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Unit 4 Work Routines
Background
Common work routines
Companies make specific work routines
to get their employees disciplined in order to
be productive. There are some common
work routines that everyone should keep in
mind. The following listed are just a
few.
punctual
(
准时
)
the company
’
s
dress code (
遵守公司的着装要求
)
attention to personal and
public hygiene (
注意个人和公共卫生
)
’
t waste company resources
at will(
不随便浪费公司资源
)
’
t do anything irrelevant
for your work
during office hours(
上班时间不做与工作无
关的事
)
the
company
’
s good image
(
维护公司形象
)
Suggested teaching plan
Items
Objectives
Suggested Time
Getting Ready
To
learn
how
to
read
numbers,
time,
day
or
10 min.
date in English.
Text A
To get a general idea
about good and bad work
80 min.
routines
To
master
the
important
expressions
and
structures
in
the
text
and
be
able
to
apply
them in practice
Language Focus
To
have
a
good
command
of
the
core
45 min.
vocabulary and structures in Text A
To
learn
to
use
possessive
and
reflexive
pronouns
Text B
To have an overview of writing your
work days
45 min.
in blogs
Vocational
To get a general
idea about the things people
90 min.
Focus
do on
weekdays
Skill Focus
To learn the differences between some
similar
45 min.
—
Listening
and
sounds in English
Speaking
To learn to express
time in English
To learn the use of
frequency words
Skill Focus
To
consolidate
the
use
of
possessive
and
40
min.
—
Practical
reflexive pronouns
Writing
Practical
To
get
familiar
with
common
office
work
5
min.
Learning
routines
Getting
Ready
1.
Have
the
students
answer
the
question
—
How
should
we
read
Text A
numbers,
time,
day
or
date
in
English
Give
some
hints
if
necessary.
(2 min.)
2. Have the students listen to the
recording and choose the right
answer.
(4 min.)
3.
Have
the
students
check
their
answers
and
give
some
explanation
about
the
reading
of
numbers,
time,
day
or
date.
(4
min.)
Listening Scripts of Getting
Ready
1.
Tina
goes
to
work
by
train,
and
she
usually
catches
the
7:15
train.
2.
She
usually
arrives
at
her
company
at
about
8:55,
and
work
starts at 9:00.
3. But she
goes to work by bike every Friday, because she
thinks it
is good for her health.
4. She is a quality
controller and she works a 45-hour week.
5. She has two 15-minute
breaks every day for a cup of coffee, at
10:30
in the
morning and 2:45 in the afternoon.
6.
She has a lunch break from 12:00 to 12:50
in the afternoon,
and
she
always
goes
to
the
nearest
restaurant
for
a
sandwich
and a beer.
7. She finishes
work at 6 .
8. She goes to
a bar for a drink with her friends, and she will
not
be home before 9:30 in the evening.
9. May 14 is her birthday and is a
Saturday, so
she doesn’t have to
work.
10. She is going to
have a party at her house from 6 ., and it will
last until early Sunday morning.
Key to Getting Ready
:15
2.
8:55
3. Friday
4. 45
5. 10:30, 2:45
6. 12:50
7. 6
8. 9:30
9. 14
10. Sunday
1. Have the students first listen to
the recording of the new words
and
expressions,
and then
have
them read
them
aloud
and
get
familiar with their
meanings.
(10 min.)
2. Have the students listen to the
recording of the text, and read
the
text
more
carefully
and
do
the
exercise
in
“
Understanding
your reading
”
.
(25 min.)
3. Have
the students check their answers with each other
and then
ask some students to give
their final answer.
(10
min.)
4. Ensure the students
have a deep understanding of
the text
by
explaining the language points. If
time permits, have the students
practice using them by composing new
sentences.
(25 min.)
5. After an in-depth reading of the
text, have the students work in
groups
to find out more good and bad work routines.
(10 min.)
Key to Text A
Exercise
1. T
2. F
3. T
4. F
5. T
Language
Points
Paragraph
1
a.
不可或缺的，必不可少的
Cars have become an
indispensable
part of our
lives.
汽车已成
了我们生活中必不可少的一部分。
She made herself
indispensable
to the
department.
她成为这个
部门不可缺少的一分子。
2.
routine
n.
日常工作，例行公事；常规
Make
exercise
a
part
of
your
daily
routine
.
让锻炼成为你日常
生活的一部分。
We
are
trying
to
get
the
baby
into
a
routine
for
feeding
and
sleeping.
我们试着让婴儿按时进食和睡觉。
【拓展】
routine
a.
常规的，日常的；平常的
The mistake was discovered during a
routine
check.
这个错误是
在一次常规检查中发现的。
The operator
has to be able to carry out
routine
maintenance of
the machine.
操作员必须能对机器进行日常维护。
He died of a heart attack
during a
routine
operation.
他在一次
普通手术中死于心脏病。
Paragraph 2
assign
v.
指派，分配
This big
house has been
assigned
to
us.
这栋大房子分配给了我
们。
The teacher
assigned
each of the
children a different task.
老师给
每个儿童都布置了不同的作业。
They
’
ve
assigned
the best man to the
job.
他们指派了最优秀的
人担任这项工作。
【拓展】
assignment
n.
（分派的）工作，任务；作业
You
’
ll need to
complete three written
assignments
per semester.
你们每学期要完成三个书面作业。
I had set myself a tough
assignment
.
