高級(jí)職業(yè)英語(yǔ),高級(jí)時(shí)事英語(yǔ)前復(fù)習(xí)串講節(jié)目大綱

1、高級(jí)職業(yè)英語(yǔ)、高級(jí)時(shí)事英語(yǔ)考前復(fù)習(xí)串講課程講稿主講：李晨一、課文框架縱覽 關(guān)于口語(yǔ)第一期 口語(yǔ)學(xué)習(xí)的本質(zhì)大綱地址：HYPERLINK /degree/zx/dgsc/t20100505_14695.html/degree/zx/dgsc/t20100505_14695.html回放地址：HYPERLINK /mcs/rc_chat.asp?roomid=28&replayid=10863/mcs/ . &replayid=10863第二期 關(guān)于語(yǔ)音大綱：剛開(kāi)始學(xué)習(xí)英語(yǔ)，一般都要在語(yǔ)音上花很多時(shí)間，為什么語(yǔ)音這么重要？學(xué)語(yǔ)音一定要學(xué)國(guó)際音標(biāo)嗎？英語(yǔ)和漢語(yǔ)在語(yǔ)音方面有很大差別嗎？中國(guó)學(xué)生是否有可能

2、在語(yǔ)音上達(dá)到英美人的水平，聽(tīng)起來(lái)和英美人完全一樣？對(duì)于一般學(xué)習(xí)英語(yǔ)的學(xué)生是否可以放寬要求？有什么辦法可以幫助發(fā)音？聽(tīng)說(shuō)學(xué)英語(yǔ)一定要學(xué)RP，這是怎么回事？現(xiàn)在美國(guó)比英國(guó)影響大，我們是不是應(yīng)該學(xué)美國(guó)音？我的方言很重，有什么好辦法解決嗎？Mp3地址： HYPERLINK /be/Mr_LI_Chen_on_Pronunciation.mp3/be/Mr_LI_Chen_on_Pronunciation.mp3第三期 如何克服聽(tīng)力困難節(jié)目大綱： 為什么要重視聽(tīng)力？ 中國(guó)學(xué)生普遍感到聽(tīng)力特別困難，這到底是為什么？ 解決聽(tīng)力難題，我們應(yīng)該如何入手？ 如果英語(yǔ)學(xué)得還可以，就是聽(tīng)力不過(guò)關(guān)，應(yīng)該怎么提高呢？ 許

3、多聽(tīng)力材料都有譯文，是不是先看譯文再聽(tīng)原文會(huì)容易一些，這種做法好嗎？ 一般來(lái)說(shuō)，聽(tīng)力理解到底是什么樣的一個(gè)過(guò)程呢？ 北外的老教授們當(dāng)年是怎么學(xué)聽(tīng)力的？ 聽(tīng)的時(shí)候應(yīng)該力圖把每句話都聽(tīng)懂，還是聽(tīng)懂大意就可以了？ 精聽(tīng)和泛聽(tīng)哪個(gè)更重要？ 為什么聽(tīng)的材料要豐富多樣？ 我在聽(tīng)的時(shí)候遇到生詞常常會(huì)停頓下來(lái)，結(jié)果后面的一句就跟不上了。這應(yīng)該怎么辦？ VOA的慢速英語(yǔ)新聞對(duì)提高聽(tīng)力有幫助嗎？ 多媒體的聽(tīng)力材料對(duì)我們是不是特別有用？ 現(xiàn)在書(shū)店里面有通過(guò)原版電影訓(xùn)練聽(tīng)力的光盤(pán)，這種訓(xùn)練方法是否真的很有效？回放： HYPERLINK /mcs/rc_chat.asp?roomid=28&replayid=10937

4、/mcs/rc_chat.asp?roomid=28&replayid=10937Mp3下載地址： HYPERLINK /be/Mr_Li_Chen_On_Listening.mp3/be/Mr_Li_Chen_On_Listening.mp3第四期 對(duì)16個(gè)單元考點(diǎn)的分析Mp3下載： HYPERLINK /be/Oral_Exam_Overview.mp3/be/Oral_Exam_Overview.mp3第五期 口語(yǔ)考試復(fù)習(xí)沖刺回放地址：HYPERLINK /mcs/rc_chat.asp?roomid=28&replayid=11048/mcs/ . &replayid=11048高級(jí)職

