新进阶3综合Unit2Word下载.docx

新进阶3综合Unit2Word下载.docx

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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