新进阶3综合的Unit2.docx

新进阶3综合的Unit2.docx

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新进阶3综合的Unit2

NewProgressiveCollegeEnglishBookIII

UNIT2ConspicuousConsumption

课程名称

大学英语（三）

使用教材

全新版大学进阶英语

综合教程（3）

授课内容

TextWhoAretheJonesesandWhyAreWeTryingtokeepUpwithThem?

（精读）

ReadingStopKeepingUpwiththeJoneses-They’reBroke（泛读）

授课学时

6

教学

目的

1.Haveathoroughunderstandingofthetextcontextuallyandlinguistically

2.Talkabouttheconspicuousconsumptionofluxurygoods

3.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChina

4.Becomefamiliarwithexpositorywriting

教学

重点与

难点

1.AnalyzethestructureandgraspthemainideaofText

2.Masterthekeylanguagepointsandgrammaticalstructuresinthetext

3.Learnsometechniquesinwriting

4.Criticalthinking

教学

方法

与

手段

1.Audio-visualmethodandaudio-lingualmethod.

2.Task-basedlanguageteachingmethod

3.Communicativeapproach

4.UsingCAI,PPT

5.Smartteaching（usingonlinetoolsormaterials）

教学

过程

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

作业

Assignments:

1.ReadthetextinReading2andfinishtheexercises

2.Writeanexpositorywriting

3.Previewthenextunit.

UNIT2ConspicuousConsumption

1.TeachingObjectives:

Studentswillbeableto

A.Haveathoroughunderstandingofthetextcontextuallyandlinguistically

B.Talkabouttheconspicuousconsumptionofluxurygoods

C.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChina

D.Becomefamiliarwithexpositorywriting

2.TimeAllotment:

1stPeriod:

Lead-inActivities（Warm-upactivities;Discussionaboutthetopic）

2ndPeriod:

Global-reading（Text:

Approachingthetheme;analyzingthetextorganization）

3rdPeriod:

Detailedreading（UnderstandingtheTextAinadeeperlevel,analyzingdifficultsentencestructures）

4thPeriod:

DetailedreadingActivities（Learningnewwords,summarizinggoodusage）

5thPeriod:

ComprehendingReading1（Skimmingthetext,explainingthedifficultsentencesoftheText,doingsentencetranslation））

6thPeriod:

After-readingActivities（ViewingandListening;Speaking;Assignments）

3.TeachingProcedures:

3.1Lead-inActivities

Step1.Warm-upactivities

AskSstolistentoasongandfillinthemissingwordsinthelyrics.

HaveSsworkinpairs.OnestudentaskstheotherthequestionsinOpener,theotheranswers.Thenswitchroles.

Method:

PPT,communicativeapproach.

Step2:

Discussionaboutthetopic

IntroducethetopicoftheunittoSseitherinEnglishorChinese:

Sometimespeoplebuythingsjustforthepurposeofshowingthattheyarericher,orhavebettertastethanothers.Expensivebrand-namegoodscanservethispurpose,andareoftenwantedpreciselybecausetheyareexpensive.Whetherspendingmoneyinthiswayisgood,badorsimplysillyissomethingwearegoingtoexplore.

Method:

Usingtask-basedlanguageteachingmethod,communicativeapproach.

3.2Globalreading

Step1.Approachingthetheme

AskSstotakealookattheCultureNotes,oraskthemtodosomefurtherreadingbeforeclassabouttheidiom“keepupwiththeJoneses”,itsoriginsanditssocialimpact,etc.

GuideSstoexplorethetexttofidethemeaningandoriginoftheexpression“keepupwiththeJoneses”,howthisphenomenoncameintobeing,andwhatweshoulddotoridourselvesofthepressureofkeepingupwiththeJoneses.

Method:

PPT;communicativeapproach.

Step.2Analyzingthetextorganization

TheteachertellsstudentsthatthetextcanbedividedintothreepartswhichhavebeengivenintheTextOrganization.Thenstudentsshouldsummarizethemainideaofeachpartandcomparenoteswitheachother.