5、業(yè)英語(yǔ)課程目標(biāo)：工作中的8個(gè)主題展開(kāi)英語(yǔ)綜合技能的訓(xùn)練；聽(tīng)說(shuō)讀寫(xiě)技能，尤其注重英語(yǔ)聽(tīng)說(shuō)能力的培養(yǎng)；了解英美等英語(yǔ)國(guó)家職業(yè)的文化特征。單元主題內(nèi)容簡(jiǎn)介1Job（工作）學(xué)習(xí)如何描述工作職責(zé)和職業(yè)規(guī)劃，怎樣表達(dá)工作感受，并介紹撰寫(xiě)簡(jiǎn)歷的基本要求。2Teaching（教學(xué)）學(xué)習(xí)如何描述工作單位的物理特征和學(xué)校機(jī)構(gòu)的組成，如何向他人推薦教材和課程。3Food（食物）學(xué)習(xí)如何描述食物的營(yíng)養(yǎng)成分、價(jià)值，如何表達(dá)對(duì)食物的好惡，并學(xué)會(huì)介紹某食品加工步驟。4Crime（犯罪）學(xué)習(xí)作為證人應(yīng)如何向警方描述犯罪嫌疑人和犯罪行為，向他人闡述司法流程，提安全忠告。5Healthcare（醫(yī)療）學(xué)習(xí)不同領(lǐng)域的專職醫(yī)生的英語(yǔ)

6、稱謂，如何描述醫(yī)院和醫(yī)療體系（描述自己最近的一次去醫(yī)院的經(jīng)歷），描述國(guó)內(nèi)醫(yī)療保險(xiǎn)的細(xì)節(jié)，描述并說(shuō)明飲酒的利弊。6The Business World（商務(wù)）學(xué)習(xí)如何閱讀公司年度報(bào)告，如何介紹銷售情況，怎樣繪制圖表以及用言語(yǔ)描述圖表信息等。7Administration（管理）學(xué)習(xí)如何描述單位的組織結(jié)構(gòu)、向上級(jí)匯報(bào)一天的工作情況等，并有機(jī)會(huì)練習(xí)做電話記錄、撰寫(xiě)備忘錄和商務(wù)函件。8Life and work（工作和生活）學(xué)習(xí)如何閱讀招聘廣告，怎樣填寫(xiě)申請(qǐng)表格、寫(xiě)應(yīng)聘信和參加面試。高級(jí)時(shí)事英語(yǔ)課程目標(biāo)：時(shí)事生活中的8個(gè)主題；聽(tīng)說(shuō)讀寫(xiě)技能，尤其注重英語(yǔ)讀寫(xiě)能力的培養(yǎng)；了解英語(yǔ)國(guó)家宣傳媒體的幾種常見(jiàn)形式

7、，體會(huì)新聞?dòng)⒄Z(yǔ)語(yǔ)體的一些特點(diǎn)，掌握有關(guān)時(shí)事報(bào)道的聽(tīng)力技巧。單元主題內(nèi)容簡(jiǎn)介1The Media（媒體）學(xué)習(xí)了解不同的媒體形式，區(qū)分事實(shí)與意見(jiàn)，解讀新聞標(biāo)題，了解“大眾傳媒”的定義，學(xué)會(huì)描述不同的媒體給自身生活帶來(lái)的影響等。2Cultural Differences and Similarities（文化異同）學(xué)習(xí)描述不同文化之異同，解析調(diào)查結(jié)果，預(yù)測(cè)文章內(nèi)容，識(shí)別作者觀點(diǎn)等。3Education（教育）學(xué)習(xí)描述教育體制，討論教育方面的問(wèn)題并提建議，就傳統(tǒng)教育體制和現(xiàn)代教育體制進(jìn)行對(duì)比等。4Development（發(fā)展）學(xué)習(xí)描述日常生活變化及國(guó)家的發(fā)展，辨別社會(huì)發(fā)展帶來(lái)的積極和負(fù)面的作用，就現(xiàn)代

