责任教师：覃福香

二OO五年三月

Teaching plan:
Contents of the Book :

Unit 1 Jobs
Unit 2 Teaching
Unit 3 Food
Unit 4 Crime
Unit 5 Healthcare
Unit 6 The Business World
Unit 7 Administration
Unit 8 Life and Work

Teaching Aims and Demands : This course will let the learners know formal English which is used on the work occasions . It consists of many aspects , such as jobs , teaching , food , crime , healthcare , the business world , administration , life and work . Each unit contains a series of a special title related to jobs . According to a large number of reading , the learners should talk in English in both formal and informal situations , and understand the features of different languages , and also improve their writing skills through more difficult writing exercises .It emphasizes on skills in using English , and on reading in particular .
Teaching Methods : The teaching should be included all kinds of activities in class or after class , for example , the feedback , the enquire , the keys to the questions , encourages and other help . on the other hand , the tutor should teach the learners how to study initiately and indepently , and help them make the habits of self-manage and self - control .
Study Suggestions : The learners should teach themselves first , then the tutors help them finish the study task . The learners must take an active in the learning , they can use a lot of ways , such as in pairs , in groups , playing roles , performing in groups , discussing in groups , or discussingin whole class , etc.

Unit 1 Jobs
Teaching objects : describing about jobs , giving career advece , describing working routines , explaining responsibilities , defining occupations , describing feelings about work .
Language Points : simple present , relative clauses , should / must / have to , adverbs of frequency , would / should .
Teaching Contents : asking / talking about different jobs , defining different occupations , reading / talking about responsibilities , discussing qualities necessary for various occupations , reading job notices , writing a resume , writing a short biograpgy .
Teaching Periods : 50 * 4
Teaching Procedures :

1 . Asking about Jobs

a . What's your profession ?
b . What work do you do ?
c . What line of business are you on ?
d . What sort of things do you do ?
e . What's your job ?
f . What's your occupation ?

2 . Defining Occupation
Type A

A(n)__________ is a person who ...
A clerk is a person who does routine administrative work such as organizing files .
Type B
A(n) ___________ is a person whose job is to ...
A dietitian is a person whose job is to advise people what to eat to stay healthy .
Type C
A(n) ___________ 's job involves ...
A solicitor's work involves giving legal advice to clients and preparing legal documents .
Type D
A(n) + occupation + verb ( stem + -s ) ...
A receptionist works in a hotel , a doctor's surgery , etc . and deals with guests or clients when they first arrive , answers the telephone and arranges appointments and reservations .

3 . Talking about Feelings towards Work

I love / enjoy / dislike my job/ work .
It's interesting / exciting / boring / tiring / important / rewarding / demanding / stressful / satisfying / great / hard / frustrating .
I'm busy all the time + -ing forms.
I have to ... so I'm busy all day .
so I get very tired at the end of the day .
so it's not easy .
I feel ( adjective ) because / when ...
I get ( adjective ) because / when ...
There are times when I feel ( adjective ) because ...

4 .Talking about Responsibilities

Your / My responsibility is + infinitive ( to + stem)...
It's your / my responsibility to + stem ...
You're / I'm responsible for + -ing form ( or noun ) ...
You/ I should + stem ...
You / I have to + stem ...

5 . Writing a Resume

It contains the following information :
name , date of birth , nationality , marital status , present occupation , responsibilities , education and work experience , interests and referees .

6 . Professional Development

Notice the time expressions that are used with different verbs and which verbs are followed by a noun phrase and which ones followed by an adverbial phrase . For example :
She spent two years studying for a bachelor degree . ( noun phrase )
She started a bachelor degree in 1970 . ( adverbial phrase )
She began her first job four years later . ( adverbial phrase )

Notice also the difference between :
She became assistant manager after two years . ( noun phrase )
She worked as assistant manager for five years . ( adverbial phrase )

7 . Writing about Professional Development
Sequence markers ( then , after that ) and the conjunction and are used to make the text 'flow ' , but only the basic , important information is included .

Unit 2 Teaching

Teaching Objectives : formal introductions , recommending a book ,summarising a lesson , summarising an article , reporting on behaviour , describing lesson procedure .
Language Points : simple present , sequence markers , suggest + subj.
Teaching Contents : introducing a professional person , recommending a book / article , describing a lesson , reporting / discussing behaviour (with 3rd party ), giving oral / written comments on performance , summarising a lesson / mini-lecture .
Teaching Periods : 50 * 4
Teaching Procedures :

1 . Components of a School

classroom building gymnasium cafeteria &kitchen
sports field playground caretaker's house
teacher's car park laboratory block athletics track
playing fields library assembly hall
offices sports centre dining hall
bicycle sheds football pitch school shop

Other possible components common to Chinese middle school can be added to the list such as basketball courts , flag post , flower bed , slogan board , boiler room, etc.

