新编大学英语3unit4

1、Part TwoReading-Centered Activities2. 2. After-ClassAfter-Class ReadingReading 1. In-Class Reading1. In-Class ReadingIn-Class ReadingGlobal ReadingDetailed ReadingPost ReadingPre-readingCareer PlanningCareer PlanningPart Two: In-Class Reading Part Two: In-Class Reading Pre-ReadingA GuessA Guess Game

2、Game DiscussionDiscussion Background InformationBackground Information Pre-ReadingPre-ReadingPart Two: In-Class Reading Pre-ReadingGuess GameDirections: Work in groups and do the following activity.Describe a career you are likely to pursue in the future. Dont mention its name but ask your group mem

3、bers to guess what it is. The following is an example of such a description.Part Two: In-Class Reading Pre-Reading The job Id prefer to take has a flexible working schedule. I dont have to be at work exactly on time. Much of my time will be spent sitting in front of the computer or going through the

4、 work written by others. This job needs a lot of initiative and independence. Ill have to contact potential writers all by myself and choose the topics and books that might sell well or have good academic value. Ill need to be very careful, doing the proofreading many times until a book is finally p

5、ublished.Part Two: In-Class Reading Pre-ReadingWhat is it?What is it?EditorEditorPart Two: In-Class Reading Pre-Reading Its a job which requires a lot of skills in dealing with people. Their main task involves doing paperwork in the office, answering phone calls and helping people to get more inform

6、ation. They go to work at 9 in the morning, and get back home at 5 in the afternoon. They will not be fired easily because they are employed by the government. Not many people would like to take the job before, but now its very hot. The government keeps raising the salaries of these people partly be

7、cause it is a way to combat corruption.Part Two: In-Class Reading Pre-ReadingWhat is it?What is it?government officialgovernment official or curriculum vitae( CV ).The key items in a rsum should include your job objective, your education, your work experience, your honors and awards, and anything el

8、se you think will help you get the job.Three steps in job-hunting Background InformationPart Two: In-Class Reading Pre-Reading1. A good rsum1. A good rsumPart Two: In-Class Reading Pre-Reading2. A good cover letter2. A good cover letter (求职信求职信) This should be no more than a page. Like the rsum, the

9、 cover letter should go through several careful drafts, with advice from some experienced people. Other documents such as application forms may be required.3. A good interview3. A good interview The job may be gained or lost in the first 30 seconds of the interview, so you should practice this part

10、several times, including your greetings, etc. Your answers in the interview should be clear and concise, including relevant specific examples of your education or experiences.Global ReadingGlobal ReadingOrganization Analysis Organization Analysis Questions and Answers Questions and Answers Understan

11、ding Specific Information Understanding Specific Information Part Two: In-Class Reading Global ReadingPart Two: In-Class Reading Global Reading Part (Para. 2) Students weakness in career planning1) Most students choose from a very narrow group of occupations.2) 40 to 60 percent of the students choos

12、e professional occupations, but only 15 to 18 percent of the work force is engaged in professional work. 3) Young men lack interest in fields that offer many job opportunities.4) A third of the students are unable to express any choice of occupation.Organization AnalysisPart (Para. 1) Introduction C

13、areer planning does not necessarily follow routine or logical steps.Part Two: In-Class Reading Global Reading 1) Complacencyignoring challenging information. 2) Defensive avoidanceresorting to wishful thinking or daydreaming.3) Hyper-vigilancesearching frantically（匆忙，混乱的） for career possibilities an

14、d seizing on hastily invented solutions.Part (Para. 3-5) Serious flaws in the ways of decision makingPart Two: In-Class Reading Global Reading Part (Para. 6-11) Keys to career planning1) Study yourself.2) Write down your career goals.3) Review your plans and progress periodically with another person

15、.4) If you choose a career that does not fit you, you can start over._ 1) Different people emphasize different factors in career planning._ 2) In career planning, it is very important to gather information about ourselves._ 3) Students are quite realistic in their career planning.Understanding Speci

16、fic Information Part Two: In-Class Reading Global Reading TTDirections: Decide whether the following statements are true or false. Write “T” for true and “F” for false in the space provided.FPart Two: In-Class Reading Global Reading TFTT_ 4) Serious flaws in decision making seem to be related to the

17、 patterns people use to deal with problems._ 5) Complacency is appropriate for any decision except career decisions._ 6) Some people avoid facing a difficult situation by wishful thinking or daydreaming._ 7) Career decision making in a hurry may result from hyper vigilance.Part Two: In-Class Reading