8、發(fā)明發(fā)表觀點(diǎn)等。5Our Environment（環(huán)境）學(xué)習(xí)從上下文解析含義，表達(dá)擔(dān)心、焦慮的心情，發(fā)表批評(píng)意見(jiàn)或?qū)εu(píng)意見(jiàn)做回應(yīng)等。6Social Problems（社會(huì)問(wèn)題）學(xué)習(xí)描繪社會(huì)問(wèn)題，就社會(huì)問(wèn)題的根源進(jìn)行討論、發(fā)表意見(jiàn)，建議解決辦法或評(píng)估解決辦法等。7Equality（平等）學(xué)習(xí)描述男女不同分工或角色，討論有關(guān)性別平等、種族平等問(wèn)題。8Information Highway（信息高速）學(xué)習(xí)描述電腦的多種用途，談?wù)撾娔X科技的發(fā)展，推論/引申作者的態(tài)度等。二、試題框架簡(jiǎn)述高職、高時(shí)的筆試均包括三部，各部分分值和時(shí)間分配如下Section I:Listening Test(25 poin

9、ts, 30 minutes)Section II:Reading Test(50 points, 60 minutes)Section III:Writing Test(25 points, 30 minutes)兩門(mén)考試均有樣題，可供熟悉試題框架和模擬測(cè)試用，具體的試題位置見(jiàn)下圖（圖1&圖2）：圖1圖2三、答題技巧點(diǎn)撥1. Section I. Listening Test： 滿分： 25分題型：multiple-choice; table-filling or blank-filling ; true/false judgment 聽(tīng)力材料類型：會(huì)話，mini-presentation/

10、monologue聽(tīng)力放兩遍。材料來(lái)源：一個(gè)來(lái)自課本, 其余教材以外聽(tīng)力部分考生犯的錯(cuò)誤：不會(huì)正確拼寫(xiě)單詞：雖然也能根據(jù)讀音去想拼寫(xiě)，但總不能做到精確，如 veteran 寫(xiě)成了 wetran；exhausted 寫(xiě)成了 igzorsted等語(yǔ)法不過(guò)關(guān)：遺漏關(guān)鍵詞綴：舉個(gè)例子，聽(tīng)到balancing，但寫(xiě)成balance，ing沒(méi)寫(xiě)，過(guò)去式后該有-ed的漏掉了(如 absorbed 寫(xiě)成了 absorb)。Foot復(fù)數(shù)的不規(guī)則變形 feet等。聽(tīng)力欠準(zhǔn)確：輔音聽(tīng)錯(cuò)，比如depressed聽(tīng)成impressed；明明是短語(yǔ)，但沒(méi)有寫(xiě)相應(yīng)的介詞或副詞，如taken up寫(xiě)成taken等。有些錯(cuò)誤表

11、明學(xué)生沒(méi)聽(tīng)懂/理解上下文的意思，如：worn寫(xiě)成warm, unpleasant pleasant; deal meal; positive negative; sold - told 等5）信息搞混淆：比如attended a meeting with the Marketing Department. 對(duì)話中也提及了services department, 有的同學(xué)就寫(xiě)services；這種令人遺憾的錯(cuò)誤表明這些同學(xué)沒(méi)有顧及句子的語(yǔ)法結(jié)構(gòu)。所以，在需要填寫(xiě)單詞的試題部分建議大家不僅要將注意力放在所填的單詞上，還有考慮整個(gè)句子的語(yǔ)法結(jié)構(gòu)或上下文，這樣不僅可以排除干擾項(xiàng)，避免語(yǔ)法錯(cuò)誤，有時(shí)還能

12、從上下文中得到線索，對(duì)答案進(jìn)行合理的猜測(cè)。6) 填答案時(shí)填錯(cuò)行：比如不會(huì)做第五題，卻把第六題的答案寫(xiě)上去，造成后面的答案跟著錯(cuò)。Tips: 建議聽(tīng)第一遍之前利用30秒快速瀏覽題目?jī)?nèi)容，大概了解主題、需填寫(xiě)的信息。第一遍聽(tīng)力求聽(tīng)懂大意，記住難點(diǎn)、疑點(diǎn)，聽(tīng)下一遍時(shí)更加注意；盡量寫(xiě)簡(jiǎn)寫(xiě)。Tip: 在做聽(tīng)力題目時(shí)，需要在答題前仔細(xì)審題，把每個(gè)選項(xiàng)中的核心詞劃下來(lái)，以便在聽(tīng)的時(shí)候有強(qiáng)烈的目的性。這里復(fù)習(xí)幾個(gè)單詞，需要同學(xué)們?cè)诳记盃€熟于心，從而掃清詞匯對(duì)于聽(tīng)力理解的障礙：catering to, entrepreneur, for-profit, schooler, go off to, basement