2 . Describing a School

You may notice that all the four descriptions start with general information about the school such as its location , age and special features and then move on to more specific information such as the main buildings , the outdoor components , their locations , etc. This general -specific progression is often used in the description of a place .
3 . Transition of Explaining a Word

Have you noticed what kind of transition Neil uses when he wants to explain a word ?
Here are some examples :

gymnasium , or gym as we call it
administrative offices -- you know , ...
sixth from common room -- a place where ... ( an adjective clause )
prefects -- all students ... whose ... ( an adjective clause )

Other expressions such as namely , in other words , that is to say are also used in this situation .

4 . Job Titles of School Staff

A . head teacher / principal / vice head teacher / deputy principal
B . department heads
C . subject teachers
D . special needs teacher
E . secretarial / clerical staff
F . career officer
G . cleaning staff
H . caretaker
I . librarian & library assistant
J . supply teacher

Some common job titles in a Chinese middle school are : principal and deputy principal , head of grade , head of class , teaching and research derector , director of general non-academic affairs , etc.

5 . Describing Responsibilities

... make sure that ... ... assist ...
... deals with ... ... is concerned with ...
... are in charge of ... ... are responsible for ...
... take up the responsibilities for ... ... 's job involves ...
... advise ... ... 's job includes ...

6 . Describing the School Year Table

· number of terms each academic year
· dates of each term
· holidays each year
· number of sessions each week
· number of sessions each day
· length of each session
· breaks between session
· lunch breaks
· numbers of students in each class
· general subjects

7 . Introducing a Course

The course introduction is made up of 6 parts .
A . Time / Duration
B . The Sessions
C . Content / Aims
D . Further Details
E . Outline / Reading List
F . Assessment

You may have noticed that in the course introduction , the passive voice is used quite often . They are :
* will + be + past p .
* is / are + past p.
* would + be + past p.

The first form in used frequently because the text is describing a course which has not yet started and which will take place in the future . The second form is used to describe those aspects which already exist . The third form occurs only once .

8 . Advertisements : Style

A good advertisement is the result of work on the idea , the language , the physical presentation , etc . The language has some distinguishing features not shared by other forms of writing .

a . short sentences
b . incomplete sentences
c . frequent use of nouns and noun phrases
d . the absence of pronouns
e . choice of commonly-used vocabulary

These features may contribute to the effectiveness and attractiveness of the ads.

9 . Describing Textbooks

It supplements ... It provides ...
It is disigned for ... It aims at ...
It concentrates on ... It involves ...
It stresses ... It is designed to help ... improve / use /extend ...
It can be used as ... It creates ...

10 . Sequence Markers

Notice how the pieces of information are linked by the sequence markers such as first , second , third , also , finally and as well as these . Other words / phrases like besides , furthermore , moreover can also be used when additional information is needed .

Unit 3 Food

Teaching Objectives : describing processes , describing foods / dishes , describing nutritional valure , instructing , giving warnings , comparing cooking methods , offering alternatives , describing problems , giving advice .
Language Points : present simple passive , be rich in / high in , attributive clauses ( which , that ) , as ... as ... , but / while / whereas .
Teaching Contents : talking /asking about food preparation , talking /asking about nutritional values , reading / giving recipes , comparing diets / eating habits , describing problems at work , offering advice / suggestions for dealing with problems
Teaching Periods : 50 * 2
Teaching Procedures :

1 . Describing Nutrients

expressions describing the sources of nutrients :
... are rich in ... ... contains / contain ...
... can be found in ... ... have / has ...
... is / are full of ... ... is / are high in ...
... provides / provide us with ...
expressions describing the value of nutrients :
... contribute to ... ... is / are good for ...
It is vital to have a regular supply of ... ... reduces / reduce the risk ...
... is / are essential for ... ... helps / help us to ...
We need ... to ... prevents / prevent ...

2 . Describing Your Own Attitudes to Food

expressions to show likes :
... like ... ... are my favourites ...
... keen on ... ... can never resist them ...
... really love ... ... fond of ...
expressions to show dislikes :
... don't care for ... ... don't really like ...
... never appeals to ... ... can't stand ...
... dislike ... ... always put me off ...
expressions to show that you don't know :
... have never heard of ... ... have never eaten ...
... sounds new to me ...

3 . Giving and Responding to Advice

giving advice accepting advice
a . ...you could try ... ... I could try that , I suppose .
b . I always recommend ... That sounds a good idea -- but I'm not sure that it will work ...
c . What about ... ? Yes , I think that would work .
d. ... I always think it's a good idea to ... That's another good suggestion-- you' re certainly giving me lots of ideas .
e . Well, another useful strategy is to ... Well , you have really inspired me !
I'm full of ideas now .
f. One last word of advice -- don't forget Yes , I will .
... So , if you ... just make sure ...

