelings, ranging from bitterness to hope.

3. The average daily temperature here in this month varies greatly. It ranges from 5℃ to 20℃. The average daily temperature here in this month varies greatly, ranging from 5℃ to 20℃. 4. This village exports agricultural products of various kinds, which range from rice to garlic. This village exports agricultural products of various kinds, ranging from rice to garlic.

Exercise II

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Complete each blank in the following RESUMÉ with one of the given contents in the box. 1. Marital status 2. Education 3. Advanced level skills in Microsoft Office Suite, basic HTML programming, spoken and written proficiency in Chinese 4. 10 Green Road Spokane, WA 87954 Phone: (503) 456 – 5732 Fax: (503) 456 – 5733 E-mail: peterb@net.com 5. Work experience Peter Burns ____4_____ Personal Information ____1____: Married Nationality: US Objective Employment as manager in important clothing retailer. Special interest in developing computer time-management tools for in-house use. ____5_____ 2008 － Present / Basic Shoes Inc. / Spokane, WA Manager Responsibilities       Manage staff of 20 Provide helpful service to customers concerning shoe choices Design and implement computer based tools using Microsoft Access and Excel for staff Monthly bookkeeping Suggest changes in product offerings on a quarterly basis based on detailed analysis of sales patterns Provide in-house training for new employees as needed 2005 － 2008 / White Office Supplies / Yakima, WA 29

Book 3 Unit 1

Assistant Manager Responsibilities

    

Managed warehouse operations

Programmed Excel spreadsheet implemented to control sales strengths and weaknesses on quarterly basis

Interviewed new applicants for open positions

Travelled locally offering on-site visits to regular customers Supervised bookkeeping staff

____2_____

2001 － 2005 / Seattle University / Seattle, WA Bachelor of Business Administration



Four year business administration course focusing retail work environments

Additional Skills

____3_____

Exercises III

Complete the following dialogue.

Fay: Hi Jerry. I‘m thinking of applying for a job with a multinational company, but I‘m worried about having an interview in English. Can you give me any good tips?

Jerry: ________________________________________________________________________ Fay: That sounds like good advice. Maybe I could sing and dance for them, ha ha ha! Then they‘d really be impressed! But seriously, how do I make a good first impression?

Jerry: ________________________________________________________________________ Fay: Ah, ―body language‖ is really important, isn‘t it?

Jerry: ________________________________________________________________________ Fay: Should I memorize my answers beforehand?

Jerry: ________________________________________________________________________ Fay: I never thought about that before. You‘re really smart, Jerry! But what should I do if I can‘t remember an English word when I‘m answering a question?

Jerry: ________________________________________________________________________ Fay: That‘s very helpful, Jerry. Thanks so much. Ah, one more thing. Should I ask about the salary during the interview?

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Book 3 Unit 1

Jerry: ________________________________________________________________________

Reference

Fay: Hi Jerry. I‘m thinking of applying for a job with a multinational company, but I‘m worried about having an interview in English. Can you give me any good tips?

Jerry: Hmmm. That‘s a tough one. I guess the first thing is to try to make a good impression. We often say, ―you never get a second chance to make a first impression‖. You really need to get off to a good start.

Fay: That sounds like good advice. Maybe I could sing and dance for them, ha ha ha! Then they‘d really be impressed! But seriously, how do I make a good first impression?

Jerry: To begin with, you should firmly shake the interviewer‘s hand while greeting him or her with a smile. Be sure to keep eye contact, especially when listening to the interviewer. Fay: Ah, ―body language‖ is really important, isn‘t it?

Jerry: Yes, it is. The second thing is to have confidence. You get confidence from being prepared. You should learn a little bit about the company before the interview. Find out what they do, how long they‘ve been in business, what their business motto is, that kind of thing. You should also anticipate possible questions, and think about how you will answer. Fay: Should I memorize my answers beforehand?

Jerry: No! Definitely not! That sounds very mechanical. You should be natural when you speak. Just think about how you want to answer, and choose the right words at the time of the interview. That way, you can use the interviewer‘s own words in your answer, which shows you‘ve been listening. Then you‘re sure to make a good impression.

Fay: I never thought about that before. You‘re really smart, Jerry! But what should I do if I can‘t remember an English word when I‘m answering a question?

Jerry: In that case, you have to paraphrase. In other words, you have to explain what you want to say. For example, if you forget the word ―manufacturing‖, you can say ―making a product‖ instead. Or instead of ―statistics‖ you could say ―using many big numbers to describe something‖. Fay: That‘s very helpful, Jerry. Thanks so much. Ah, one more thing. Should I ask about the salary during the interview?

Jerry: No, either let them bring up the topic of money, or else wait for a second interview. If you prepare well, make a good first impression, have confidence, and use English naturally, you‘re almost certain to be interviewed again. Good luck!

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