13、, doubtful about, concern, critic, the gold rush, downside, diploma, chatroom, virtual, interaction capability, back and forth, Socratic method, marvellous, catch on, shut-down response, engaged response, caring, fear, self-indulgent, despite, prospect，consultancy, export, subsidiary, ownership, inv

14、estment, risk, license, facility, conflict, venture, typical, terminate, demand, potential, scale, adapt, optimise, force, survive, sustainability.Section II. Reading Test: 滿分：50高職共5篇閱讀篇章。高時(shí)共4篇閱讀篇章。文章篇幅平均400字/篇兩門(mén)試題中各有一篇選自教材，其余選自課外課外的篇章中生僻單詞標(biāo)注了中文含義，課內(nèi)的文章沒(méi)有任何中文注解閱讀題題型分析和答題建議：1）事實(shí)題：題干里提到什么，就到原文里含有這些文字的

15、句子周圍找答案，這樣做快且準(zhǔn)；2） 詞匯題：利用上下文語(yǔ)境、定義解釋，如that is, namely, which is, is called; 標(biāo)點(diǎn)，常識(shí)，舉例，同義詞、反義詞、同位語(yǔ)、詞綴等； 3）判斷題：要求理解文中未被直接表達(dá)的觀點(diǎn)、內(nèi)容，e.g.作者的態(tài)度、情緒。Tips： 作者的態(tài)度與文章的中心思想是一致的。注意：A. 題目表述中有無(wú)all, never 等絕對(duì)意義的詞，因?yàn)檫@種說(shuō)法往往都是錯(cuò)誤的；B 事實(shí)題注意細(xì)節(jié)：究竟多少？具體在什么地方？C當(dāng)心題干中否定或排他意義的詞，以免回答反了，如not, except, but,D 注意not mentioned（在要求判斷的10個(gè)句

16、子中，屬于這種的一般不多，應(yīng)在數(shù)量上控制。）4）主旨題： 要求概括出文章的中心思想，題干中往往有關(guān)鍵詞如main idea, major point, mainly deals with, purpose of the article, the best title等。Tips: 建議把各小段的主題合起來(lái)；注意表轉(zhuǎn)折、讓步的專承連詞及句式，因?yàn)閷３?、讓步的主句通常是作者要?qiáng)調(diào)的部分；通過(guò)具體的例子、統(tǒng)計(jì)數(shù)字及引語(yǔ)等論據(jù)進(jìn)行判斷。5)簡(jiǎn)答題: 注意言簡(jiǎn)意賅，同時(shí)必須給的幾個(gè)點(diǎn)或因素也不能少。一定不要只是機(jī)械地把文中文字抄下來(lái)，要總結(jié)核心意思。6) 排序題段落排順對(duì)很多同學(xué)而言都是非常棘手的題項(xiàng)。

17、該題主要考察對(duì)篇章結(jié)構(gòu)和內(nèi)部邏輯的判斷和領(lǐng)悟能力。所以在做這類考題時(shí)，一定要先仔細(xì)地閱讀全文，特別要關(guān)注每個(gè)段落的起始句和終結(jié)句，因?yàn)樗鼈兺鹬猩蠁⑾碌淖饔?，從中可以判斷與該段相關(guān)的上一段落和下一段落的大致內(nèi)容。另外，英語(yǔ)文章一般會(huì)遵從一定的邏輯關(guān)系，如時(shí)間順序、空間順序、因果順序等等?？荚囍谐霈F(xiàn)最多的是論述文，此類文章的內(nèi)部邏輯往往是指出問(wèn)題、描述問(wèn)題、分析原因、提出建議或得出結(jié)論。只要按照某種邏輯關(guān)系去排列段落，你一定會(huì)感到原先棘手的題項(xiàng)也變得迎刃而解了。為了提高對(duì)文章邏輯關(guān)系的領(lǐng)悟與把握，建議在平時(shí)的學(xué)習(xí)中可以做如下練習(xí)：復(fù)印或打印一篇未讀的英語(yǔ)文章，用剪刀按照段落將其剪開(kāi)，并將順序

