新进阶3-综合Unit-2

NewProgressiveCollegeEnglishBookIIIUNIT2ConspicuousConsumption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.Haveathoroughunderstandingofthetextcontextuallyandlinguistically2.Talkabouttheconspicuousconsumptionofluxurygoods3.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChina4.Becomefamiliarwithexpositorywriting教学重点与难点1.AnalyzethestructureandgraspthemainideaofText2.Masterthekeylanguagepointsandgrammaticalstructuresinthetext3.Learnsometechniquesinwriting4.Criticalthinking教学方法与手段1.Audio-visualmethodandaudio-lingualmethod.2.Task-basedlanguageteachingmethod3.Communicativeapproach4.UsingCAI,PPT5.Smartteaching(usingonlinetoolsormaterials)教学过程1.Lead-inActivitiesStep1.Warm-upactivitiesStep2.Discussionaboutthetopic2.GlobalReadingStep1.ApproachingthethemeStep2.Analyzingthetextorganization3.DetailedReadingStep1.UnderstandingthetextinadeeperlevelStep2.LearningusefulexpressionsStep3.LearningdifficultsentencesstructuresStep4.Learningnewwords4.ComprehendingReading1Step1:SkimmingthetextStep2:ExplainingthedifficultsentencesofthetextStep3:Doingsentencetranslation5.AfterreadingStep1.ViewingandListeningStep2.SpeakingStep3.Assignments作业Assignments:1.ReadthetextinReading2andfinishtheexercises2.Writeanexpositorywriting3.Previewthenextunit.UNIT2ConspicuousConsumption1.TeachingObjectives:StudentswillbeabletoA.HaveathoroughunderstandingofthetextcontextuallyandlinguisticallyB.TalkabouttheconspicuousconsumptionofluxurygoodsC.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChinaD.Becomefamiliarwithexpositorywriting2.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-inActivitiesStep1.Warm-upactivitiesAskSstolistentoasongandfillinthemissingwordsinthelyrics.HaveSsworkinpairs.OnestudentaskstheotherthequestionsinOpener,theotheranswers.Thenswitchroles.Method:PPT,communicativeapproach.Step2:DiscussionaboutthetopicIntroducethetopicoftheunittoSseitherinEnglishorChinese:Sometimespeoplebuythingsjustforthepurposeofshowingthattheyarericher,orhavebettertastethanothers.Expensivebrand-namegoodscanservethispurpose,andareoftenwantedpreciselybecausetheyareexpensive.Whetherspendingmoneyinthiswayisgood,badorsimplysillyissomethingwearegoingtoexplore.Method:Usingtask-basedlanguageteachingmethod,communicativeapproach.3.2GlobalreadingStep1.ApproachingthethemeAskSstotakealookattheCultureNotes,oraskthemtodosomefurtherreadingbeforeclassabouttheidiom“keepupwiththeJoneses”,itsoriginsanditssocialimpact,etc.GuideSstoexplorethetexttofidethemeaningandoriginoftheexpression“keepupwiththeJoneses”,howthisphenomenoncameintobeing,andwhatweshoulddotoridourselvesofthepressureofkeepingupwiththeJoneses.Method:PPT;communicativeapproach.Step.2AnalyzingthetextorganizationTheteachertellsstudentsthatthetextcanbedividedintothreepartswhichhavebeengivenintheTextOrganization.Thenstudentsshouldsummarizethemainideaofeachpartandcomparenoteswitheachother.PartsParagraphsFunctionsMainIdeasPartOnePara.1-2BringingupthesocialphenomenonofconspicuousconsumptionThemeaningandoriginoftheexpression“keepupwiththeJoneses”PartTwoParas.3-6ExplaininghowitoccursandwhyHowthephenomenonofkeepingupwiththeJonesescameintobeingandwhypeoplebuyintoit.PartThreeParas.7-10ExploringwaysofdealingwithitWhatweshoulddotofreeourselvesfromthepressureofkeepingupwiththeJoneses.Method:skimmingandscanning,communicativeapproach3.3DetailedReading3.3.1Procedure1)Studentsareaskedtoreadthepassagecarefullyagainandforeachparagraph(sometimestwo-threeparagraphs),invitestudentstoanswerquestionsrelateddifficultsentencesandunderstandingofeachparagraph.2)HelpSsfindoutthegoodusageinthetextandunderlinedthem.3)Learnnewwordsindetails.Purpose:Furtherunderstandthetextandtrainscanningabilitytolearndifficultsentencestructuresaswellasnewwordsandexpressions.Method:Readingthetexttogether;Usingtask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproach.Step1.Questionsrelateddifficultsentencesandunderstandingofeachparagraph.Paras.2Q.Wheredoesthephrase“KeepingupwiththeJoneses”comefrom?A:ItcomesfromacartoonstripofthesametitlelaunchedbyPopMomandin1913.Para.3&4Q:WhywerewenotawareofwhattheJonesesweredoingpriortothelate1880s?A:Priortothelate1880s,massmediawasnotborn.Wewereonlyconcernedaboutmakingourownliving.Para.4Q:WhatwasthereadysolutionprovidedbymagazinesinorderforustocatchupwiththeJoneses?A:Thereadysolutionwastobuyproductsthatwereadvertised.Para.9Q:Wheredotruehappinessandjoycomefrom,iftheyarenotanyth