18、 Global Reading TTF_ 8) A good understanding of oneself is the most important thing in career planning._ 9) Talking with various people helps to shape ones career plan._10) Career hopping is now generally accepted as something good.Part Two: In-Class Reading Detailed ReadingDetailed ReadingDetailed

19、ReadingUnderstanding SentencesUnderstanding SentencesWordsWords StudyStudyPassage Reading Passage Reading Career PlanningPart Two: In-Class Reading Detailed Reading factors and may consider certain phases of career planning at different times. 1Career planning includes gathering information about ou

20、rselves and about occupations, estimating the probable outcomes of various courses of action, and finally, choosing alternatives that we find attractive and feasible. Career planning does not necessarily follow routine or logical steps. Each of us places weight on differentPassage ReadingPart Two: I

21、n-Class Reading Detailed Reading Many observers have pointed out that students are not very efficient career planners. They cite evidence that (1) most students choose from among a very narrow group of occupations; (2) as many as 40 to 60 percent choose professional occupations, when in reality only

22、 15 to 18 percent of the work forces is engaged in professional work; (3) young men show a striking lack of interest in clerical, sales, and service occupations, although these fields offer many job opportunities; and (4) 2as many as a third of the students are unable to express any choice of occupa

23、tion.Part Two: In-Class Reading Detailed Reading In their book Decision Making, Irving Janis and Leon Mann identify serious flaws in the ways many people use to cope with problems. The first flaw is complacency. People who ignore challenging information about the choices they make demonstrate compla

24、cency. People who take the attitude that “It wont affect me” or “It will never happen” use complacency as a dominant pattern of behaving. 3 Of course, complacency is appropriate for any decision in which nothing much is at stake, but that does not describe career decisions.Part Two: In-Class Reading

25、 Detailed Reading A second flaw in the way people cope with decisions is defensive avoidance. 4When confronted with a decision and unable to believe they can find an acceptable solution, some people remain calm by resorting to wishful thinking or daydreaming. Students who fail to think about the imp

26、lications of their career choices often engage in rationalization (deceiving oneself with self-satisfying but incorrect explanations for ones behavior) or procrastination (putting off or delaying). Facing the situation may produce anxiety, but examining alternatives could also bring relief.Part Two:

27、 In-Class Reading Detailed Reading A third flaw is hypervigilance. This occurs in career decision making when people believe there is not enough time to find a solution and they panic. 5They search frantically for career possibilities and seize on hastily invented solutions, overlooking the conseque

28、nces of their choice as well as other alternatives. People who are in a panic sometimes do not think clearly or logically.Part Two: In-Class Reading Detailed Reading The best coping behavior is vigilance. Vigilant decision making occurs when people believe that (1) a choice should be made, (2) they

29、can find a solution, and (3) there is enough time. Under these conditions, students can conduct an effective search for alternative careers, carefully evaluate each alternative, and work out contingency plans in case one or another risk appears. Following are the keys to career planning.Part Two: In

30、-Class Reading Detailed Reading 1. Study yourself. This is the key to career planning. 6 Understanding what you are like, what you value, and what you want to become is the foundation for all career planning. In studying yourself, you examine your strengths and weaknesses, your goals, and the trends

31、 in your personal development. The self-understanding that you gain enables you to imagine how certain occupations may best fit your personality, interests, abilities, and goals. All career decisions require us to learn both about ourselves and about work, and to integrate these two kinds of knowled

32、ge.Part Two: In-Class Reading Detailed Reading 2. Write your career goals down. A technique useful for organizing ideas about your career development is actually to write them down by time blocks in your life. Writing something down forces you to crystallize your thinking and to recognize unclear an

33、d half-formed ideas. It may lead to new insights about your possibilities and may help you to see new relationships, patterns, and trends, or to identify gaps in your thinking about your career development.Part Two: In-Class Reading Detailed Reading 3. Review your plans and progress periodically wit

34、h another person. Every so often, take stock of your situation and consider what steps have to be taken next. Taking inventory of progress and planning further steps can help you cope with the changes that you undergo and the changes that take place in the labor market. 7Talking over your plans with

35、 a college counselor, your parents, and your friends helps you define your goals and improve your career plans or make them work.Part Two: In-Class Reading Detailed Reading 4. If you choose a career that does not fit you, you can start over. Today, growing numbers of men and women are changing caree

36、rs or getting second starts in careers that have greater appeal to them. Many of those who find that their line of work is unsatisfactory retrain themselves for a different occupation. Often their new occupation is one that they overlooked when they were young or that they did not have an opportunit