4 . Talking about Eating Habits

a . variety of vegetables available
b . variety of staple food available
c . variety of cooking utensils used
d . availability of foreign foods
e . size of a family meal
f . foods for breakfast
g . frequency of food shopping in a week
h. frequency of eating out
i . frequency of having fast food
j . ideas about the purpose of eating

5 . Writing a Recipe

Your recipe should at least include the following things :
a . the name of the dish
b . the ingredients ( + preparation work if needed )
c . the procedure

6 . Describing Processes

A clear description of a process involves the following :

a . sequence markers
b . the passive voice
c . accurate choice of verbs and a clear specification of the subjects
d . clauses to state the purpose of a certain step
e . gerunds to name the stages
Notice all the sequence markers : first , then , next , after ... have ... , and then, after that , finally .
Unit 4 Crime

Teaching Objectives : asking for / offering help , warnings / safely advice , asking about / describing a criminal , deducing , stating rules/ laws Language Points : adverbials of time , sequence markers , past simple , past perfect , 3rd conditional , past continuous , must / may / might have
Teaching Contents : talking / asking about different crimes & punichment , describing a criminal event , describing a criminal , giving / asking for crime prevention advice , describing missing items , filling in forms .
Teaching Periods : 50 * 4
Teaching Procedures :

1 .Describing Criminal Behaviour

2 . Writing a Crime Report

a . a description of the crime
b . a physical descriptionof the criminal
c . the height of the criminal
d . the age of the criminal
e . the clothes the criminal was wearing
f . the time when the crime took place
3 . Describing Changes in One's Career

be promoted to become There is a rise to...
be appointed take on the position of be transferred to
join ... as ... be assigned the task of

4 . Describing Criminals

a broad-shouldered man a big -nosed guy
a dark- haired woman a knock-kneed man
a thick-lipped girl a big-eyed chap
a pale-skinned woman a strong-armed guy
a round-faced girl a pot-bellied chap

5 . Charting the Legal Process

(1) commit a crime
(2) be held in police custody
(3) be charged
(4) be brought to trial
(5)a. be found innocent
b . be found guilty
(6)a . be released
b . be sentenced
(7)a. serve sentence
b . appeal against the conviction
(8)a . quash the conviction
b . be released

6 . Offering Advice on Safety

forced entry into house :
·Do fit a viewer or spyhole and a stout door chain on the outside doors .These are all available at DIY shops .
·Never allow anyone to enter your home without first checking their identity.
·When you answer the phone , simply say ' hello ' , don't give your number . If the caller claims to have a wrong number , ask him or her repeat the number required . Never reveal any information about yourself to a stranger and never say you are alone in the house .
theft :
·Never let your handbag out of your sight . On public transport , keep hold of it , with the clasp or zip shut so a thief cannot steal your purse .In the office , keep it in a drawer , or in a corner near you and out of sight .Even in a car , keep it out of sight -- if you have the windows open or a door unlocked , a thief may reach it when you stop in traffic .
·Never leave a spare key in a hiding place like under a door-mat , in a flower pot or inside the letter box - a thief will look there first . Never leave a garage or garden shed unlocked , especially if it has a connecting door to the house .
·Always keep your cheque card separate from your cheque book ; a thief needs both to write a cheque .
assault :
·If you regularly go jogging or cycling , try to vary your route and time . Stick to well-lit roads with pavements . On commons and parklands , keep to main paths and open spaces where you can see and be seen by other people -- avoid wooded areas .
·If you think someone is following you , check by crossing the street --more than once if necessary -- to see if he follows . If you are still worried ,get to the nearest place where there are other people -- a pub or anywhere with a lot of lights on -- and call the police . Avoid using an enclosed phone box in the street , as the prowler could trap you inside .
·If you often walk home in the dark , get a personal attack alarm from a DIY shop . Carry it in your hand so you can use it immediately to scare off an attacker . Make sure it is designed to continue sounding if it's dropped or falls to the ground .
·If you are selling your home , don't show people around on your own. Ask your estate agent to send a representative with anyone who wants to view your house .
burglary
·When you answer the phone , simply say ' hello ' , don't give your number . If the caller claims to have a wrong number , ask him or her repeat the number required . Never reveal any information about yourself to a stranger and never say you are alone in the house .
·Never leave a spare key in a hiding place like under a door-mat , in a flower pot or inside the letter box - a thief will look there first . Never leave a garage or garden shed unlocked , especially if it has a connecting door to the house .
·Use time switches -- available from DIY shops -- to turn on lights , radios and other appliance when you are out . This will make it look as if your house is occupied .
rape :
·Never allow anyone to enter your home without first checking their identity.
·If you regularly go jogging or cycling , try to vary your route and time . Stick to well-lit roads with pavements . On commons and parklands , keep to main paths and open spaces where you can see and be seen by other people -- avoid wooded areas .
·When you answer the phone , simply say ' hello ' , don't give your number . If the caller claims to have a wrong number , ask him or her repeat the number required . Never reveal any information about yourself to a stranger and never say you are alone in the house .
·If you think someone is following you , check by crossing the street --more than once if necessary -- to see if he follows . If you are still worried ,get to the nearest place where there are other people -- a pub or anywhere with a lot of lights on -- and call the police . Avoid using an enclosed phone box in the street , as the prowler could trap you inside .
·If you often walk home in the dark , get a personal attack alarm from a DIY shop . Carry it in your hand so you can use it immediately to scare off an attacker . Make sure it is designed to continue sounding if it's dropped or falls to the ground .
·If you are selling your home , don't show people around on your own. Ask your estate agent to send a representative with anyone who wants to view your house .