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Unit 1
To the
Student
’
s Book
TEXT 1
-Reading Questions
√
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
Main Idea(P4)
(3)The writer
was interviewed by the headmaster of a school and
was offered a job which
was none too
pleasant.
lary(P5)
A.
Guessing the meanings of words:
1. f
2. h
3. c
4. b
5. g
6. e
7. d
8. a
B. Looking up words in
a dictionary:
1. inconvenient and uncomfortable
2.
sad; low in spirits
3. gloomy; cheerless
4. make a short, deep,
rough sound (like a pig), showing dissatisfaction
5. very
necessary
6.
shock deeply; fill with fear
7. timidly
8. greatest;
extreme
ons(P7)
1. What are big staring sash-windows?
Reference Answer:
They are very large windows, so large
that they look like people
’
s
wide
open eyes.
is
the
implied
meaning
of
―
they
struggled
to
survive
the
dust
and
fumes
from
a
busy main
road
’
?
Reference Answer:
They (the
four evergreen shrubs) did their best to remain
alive in spite of
the dust and smoke
from a main road with heavy traffic.
be the appearance of the headmaster in
your own words.
Reference
Answer:
He was short and stout. He grew
a moustache which was pale reddish
yellow. His forehead was covered with
freckles.
impression did
the hall give the writer?
Reference
Answer:
It
was
a
narrow,
dim
(unlighted)
hall
which
had
an
offensive
odor
of
dried
up
cabbage.
The
walls,
once
painted
in
cream
color,
had
darkened
to
the
color
of
margarine and in a few places were
marked with ink stains. Silence prevailed in the
hall.
5. Why do you think
the headmaster had
―
bloodshot eyes?
Reference Answer:
Perhaps he
liked to have a drop too much.
6.
What kind of
class was the writer asked to teach?
Reference Answer:
It was a
class of 24 boys who were from seven to thirteen
years.
1
7.
Why was the writer diffident when
asking about his salary?
Reference Answer:
Because he
had little self-confidence as he was young and it
was the first
time
he
had
had
an
interview.
Besides,
perhaps
he
was
not
used
to
asking
about
money
matters.
8.
What is meant
by
―
This was the last straw?
Reference
Answer:
The
phrase
―
the
last
straw
comes
from
the
saying
―
It
is
the
last
straw
that breaks the camel
’
s
back. What the saying means is that
―
straw is very light in
weight, but if you increase the burden
on the camel
’
s back straw by
straw, eventually you
will put on his
back one straw too many, and that last straw will
break his back.
‖
When
used
figuratively,
―
the
last
straw
means
―
an
addition
to
a
set
of
troubles
which
makes
them unbearable. Here
in the text, the writer regards his having to work
under a woman as
an additional source
of annoyance which would make the job all the more
intolerable.
9.
What
was
the
writer
’
s
impression
of
the
headmaster?
How
did
he
arrive
at
this?
Reference
Answer:
His
impression
was
unfavorable.
To
the
writer,
the
headmaster
was
a
short,
stout, freckle-foreheaded, bald man, with a big
unpleasant paunch. As the headmaster
was
not
as
neatly
dressed
as
a
gentleman
was
supposed
to
be,
he
gave
the
impression
of
having always worn the same suit.
Probably he was badly off. He received the young
man
with a look of surprised
disapproval and during the whole interview he
assumed an air of
condescension,
4
which
was
quite
annoying
to
the
young
man.
Moreover,
the
headmaster
made great
demands on the young man, while he himself did not
seem to know much about
teaching.
10.
Tell what you know about the young
writer.
Reference Answer:
The writer was a young school leaver
waiting to enter university. He was
badly in need of money and he seemed to
be a man of vitality and energy. He wanted to do
something useful that could bring him
some money. He did not have much experience in
life,
nor in teaching. He looked very
bashful, having little self-confidence. Fearing
that he might
not get the job, he was
careful about what he said. He had to do what he
did not like to do.
To
make
matters worse,
he
had
to work
under
a woman, which was
the
most humiliating
thing to a
man of his age, but whether he liked it or not, he
had to take the job.
TO
WORKBOOK
TEXT 1 ( P2 )
My First Job
Comprehension
A. 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
2
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.
B. 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
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.
3
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 2 ( P3 )
How to Do Well
on a Job Interview
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
TEXT 3 ( P4 )
Comprehension
1.
F
(It
is
looking
for
people
who
are
able
to
sell
the
benefits
of
the
classified
columns
by
telephone.)
2.
T
3.
F (It is important.)
4.
F (Drive here is a noun,
meaning “a forceful quality of mind or spirit that
gets things done” or
“initiative”
(
动力、干劲
).
Applicants must possess this sort of
“drive.”)
5.
F
(It’s a job that anyone who thinks he is qualified
can apply for.)
6.
T
GUIDED WRITING
ce
Combination
( P5 )
Reference Version:
I love
travelling by train. Fast expresses, slow local
trains which stop at every station, suburban
trains taking businessmen to their
offices and home again; I enjoy them all. It must
be the element
of romance that attracts
me. There is no romance on motorway, which is a
box of metal and rubber
on a strip of
concrete, or in flying through the air in a
pressurized tube from one identical plastic
and glass airport to another. But
trains are different. On a train, you can walk
around, look at the
scenery, observe
your fellow passengers; whereas in a plane all you
can see are the clouds and the
back of
other people
’
s heads. And
then there are the stations. Some,
I
’
m afraid, have become too
like
airport;
others,
fortunately,
are
old
and
dirty,
full
of
unexpected details
and
with
their
own
individual
peculiarities.
Traveling
by
train
remains
an
adventure,
as
you
try
to
interpret
the
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