37、y to pursue at that time for financial or other reasons. Part Two: In-Class Reading Detailed Reading 8Sociologists say that there are few changes in careers that involve “downward” movement; most involve the traditional business of “getting ahead”. Society no longer attaches the stigma of “instabili

38、ty” to the idea of career hopping, as it once did. Job changes and career shifts occur at all ages. It has been estimated that as many as one out of four male workers between the ages of twenty and twenty-five change their lines of work. About half that number do so between the ages of twenty-five a

39、nd forty-four.Part Two: In-Class Reading Detailed Reading Career planning does not guarantee that all the problems, difficulties, or decision-making situations that face you in the future will be solved or made any easier. 9No formula can be given to do that. But career planning should help you to a

40、pproach and cope better with new problems, such as deciding whether or not to enter educational or training programs, deciding whether or not to change jobs, and analyzing the difficulties you are having with a situation or a person.Part Two: In-Class Reading Detailed Reading Nobody can foresee what

41、 the future holds for any of us. There are social, emotional, and moral considerations in our future that cannot be foreseen. But the most important lesson of this often-unhappy modern world is that progress comes from planning. Ignorance about ones career is not bliss; reason is better than chance

42、and fate. 10Although there is no sure way to make career plans work out, there are things that you can do now to shape your career possibilities. Part Two: In-Class Reading Detailed ReadingUnderstanding Sentences1. Career planning includes gathering information about ourselves and about occupations,

43、 estimating the probable outcomes of various courses of action, and finally, choosing alternatives that we find attractive and feasible.进行择业规划，要收集有关我们自身以及职业的进行择业规划，要收集有关我们自身以及职业的信息资料，估计采取各种举动可能出现的结果，信息资料，估计采取各种举动可能出现的结果，最后作出我们认为有吸引力并且可行的选择。最后作出我们认为有吸引力并且可行的选择。Translation Translation Part Two: In-Cla

44、ss Reading Detailed ReadingBack to the textThe three -ing participles run parallel to gain emphasis and make clear the order of the three phrases which coincides with that of Para. 8-11.三个三个-ing结构并列，在加强语气的同时使读者对其顺序结构并列，在加强语气的同时使读者对其顺序一目了然，而该顺序又与此后的一目了然，而该顺序又与此后的811段前后呼应。段前后呼应。“we find attractive and

45、 feasible” 是定语从句，是定语从句，用来修饰用来修饰alternatives。 CommentsCommentsPart Two: In-Class Reading Detailed Reading2 as many as a third of the students are unable to express any choice of occupation.Translation Translation 多达三分之一的学生说不出选择什么职业好。多达三分之一的学生说不出选择什么职业好。Paraphrase Paraphrase As many as a third of the

46、students could not say what jobs they should choose.Back to the textPart Two: In-Class Reading Detailed Reading3Of course, complacency is appropriate for any decision in which nothing much is at stake, but that does not describe career decisions.Translation Translation 当然，对于不决定成败的决策，自满是可以的，当然，对于不决定成

47、败的决策，自满是可以的，但做涉及职业方面的的决策时，来不得自满。但做涉及职业方面的的决策时，来不得自满。 Question Question What does “that” refer to in this sentence? Answer Answer It refers to “complacency is appropriate for any decision in which nothing much is at stake”.Part Two: In-Class Reading Detailed ReadingThe first part of the sentence is a

48、 restrictive attributive clause introduced by “proposition+relative word”. 本句第一本句第一部分是由部分是由“介词关系代词介词关系代词”引导的限制性定语从句，由引导的限制性定语从句，由“介词关介词关系代词系代词”引导的定语从句多用于正式语体。能作这种用法的关系代词引导的定语从句多用于正式语体。能作这种用法的关系代词主要是主要是which，其次是，其次是whom，有时是关系限定词，有时是关系限定词whose。例如：。例如：They tried to think of a plan by which they could f

49、ulfill their task ahead of time.在该用法中，介词的选择受到上下文的制约，或与前面的名词词组的在该用法中，介词的选择受到上下文的制约，或与前面的名词词组的搭配有关，或与后面的动词词组搭配有关。例如：搭配有关，或与后面的动词词组搭配有关。例如：CommentsCommentsPart Two: In-Class Reading Detailed ReadingBack to the text Radial flow turbines differ in the manner in which the steam flow is arranged. (in the m

