与仅注重阅读和专业词汇的传统专业英语教材不同，该系列教程将专业知识融入真实的职场情景中，旨在培养职场英语交际能力，使大学生在未来的英语职场中能脱颖而出。整个系列包括四种教程：《成功职场英语》（English for Professional Success），《商务职场英语》（English for Business），《人文职场英语》（English for the Humanities）和《理工职场英语》（English for Science and Engineering）。其中，《成功职场英语》包括申请工作、写简历、组织会议、演示等普通职场话题及申请国外硕士课程等继续深造方面的话题，适合各专业学生学习使用；其他各教程则以商务、人文、理工等专业的话题为主线进行编写，适合相关专业学生学习使用。
Discuss which of the phrases in Exercises b and c are more formal and which are more informal and idiomatic. Ask students if there are similar idiomatic expressions in their own languages for talking about a person's abilities and knowledge.
Ask students to think about their own field of study or work and make a quick assessment of their level of knowledge in certain areas. Have them use the expressions from Exercises b and c to write a series of sentences describing their level of knowledge, expertise, skill, etc., or lack thereof. Have students compare and discuss their sentences with a classmate. Then ask individual students to read their sentences aloud or tell the rest of the class what their partners told them. For further practice of adjective-preposition combinations, see Grammar Resource in SB, page 133. Remind students of the four conversations that they heard in the listening. Elicit the four questions from the tapescript of this recording. In pairs, have students role-play a conversation. Students should include the same topics that are covered in the recording, i.e., related disciplines, the nature of the work, fundamental subjects in this field, and what engineers in this field make.
Ask pairs of students to share their role plays with the rest of the class. Ask students to look back at the list of seven topics in Exercise a and have them underline the three topics that were not mentioned in the recording, i.e., how mechanical engineering developed, opportunities in mechanical engineering, and ideal qualities in a mechanical engineer. Ask students to select one of these topic; as the subject for an oral report.
In pairs, have students read the questions and discuss them. Then, have a class discussion. In pairs, have students work on their role plays. Remind them to use language that a layperson can easily understand.
Have students work alone or in pairs matching each of the underlined verbs in the text with the correct less formal synonym, as in the example. Check answers.