18、打亂，然后在規(guī)定的時(shí)間內(nèi)將段落重新拼接在一起，最后與原文對(duì)照。文章的字?jǐn)?shù)、難度和完成的時(shí)間可以參考該門(mén)課程終結(jié)考試的樣題。Section III. Writing：滿分： 25分 評(píng)分標(biāo)準(zhǔn)：書(shū)寫(xiě)2；語(yǔ)言13；內(nèi)容10寫(xiě)作考試的題目或與課程中某一個(gè)單元主題相關(guān)，或與某一單元中寫(xiě)作練習(xí)的體裁相關(guān)，所以認(rèn)真對(duì)待每單元的寫(xiě)作作業(yè)和老師的評(píng)語(yǔ)就顯得尤其重要。就學(xué)生以往考試中的表現(xiàn)來(lái)看，主要問(wèn)題依然集中在內(nèi)容和語(yǔ)言兩方面。雖然題項(xiàng)說(shuō)明中已經(jīng)提示了作文應(yīng)包括的要點(diǎn)，有些同學(xué)也按照要求逐點(diǎn)分段來(lái)寫(xiě)，但在每段的論述中，內(nèi)容空洞單薄，缺乏具體的實(shí)例支持論點(diǎn)。段落內(nèi)部的語(yǔ)句之間也缺乏清楚的邏輯關(guān)系。語(yǔ)言層面的問(wèn)題主

19、要為：選詞不當(dāng)：例如，“引人注意”的英語(yǔ)對(duì)應(yīng)詞可以是“to catch peoples attention”, 但如果用 “to arouse public concern”就不合適了，因?yàn)樗闹形暮x是“引起公眾的關(guān)注或擔(dān)憂”。同樣，“炫耀”用 “to show off”來(lái)對(duì)應(yīng)就比用 “to promote”更合適；句型混亂：主要表現(xiàn)在各個(gè)從句之間僅用逗號(hào)連接，而沒(méi)有按照語(yǔ)法規(guī)則使用恰當(dāng)?shù)倪B詞或關(guān)系代詞銜接。針對(duì)上述問(wèn)題，建議同學(xué)們?cè)谶M(jìn)行英文寫(xiě)作時(shí)，要按照英語(yǔ)的行文習(xí)慣來(lái)組織內(nèi)容，即每個(gè)段落用主題句指明論點(diǎn)，用例子支持或解釋闡明論點(diǎn)，并以結(jié)論句結(jié)尾，回應(yīng)或強(qiáng)調(diào)段首的論點(diǎn)。還有就是在平時(shí)的學(xué)習(xí)

20、中留心單詞和短語(yǔ)的用法和新穎的句型，避免作文時(shí)感到“巧婦難為無(wú)米之炊”。建議：1）首先看清體裁：書(shū)信、簡(jiǎn)歷、敘述、繼續(xù)、議論文？2) 書(shū)信、簡(jiǎn)歷：注意格式3）議論體裁的作文一定要寫(xiě)thesis statement，表明自己的立場(chǎng)、觀點(diǎn)，這樣結(jié)構(gòu)顯得較清晰。注意： 規(guī)定使用的詞匯少于8個(gè)的每個(gè)扣0.5分。四、單元重點(diǎn)匯總復(fù)習(xí)之前，建議先把握這門(mén)課程的單元重點(diǎn)，因?yàn)檎n程終結(jié)考試就是圍繞這些要點(diǎn)來(lái)出題的。這個(gè)復(fù)習(xí)要點(diǎn)資源提煉出了課程各個(gè)單元的重點(diǎn)詞匯、詞組/句型和文化知識(shí)點(diǎn)，強(qiáng)烈建議你結(jié)合上下文來(lái)掌握這些詞匯、句型結(jié)構(gòu)的用法，而不是孤立地、機(jī)械地去背單詞、記短語(yǔ)。Focal Points Cours