50、anner) The material of which the apparatus is made of is a good nonconductor of heat. (is made of) 此外还有由此外还有由“介词关系代词介词关系代词”引导的非限制性定语从句，例如引导的非限制性定语从句，例如： At last there was something about which to write home. 上述非限制性定语从句一般用于正式语体，在非正式语体中通常用不上述非限制性定语从句一般用于正式语体，在非正式语体中通常用不带关系代词但句末带介词的不定式分句。例如：带关系代词但句末带介词

51、的不定式分句。例如： At last there was something to write home about. 关于限制性定语从句的翻译见本单元的关于限制性定语从句的翻译见本单元的Further Development。Part Two: In-Class Reading Detailed Reading4When confronted with a decision and unable to believe they can find an acceptable solution, some people remain calm by resorting to wishful th

52、inking or daydreaming.Translation Translation 每当面临抉择而又自认为找不到合适的解决方法时，每当面临抉择而又自认为找不到合适的解决方法时，一些人或想入非非或做白日梦，以此来保持平静。一些人或想入非非或做白日梦，以此来保持平静。The subject of the subordinate clause is the same to that of the main clause. So the author omit the subject of the subordinate clause to avoid repetition. 从句主语与主句主

53、语一从句主语与主句主语一致，所以省略从句主语以避免重复。致，所以省略从句主语以避免重复。CommentsCommentsParaphrase Paraphrase Part Two: In-Class Reading Detailed ReadingThe full sentence is “When they are confronted with a decision and they are unable to believe they can find an acceptable solution, some people remain calm by resorting to wis

54、hful thinking or daydreaming.” Back to the textWhen some people face a decision and dont think they could find an acceptable solution, they make use of wishful thinking or daydreaming for help.CommentsCommentsTranslation Translation Part Two: In-Class Reading Detailed Reading他们紧张地寻找各种就业机会，然后采取匆忙产生他们

55、紧张地寻找各种就业机会，然后采取匆忙产生的决定，忽视了这样的选择会带来的后果，也忽视的决定，忽视了这样的选择会带来的后果，也忽视了其他的择业机会。了其他的择业机会。“Overlooking the consequences of their choice as well as other alternatives”为现在分词短语做伴为现在分词短语做伴随状语。英语中的分词分两种：现在分词随状语。英语中的分词分两种：现在分词（the present participle）和过去分词和过去分词（the past participle）。）。虽然它们在句子中都可作名词修饰语、虽然它们在句子中都可作名词

56、修饰语、作系动词补足语、宾语补足语等，但是它们形式不同，作系动词补足语、宾语补足语等，但是它们形式不同，而且语义也有差别。而且语义也有差别。5They search frantically for career possibilities and seize on hastily invented solutions, overlooking the consequences of their choice as well as other alternatives.CommentsComments现在分词和过去分词的主要差别在于：现在分词表示现在分词和过去分词的主要差别在于：现在分词表示“主

57、动主动和进行和进行”，过去分词表示，过去分词表示“被动和完成被动和完成”(不及物动词的过去不及物动词的过去分词不表示被动，只表示完成分词不表示被动，只表示完成)。分词可以有自己的状语、宾。分词可以有自己的状语、宾语或逻辑主语等。分词在句子中作状语，可以表示时间、条语或逻辑主语等。分词在句子中作状语，可以表示时间、条件、原因、结果、让步、伴随等。分词做状语时，它的逻辑件、原因、结果、让步、伴随等。分词做状语时，它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。主语与句子的主语一致。作状语的分词相当于一个状语从句。例如例如：He ran up to her, breathing hea

58、vily. (表示伴随状况表示伴随状况)You will make yourself more tired, keeping on your feet. (做条件状语做条件状语)Being a hard-working young man, he is praised by all his fellow workers. (做原因状语做原因状语)Part Two: In-Class Reading Detailed ReadingBack to the textCommentsCommentsTranslation Translation 6Understanding what you are

59、 like, what you value, and what you want to become is the foundation for all career planning.了解自己是怎样一个人，看重什么以及想成为什么了解自己是怎样一个人，看重什么以及想成为什么样的人，这些是整个择业规划的依据。样的人，这些是整个择业规划的依据。Question Question What is the subject of the sentence？Answer Answer Understanding what you are like, what you value, and what you

60、 want to become. Part Two: In-Class Reading Detailed ReadingCommentsComments三个短语三个短语what you are like, what you value, 和和 what you want to become 构成排比，加强语气，并且这三个构成排比，加强语气，并且这三个短语的顺序与第一段的顺序前后呼应，体现了文章的一致性。短语的顺序与第一段的顺序前后呼应，体现了文章的一致性。Part Two: In-Class Reading Detailed ReadingBack to the textThree claus