新进阶3综合Unit2Word下载.docx
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(精读)
授课学时
6
ReadingStopKeeping
Upwith
the
Joneses-They’reBroke(泛读)
1.Haveathoroughunderstandingofthetextcontextuallyandlinguistically
2.Talkabouttheconspicuousconsumptionofluxurygoods
3.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChina
4.Becomefamiliarwithexpositorywriting
1.AnalyzethestructureandgraspthemainideaofText
2.Masterthekeylanguagepointsandgrammaticalstructuresinthetext
3.Learnsometechniquesinwriting
4.Criticalthinking
1.Audio-visualmethodandaudio-lingualmethod.
2.Task-basedlanguageteachingmethod
3.Communicativeapproach
4.UsingCAI,PPT
5.Smartteaching(usingonlinetoolsormaterials)
1.Lead-inActivities
Step1.Warm-upactivities
Step2.Discussionaboutthetopic
2.GlobalReading
Step1.Approachingthetheme
Step2.Analyzingthetextorganization
3.DetailedReading
Step1.Understandingthetextinadeeperlevel
Step2.Learningusefulexpressions
Step3.Learningdifficultsentencesstructures
Step4.Learningnewwords
4.ComprehendingReading1
Step1:
Skimmingthetext
Step2:
Explainingthedifficultsentencesofthetext
Step3:
Doingsentencetranslation
5.Afterreading
Step1.ViewingandListening
Step2.Speaking
Step3.Assignments
Assignments:
1.ReadthetextinReading2andfinishtheexercises
2.Writeanexpositorywriting
3.Previewthenextunit.
1
1.TeachingObjectives:
Studentswillbeableto
A.HaveathoroughunderstandingofthetextcontextuallyandlinguisticallyB.Talkabouttheconspicuousconsumptionofluxurygoods
C.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChinaD.Becomefamiliarwithexpositorywriting
2.TimeAllotment:
1stPeriod:
Lead-inActivities(Warm-upactivities;
Discussionaboutthetopic)
2ndPeriod:
Global-reading(Text:
Approachingthetheme;
analyzingthetextorganization)
3rdPeriod:
Detailedreading(UnderstandingtheTextAinadeeperlevel,analyzingdifficult
4thPeriod:
sentencestructures)
DetailedreadingActivities(Learningnewwords,summarizinggoodusage)
5thPeriod:
ComprehendingReading1(Skimmingthetext,explainingthedifficultsentences
6thPeriod:
oftheText,doingsentencetranslation))
After-readingActivities(ViewingandListening;
Speaking;
Assignments)
3.TeachingProcedures:
3.1Lead-inActivities
AskSstolistentoasongandfillinthemissingwordsinthelyrics.
HaveSsworkinpairs.OnestudentaskstheotherthequestionsinOpener,theotheranswers.
Thenswitchroles.
Method:
PPT,communicativeapproach.
Discussionaboutthetopic
IntroducethetopicoftheunittoSseitherinEnglishorChinese:
Sometimespeoplebuythingsjustforthepurposeofshowingthattheyarericher,orhavebettertastethanothers.Expensivebrand-namegoodscanservethispurpose,andareoftenwantedpreciselybecausetheyareexpensive.Whetherspendingmoneyinthiswayisgood,badorsimplysillyissomethingwearegoingtoexplore.
Usingtask-basedlanguageteachingmethod,communicativeapproach.
3.2Globalreading
AskSstotakealookattheCultureNotes,oraskthemtodosomefurtherreadingbeforeclassabouttheidiom“keepupwiththeJoneses”,itsoriginsanditssocialimpact,etc.
GuideSstoexplorethetexttofidethemeaningandoriginoftheexpression“keepupwiththeJoneses”,howthisphenomenoncameintobeing,andwhatweshoulddotoridourselvesofthepressureofkeepingupwiththeJoneses.
PPT;
communicativeapproach.
Step.2Analyzingthetextorganization
TheteachertellsstudentsthatthetextcanbedividedintothreepartswhichhavebeengivenintheTextOrganization.Thenstudentsshouldsummarizethemainideaofeachpartandcomparenoteswitheachother.
2
Parts
Paragraphs
Functions
MainIdeas
Bringingupthesocialphenomenon
Themeaningand
originof
PartOne
Para.1-2
ofconspicuousconsumption
expression“keep
upwith
Joneses”
Explaininghowitoccursandwhy
Howthephenomenonofkeepingup
PartTwo
Paras.3-6
withtheJonesescameintobeingand
whypeoplebuyintoit.
Exploringwaysofdealingwithit
Whatweshoulddotofreeourselves
PartThree
Paras.7-10
fromthepressureofkeepingupwith
theJoneses.
skimmingandscanning,communicativeapproach
3.3DetailedReading
3.3.1Procedure
1)Studentsareaskedtoreadthepassagecarefullyagainandforeachparagraph(sometimestwo-threeparagraphs),invitestudentstoanswerquestionsrelateddifficultsentencesandunderstandingofeachparagraph.
2)HelpSsfindoutthegoodusageinthetextandunderlinedthem.
3)Learnnewwordsindetails.
Purpose:
Furtherunderstandthetextandtrainscanningabilitytolearndifficultsentencestructuresaswellasnewwordsandexpressions.
Readingthetexttogether;
Usingtask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproach.
Step1.Questionsrelateddifficultsentencesandunderstandingofeachparagraph.