21、e: English at Work Unit 1: Jobs Part I. Language Analysis Location (Activity/Task) Content Vocabulary Warming-up profession, line of business, occupation A1/T1 occupational terms: pharmacist, dietitian, surgeon, entrepreneur, solicitor, detective, clerk, receptionist, tailor, accountant A1/T4 physic

22、ist, greengrocer, astronomer, sculptor, milkman, druggist, attorney, A1/T7 imaginative, adventurous, sociable, diligent, original, observant, intrepid, optimistic, ambitious, thoughtful, even-tempered, reliable, outgoing, responsible, economical A2/T2 wear out, servant, tease, feel depressed, shift,

23、 get absorbed in, grateful, devil, geometry, a bunch of, household chores, run around, exhaust, be on ones feet, moan, feel envious of, envy, go off to, take up, look on the bright side A3/T1 domestic, vacuum, catering certificate, hygiene, mature, work on own initiative, polish, irrespective of, se

24、curity, nightwatch A4/T1 sort, get the hang of, deal with, keep track of, accompany, pop down, run/go through, keep up to date, pick up, routine, A4/T4 domineering, talkative, scatter-brained, sensible, efficient, be quick on the uptake, traditional A5/T2 take on, trainee manager, turn down, on the

25、grounds that., deputy, bachelor, retail, expand, shop floor, stationery, end up doing , permanent, pursue, diploma, stock, mortgage, shift manager, secretarial, obligatory, paramedic, (all) round the clock, in a row, diagnose, stabilise,medication,allocate, unpredictability,cope with, crew A6/T1 res

26、ume, curriculum vitae/cv, referee, tertiary, Sentence Structure A1/T3 &T5 the way to define an occupation: A(n) _ is a person who ; A(n) _ is a person whose job is to ; A(n) _ job involves ; A(n) occupation verb (stem -s) A2/T2 There are times when, A4/T1 There is no harm in doing A5/T2 Id like to;

27、I hope to when /until Discourse A6/T4 The sequence markers and conjunctions used to make a text flow Part II. Knowledge Analysis Knowledge Focuses Location (Activity/Task) Content A1/T4 Compare the occupational terms between American and British English A6/T2 Know the layout of a resume/cv Focal Poi

28、nts Course: English at Work Unit 2: Teaching Part I. Language Analysis Location (Activity/Task) Content Vocabulary Warming-up comprehensive (school), caretaker, accommodate, overlook, link, outskirt, (four)-storey, landscape (verb), facility; (components of a school:) cafeteria, bicycle shed, footba

29、ll pitch/field, laborotary block, assembly hall, gymnasium/gym, car park, tennis court, sports center, athletics track, main building A1/T4 specialise in, in particular, corridor, cookery, apart from, cloakroom, tiny, prefect, administrative, catch sb. doing, A4/T1 option/optional, semester, acquisi

30、tion, distribute, preparatory, take into consideration, account for, session, duration, aspect, relevant, relateto, implication, approach (noun), in (more/greater) detail, conduct (a course), attendance, essential, A5/T1 qualification (for), night shift, elective, tailor-made, tuition, excursion, pl

31、aces of interest, council, modular, intermediate, intensive, situated, A6/T1 catalogue, a variety of, appropriate, supplement, authentic, false beginner, accuracy, thought-provoking, alternative, interaction, feature (verb), (level of English:) elementary, (lower/upper) intermediate, advanced, A6/T4

32、 blurb, .-oriented, multi-level, thoroughly, integrated, photocopiable, entry, brochure, exploit, concise, invaluable, consolidation, syllabus, methodology/methodological, Sentence Structure Warming-up (expressions used to describe the location:) are/is accomodated/located/housed in, are/is in/to/be

33、hind, there is/are A2/T2 (expressions used to describe responsibilities:) make sure that, are/is in charge of, take up the responsibilities for, are/is concerned with, are/is responsible for, s job involves , s job includes A6/T1 (structures used to describe the features of a book) It concentrates o