Parts

Paragraphs

Functions

MainIdeas

PartOne

Para.1-2

Bringingupthesocialphenomenonofconspicuousconsumption

Themeaningandoriginoftheexpression“keepupwiththeJoneses”

PartTwo

Paras.3-6

Explaininghowitoccursandwhy

HowthephenomenonofkeepingupwiththeJonesescameintobeingandwhypeoplebuyintoit.

PartThree

Paras.7-10

Exploringwaysofdealingwithit

WhatweshoulddotofreeourselvesfromthepressureofkeepingupwiththeJoneses.

Method:

skimmingandscanning,communicativeapproach

3.3DetailedReading

3.3.1Procedure

1）Studentsareaskedtoreadthepassagecarefullyagainandforeachparagraph（sometimestwo-threeparagraphs）,invitestudentstoanswerquestionsrelateddifficultsentencesandunderstandingofeachparagraph.

2）HelpSsfindoutthegoodusageinthetextandunderlinedthem.

3）Learnnewwordsindetails.

Purpose:

Furtherunderstandthetextandtrainscanningabilitytolearndifficultsentencestructuresaswellasnewwordsandexpressions.

Method:

Readingthetexttogether;Usingtask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproach.

Step1.Questionsrelateddifficultsentencesandunderstandingofeachparagraph.

Paras.2

Q.Wheredoesthephrase“KeepingupwiththeJoneses”comefrom?

A:

ItcomesfromacartoonstripofthesametitlelaunchedbyPopMomandin1913.

Para.3&4

Q:

WhywerewenotawareofwhattheJonesesweredoingpriortothelate1880s?

A:

Priortothelate1880s,massmediawasnotborn.Wewereonlyconcernedaboutmakingourownliving.

Para.4

Q:

WhatwasthereadysolutionprovidedbymagazinesinorderforustocatchupwiththeJoneses?

A:

Thereadysolutionwastobuyproductsthatwereadvertised.

Para.9

Q:

Wheredotruehappinessandjoycomefrom,iftheyarenotanythingmoneycanbuy?

A:

Truehappinessandjoycomefromwithin.

Paras.10

Q:

WhatarewesupposedtodotostopkeepingupwiththeJoneses?

A:

Insteadofbuyingintothemessagethatwe’renotgoodenough,weshouldhavepositiveself-regard.Weshouldrealizewedon’thavetobuythingstoimpressothers.

3.3.2LanguageFocus

3.3.2.1Difficultsentences:

1）I’dlovetosaythatneedvanishedwhenthelastepisodeofthatcomicstripran,butalas,itseemstohaveonlygottenworse.（Para.2）

Iwouldliketosaythatneeddisappearedwhenthecomicstripcametoanend,butitseemsthatthingshaveturnedfrombadtoworseinstead.

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，情况似乎变得更糟。

2）Priortothelate1880s,mostofusweresobusytryingtomakealivingthatwedidn’tcarewhattheJonesesweredoing,nordidweknow,forthatmatter.（Para.4）

Beforethelate1880s,mostofuswerebusytryingtomakealiving.Wedidn’tcarewhattheJonesesweredoing,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’retoldweshouldwantorhave.（Para.4）

Andmuchofthatevaluationwas,andstillis,basedonafeelingthatweareshortofthingsweoughttohavebecauseofthemessagesfromthemassmedia.

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’renotgoodenough.（Para.7）

Becauseintheend,youdeterminewhetheryou’regoingtoacceptthenotionthatyou’renotgoodenough.

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’rechasingthewind.（Para.9）

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。

Ourideasofvariouscolorsandmaterialsderivefromexperience.

我们有关不同色彩、不同材料的想法来自经验。

5）pokefunat:

makefunof嘲弄，开玩笑

e.g.Manylatenightcomedyshowspokefunatpoliticians.

不少深夜脱口秀节目都拿政客开涮。

6）vanish:

vi.passoutofsight,