Paras.2
Q.Wheredoesthephrase“KeepingupwiththeJoneses”comefrom?
A:
ItcomesfromacartoonstripofthesametitlelaunchedbyPopMomandin1913.
Para.3&
4
Q:
WhywerewenotawareofwhattheJonesesweredoingpriortothelate1880s?
Priortothelate1880s,massmediawasnotborn.Wewereonlyconcernedaboutmakingourownliving.
Para.4
WhatwasthereadysolutionprovidedbymagazinesinorderforustocatchupwiththeJoneses?
Thereadysolutionwastobuyproductsthatwereadvertised.
Para.9
Wheredotruehappinessandjoycomefrom,iftheyarenotanythingmoneycanbuy?
Truehappinessandjoycomefromwithin.
Paras.10
WhatarewesupposedtodotostopkeepingupwiththeJoneses?
Insteadofbuyingintothemessagethatwe’renotgoodenough,weshouldhavepositiveself-regard.Weshouldrealizewedon’thavetobuythingstoimpressothers.
3.3.2LanguageFocus
3.3.2.1Difficultsentences:
1)I’dlovetosaythatneedvanishedwhenthelastepisodeofthatcomicstripran,butalas,itseemstohaveonlygottenworse.(Para.2)
Iwouldliketosaythatneeddisappearedwhenthecomicstripcametoanend,butitseemsthat
thingshaveturnedfrombadtoworseinstead.
我多么想说,随着最后一集连环漫画的结束,这一心态也不复存在了。
可是,唉,情况似乎
3
变得更糟。
2)Priortothelate1880s,mostofusweresobusytryingtomakealivingthatwedidn’
whattheJonesesweredoing,nordidweknow,forthatmatter.(Para.4)
Beforethelate1880s,mostofuswerebusytryingtomakealiving.Wedidn’caretwhatthe
Jonesesweredoing,andwedidn’tknoweither.
19世纪80年代末以前,我们多数人都在忙于生计,既不关心、也不知道邻居们在做些什么。
3)Andmuchofthatassessmentwas,andstillis,basedonaperceivedlackofthingswe’
toldweshouldwantorhave.(Para.4)
Andmuchofthatevaluationwas,andstillis,basedonafeelingthatweareshortofthingswe
oughttohavebecauseofthemessagesfromthemassmedia.
从过去直至现今,很大程度上这种认识源自一种缺失感,即感觉上与别人相比,缺少了一些该要
或该有的东西。
4)Becauseultimately,youdecideifyou’regoingtobuyintothisideathatyou’renotgood
enough.(Para.7)
Becauseintheend,youdeterminewhetheryou’regoingtoacceptthenotionthatyou’re
enough.
因为最终是否接受你还不够好这一想法,由你自己说了算。
5)Soit’stimetotakesomepressureoffyourselfandstoptryingtokeepupwiththeJoneses
—oranyoneelseforthatmatter.(Para.8)
Soit’stimetoridyourselfofthepressure/freeyourselffromthepressureandstoptryingtokeepupwiththeJoneses.Norshouldyoutrytokeepupwithanyoneelse.
所以,现在你该卸去你身上的压力了,不要再跟邻居攀比,也不要跟其他任何人攀比。
6)Ifyoucan’tputacaponit,you’rechasing(Parathe.9)wind.
Ifyoucan’tputalimitonwhatyoudesire,youareundertakingameaninglesstaskthatwillleadyounowhere.
如果你不能设定一个上限,你便是在追风。
7)Thinkofthemomentsyoulookbackonasyourfondestmemories.Wouldyoutradethoseforapileofcash?
(Para.9)
Thinkofthemomentsyoulookbackonasyourwarmestmemories.Wouldyouexchangethemforapileofcash?
想一想回顾起来是最美好的记忆。
你愿意拿它们去换一堆钱吗?
3.3.2.2Usage
InvertedWordOrder(倒装语序)
Invertedwordorderisoftenusedinthefollowingcases:
1)whenasentencebeginswithanegativeword,suchas“not”,“never”,“hardly”,“seldom”,etc.
2)whenasentencebeginswithan“only”expression,suchas“onlybefore”,“onlyafter”,“onlywhen”,“onlyif”ect.
3)whenanadverbialofplacesuchas“upthehill”,“downthevalley”,etc.isputatthebeginningofasentence.
3.3.2.3Difficultwordsandphrases
1)strivefor:
makegreateffortstoachieveorobtain(sth.)努力,力求
e.g.Westriveforperfectionbutsometimeshavetoacceptsomethinglessthanperfect.
我们力求完美,但有时不得不接受不那么完美的事。
2)becontentwith:
besatisfiedwith(sth.),notwishingformore对满意;
对感到满足e.g.BrexitshowsthatmanyBritisharenolongercontentwiththeEUasitis.
脱欧公投表明不少英国人对欧盟现状颇为不满。
I’dbecontentwithamodestincome.
有所收入我就满足了。
3)keepupwith:
moveorprogressatthesamerate(assb./sth.)跟上
e.g.Wagesarefailingtokeepupwithinflation.
工资赶不上通货膨胀啊。
4)derivefrom:
have(sth.)asastarting-point,sourceororigin;
comefrom源自;
源于e.g.ThousandsofEnglishwordsderivefromLatin.
有几千个英文单词来自拉丁文。
Ourideasofvario