34、n, it aims at, It supplements/stresses/provides/involves/creates; it can be used as, it is designed for; It is designed to help improve/use/extend . Part II. Knowledge Analysis Knowledge Focuses Location (Activity/Task) Content A1/T4 Get to know British secondary education Focal Points Course: Engli

35、sh at Work Unit 3: Food Part I. Language Analysis Location (Activity/Task) Content A1/T1 nutrient, vitamin(e), carrot, nourishing, margarine, infection, bacteria, virus, cereal, break down, protein, fortified, calcium, absorb, oxygen, nerve, release; (need to be able to recognize the meaning of foll

36、owing words if unable to spell them out:) carbohydrate, phosphorus, A2/T2 (& A3/T3) biscuit, beefburger, hamburger, chocolate bar, (need to know how to pronounce the names of foods, such as) ketchup, parsley, lettuce, pea, chip, spinach, pureed soup, celery, broccoli, cabbage, spaghetti, A2/T6 appet

37、ite, have a very sweet tooth, nibble at, pod, pop into, disguise, keep ones fingers crossed, grow out of, flatly, A3/T3 staple food, cooking utensil, gastronomic, stall, profusion, lay out, scant, dough, strip, pickle, indulgence, trendy, porridge, catch on to, blanch, sumptuous, innovative, contrap

38、tion, accolade, affluence, palate, A4/T3 mince, dice, drain, stuff, chop, steam, coat (as verb), boil, dip, mix, stir, beat; foamy, creamy, well-blended; recipe, seasoning,mushroom, cornstarch, paste, mixture, saucepan, A5/T2 superior, ingredient, ferment, flavor, mould, roast, scoop, crush, shell,

39、irregularity, texture, aroma, enrich, A6/T1 blend, squeeze, thickener, discard, mash, soak, pulp, liquid, container, wrap, Sentence Structure A1/T3 1) (expressions describing the sources of nutrients:) can be found in, be full of, be high/rich in.; 2) (expressions describing the value of nutrients:)

40、 be good for, It is vital to have a regular supply of A2/T3 1) (expressions to show likes or dislikes:) be keen on, care for, be ones favorite, can never resist, be fond of; never appeal(s) to sb., always put(s) sb. off; 2) (expressions to show that you dont know:) have never heard of., . have never

41、 eaten., . sounds new to sb. A2/T8 1) (expressions to give advice: )you could try, I always recommend, what about, I always think its a good idea to, Another useful strategy is to , One last word of advice - dont forget, If you, just make sure; 2) (expressions to accept advice:) I could try that I s

42、uppose, . sounds a good idea, I think that would work, . have really inspired . ; Focal Points Course: English at Work Unit 4: Crime Part I. Language Analysis Location (Activity/Task) Content Vocabulary Warming-up criminal, snatch, victim, illegal, transport, pack, set fire, carve, cultural relics,

43、embezzle, smuggle, kidnap, hijack, burgle, traffic (verb), assault, arson, terrorism, vandalise, bribe, rape, pickpocket, shoplift A1/T1 robbery, assailant, arsonist, vandal, embezzler, smuggler, shoplifter, briber, trafficker, burglary, bribery A1/T2 greasy, well-built, informant, chap, upset, broa

44、d-shouldered, be off, signature, A2/T1 indecent, accost, grab, activate, identity, approach (verb), pedestrian, medium build, mousy, oval, attack alarm, zip, A3/T1 constable, distinction, candidate, butcher, inspector, promote/promotion, subdivisional, take on, sexual discrimination, (on ones own) m

45、erit, tokenism, take over, unanimous, resignation, appointment (of a position), A4/T1 trial, charge with, appeal against, quash, conviction, be held in police custody, (-year jail) sentence, guilty, A4/T3 commit (a crime), accuse of, charge, be jailed, serve the sentence, reject, convict, release, b

46、ring to trial, A4/T5 trio, suspect, arrest, crew, violate, turn down, lenient, punishment, cite, cruelty, arrest, criminal, A4/T6 claim, explosive, overpower, life imprisonment, deprivation, verdict, take effect A5/T1 minimize, precaution, spyhole, stout, clasp, doormat, reveal, prowler, trap, scare