我给自己定了一项艰巨任
务。
Paragraph 3
n.
一致性，稳定性
She has played with great
consistency
all season.
她整个赛季表
现相当稳定。
There
’
s always a
lack of
consistency
in
matters of foreign policy.
外交政策总是缺乏连贯性。
【拓展】
consistent
a.
一致的；连续的，持续的
She is not very
consistent
in the way she
treats her children.
她
对待孩子反复无常。
The results are entirely
consistent with
our earlier
research.
这
些结果与我们早些时候的研究完全一致
。
2.
count
on
…
指望……，依靠……
I’
m
counting
on
you to help me.
我就靠你帮我了。
Some people still want to
count on
having a job for
life.
有些人
依然想指望一辈子都干一个工作。
3.
stand
out
突出，引人注目；杰出
The lettering
stood out
well against the
dark background.
那种
字体在深色背景下十分醒目。
She is the sort of person
who
stands out
in a crowd.
她是那种
在人群中很显眼的人。
Paragraph
4
v.
监督，指导
He has to
supervise
the building work himself.
他必须亲自监理
这项建筑工程。
She
supervised
the children playing near the pool.
她照料着在水
池附近玩耍的几个孩子。
【拓展】
supervision
n.
监督，指导
supervisor
n.
监督人，指导者，主管人
Very
young
children
should
not
be
left
to
play
without
supervision
.
不能让幼儿在无人照看的情况下玩耍。
The drug should only be used under
medical
supervision
.
这种
药须遵医嘱方可使用。
I
have
a
meeting
with
my
supervisor
about
my
research
topic
every week.
我每周就我的研究课题同导师见一次面。
time to time
不时地，时常
We have to work at weekends
from time to time
.
我们偶尔周
末还得工作。
His daughters visited him
from time to time
when he
was ill.
他
生病的时候女儿们时常去探望他。
【拓展】
at times
有时，间或
at a
time
一
次，每次
for the time
being
暂时，眼下
in time
及时
take your time
从容不迫，慢慢来
in
no time
立
刻，马上
Paragraph 5
now and again
偶尔，有时
Every
now
and
again
she
checked
to
see
if
her
baby
was
still
asleep.
她隔一会儿就去看看孩子是否还在睡觉。
My uncle only comes up to
London
every now and again
.
我叔
叔只是偶尔去一趟伦敦。
2.
infectious
a.
传染的，感染的
Flu is highly
infectious
.
流感的传染力很高。
What
an
infectious
laugh
she
has!
她的笑声多么具有感染力
啊！
【拓展】
infection
n.
传染，感染
Paragraph 9
get
in the way of
…
妨碍……，挡……的路
He
wouldn
’
t allow emotions
to
get
in
the
way of
him
doing his
job.
他不会让情绪妨碍自己的工作。
Her cleverness seems to
get
in the way of
her emotions.
她好像
聪明有余，激情不足。
【拓展】
out of the
way
不再挡路，不再碍事
work your way
up
逐步升职，按部就班晋升
the other way
round
相反，反过来
make way (for…)
让
……通过，
给……让路；
让出位置
Paragraph 10
sb. of sth.
抢劫某人某物
A big man
robbed
me
of
my bag.
一个大块头抢了我的包。
A
last-minute
goal
robbed
the
team
of
victory.
最后一分钟的进
球夺取了这支球队胜利的机会。
【拓展】
steal sth. from sb.
从某人处偷某物
He
stole
a camera
from
the store.
他从商店里偷了一部相机。
2.
put off
…
推迟……，拖延……
We have
to
put off
our wedding until
September.
我们只得把婚
期推迟到九月。
The
appointment
was
put
off
because
off
his
illness.
由于他生
病了，约会推迟了。
【拓展】
put sth.
through
完成，达成
put sb. through
使经受；折磨；给……接通（电话）
put
up with
…
容忍，忍受
put
sth. aside
忽视，不理睬；储存，保留
Paragraph 11
impress
v.
使留下深刻印象
He
impressed
her
with his sincerity.
他的真诚打动了她。
It
impressed
me that he
remembered my name.
令我佩服的是
他记得我的名字。
【拓展】
impression
n.
印象；影响
impressive
a.
令人赞
叹的，令人敬佩的
I
’
ve
got a good
impression
of
her.
我对她印象很好。
My
first
impression
of
him
is
favorable.
他给我的第一印象不
错。
His trip to India made a
strong
impression
on him.
他的印度之
行对他的触动很大。
She
was
very
impressive
during
the
interview.
她在面试中表
现得十分出色。
This building is
very
impressive
.
这栋建筑非常壮观。
Language Focus
A
Focus the
students
’
attention on the
three groups of words by
discussing the
differences among the three or four words in each
group. Have some students read each
group of sentences aloud
and make sure
they understand their meanings.
(5
min.)
B
Have the students
finish Exercise B in pairs. One students reads a
word
in
Column
A
aloud
while
the
other
chooses
the
proper
word
or expression that agrees with it from Column B.
(3min.)
C
Have the students look
through the given vocabulary, and have
them
complete
the
sentences
individually
and
check
their
answers
in
pairs.
Then
have
some
of
the
students
read
the
sentence
aloud one by one.
(5min.)
D
a.
Have
the
students
look
back
at
the
structures
“<
/p>
either
…
or
…”
and
“
not
only
…
but
also
”
in
Text
A.
Elicit
some
ideas
about the usage and meaning of the structures.
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