47、 off, estate agent, appliance, high-rise, attack alarm, stick to, out of sight Sentence Structure A1/T2 I was (just) verb-ing when I . A3/T2 (expressions used to describe changes in rank:) be promoted to, be appointed, be assigned the task of, there is a rise to A5/T5 Use imperatives to write clear

48、guidelines Part II. Knowledge Analysis Knowledge Focuses Location (Activity/Task) Content A1/T6 Ways to show ones certainty about something. A3/T4 How to get the information one wants in a polite way Focal Points Course: English at Work Unit 5: Healthcare Part I. Language Analysis Location (Activity

49、/Task) Content Vocabulary Warming-up hospitalise, infectious, medication, recurrent, marital status A1/T1 general practitioner, specialist; root word: psych-, neruo-, geria-, gyne-, paedia-, paedia-, cardia-, derma-, ortho- A1/T2 (know the terms for sections in a hospital) registration office, surgi

50、cal ward, in-patient department, cardiograph unit, pharmacy, maternity ward, casualty unit; mount, catastrophic, abuse, contributory, come to a head, speciality, genuinely, recruit A2/T1 fantastic, fall off, stitch, admit, radiographer, bruise, emergency, overdose, on duty, dress (a wound), discharg

51、e, ambulance, paramedics, wander, corridor, scary, signpost, awful, scar, elbow A3/T1 under reform, councillor, pilot programme, follow-up, launch, alleviate, be entitled to, cover (the cost/expense), misuse, expenditure, amount, institutional and industrial employees, set aside for, remainder, subt

52、ract, ailment A4/T2 plot, alcohol/alcoholic, graph, consumption, substantial, play down, halve, abnormality, tissue, liable, defect, dissolve, intake, bowl, breast, proposition, sweeping, irreparably, susceptibility, diminish; (would be better if students know the Chinese equivalents of the followin

53、g diseases/words:) cirrhosis of the liver, high blood pressure, haemorrhage stroke, high-density lipoprotein, blood platelet, enzyme, bowel; teetotaller, abstainer, reformed drinker A5/T1 strenuous, hoover, minimize, domestic chores, spill into, trim/trimmer, stroke Sentence Structure A1/T5 (express

54、ions that link cause and result) attribute to, blame on, give rise to, as a result of Part II. Knowledge Analysis Knowledge Focuses Location (Activity/Task) Content A4/T7 How to make ones statement sound tentative or less sweeping Focal Points Course: English at Work Unit 6: The Business World Part

55、I. Language Analysis Location (Activity/Task) Content Vocabulary A1/T1 prospect, undertaking, rental, lease, consultative, foresee, vocational, affluent, expansion, boom, global, amusement, entertainment, associated, facility, counsel, commodity, stir, souvenir, sustained, A2/T1 well-established, co

56、me up to ones expectation, chase, decline, considerably, respectively, distributor, collapse, dominance, retail(er), wholesale(r), volume, turnover, promotion, slump, insufficient, capture, tail off, slide, slight, upturn, crash, pick up, optimism, A3/T1 statistics, variable, dramatically, slump, up

57、s and downs, upturn, A4/T1 cater for, available, grow out of, (sales) figure, prompt, branch, virtually, dated/old-fashioned, colour co-ordinated, garment, blouse, tight (noun), pride oneself on, lay emphasis on, in terms of, spacious, relaxed, atmosphere, encounter, take off, rigorous, up to standa

58、rd, jeopardise, reputation, accessory, refreshment, addiction, launch Sentence Structure A1/T2& T3 there is a chance that, is/are likely to, there is no doubt that Part II. Knowledge Analysis Knowledge Focuses Location (Activity/Task) Content A1/T2 & T3 Know how to judge the degrees of certainty con

59、veyed in ones statement A2/T7 Know the way to compare and contrast A3/T2 Know how to describe trends in sales Focal Points Course: English at Work Unit 7: Administration Part I. Language Analysis Location (Activity/Task) Content Vocabulary Warming-up family-run business, the shop-floor, attend to, r

60、ecruit, delivery, switchboard operator, administrate/administration/administrative/administrator, chef, newscaster, architect, executive, A1/T1 cereal, foodstuffs, subsidiary, maize, branch, associate company, affiliate, aquatic (product), poultry, livestock, beverages, liquor, A1/T2 merchandise, st