1、1New Progressive College English Book IIIUNIT 2 Conspicuous Consumption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Text Who Are the Joneses and Why Are We Trying to keep Up with Them? (精读)Reading Stop Keeping Up with the Joneses-Theyre Broke (泛读)授课学时 6教学目的1. Have a thorough understanding of the text cont
2、extually and linguistically2. Talk about the conspicuous consumption of luxury goods3. Conduct group discussion centering on the “fuerdai” phenomenon in China4. Become familiar with expository writing教学重点与难点1. Analyze the structure and grasp the main idea of Text 2. Master the key language points an
3、d grammatical structures in the text3. Learn some techniques in writing4. Critical thinking教学方法与手段1. Audio-visual method and audio-lingual method.2. Task-based language teaching method3. Communicative approach4. Using CAI, PPT5. Smart teaching (using online tools or materials)教学过程1. Lead-in Activiti
4、esStep 1. Warm-up activitiesStep 2. Discussion about the topic2. Global ReadingStep 1. Approaching the themeStep 2. Analyzing the text organization3. Detailed ReadingStep 1. Understanding the text in a deeper levelStep 2. Learning useful expressions Step 3. Learning difficult sentences structuresSte
5、p 4. Learning new words 4. Comprehending Reading 1Step 1: Skimming the textStep 2: Explaining the difficult sentences of the textStep 3: Doing sentence translation5. After readingStep 1. Viewing and Listening Step 2. Speaking Step 3. Assignments作业Assignments:1. Read the text in Reading 2 and finish
6、the exercises2. Write an expository writing 3. Preview the next unit.2UNIT 2 Conspicuous Consumption1. Teaching Objectives:Students will be able toA. Have a thorough understanding of the text contextually and linguisticallyB. Talk about the conspicuous consumption of luxury goodsC. Conduct group dis
7、cussion centering on the “fuerdai” phenomenon in ChinaD. Become familiar with expository writing2. Time Allotment:1stPeriod: Lead-in Activities (Warm-up activities; Discussion about the topic)2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization)3rd Period: Detaile
8、d reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures)4th Period: Detailed reading Activities (Learning new words, summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence tr
9、anslation)6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignments)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesAsk Ss to listen to a song and fill in the missing words in the lyrics.Have Ss work in pairs. One student asks the other the questions i
10、n Opener, the other answers. Then switch roles.Method: PPT, communicative approach.Step 2: Discussion about the topicIntroduce the topic of the unit to Ss either in English or Chinese: Sometimes people buy things just for the purpose of showing that they are richer, or have better taste than others.
11、 Expensive brand-name goods can serve this purpose, and are often wanted precisely because they are expensive. Whether spending money in this way is good, bad or simply silly is something we are going to explore.Method: Using task-based language teaching method, communicative approach.3.2 Global rea
12、dingStep 1. Approaching the themeAsk Ss to take a look at the Culture Notes, or ask them to do some further reading before class about the idiom “keep up with the Joneses”, its origins and its social impact, etc.Guide Ss to explore the text to fide the meaning and origin of the expression “keep up w
13、ith the Joneses”, how this phenomenon came into being, and what we should do to rid ourselves of the pressure of keeping up with the Joneses.Method: PPT; communicative approach.Step.2 Analyzing the text organizationThe teacher tells students that the text can be divided into three parts which have b
14、een given in the Text Organization. Then students should summarize the main idea of each part and compare notes with each other.3Parts Paragraphs Functions Main IdeasPart One Para. 1-2Bringing up the social phenomenon of conspicuous consumptionThe meaning and origin of the expression “keep up with t
15、he Joneses”Part Two Paras. 3-6Explaining how it occurs and why How the phenomenon of keeping up with the Joneses came into being and why people buy into it.Part Three Paras. 7-10Exploring ways of dealing with it What we should do to free ourselves from the pressure of keeping up with the Joneses.Met
16、hod: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph (sometimes two-three paragraphs), invite students to answer questions related difficult sentences and understanding of each paragraph.
17、2) Help Ss find out the good usage in the text and underlined them.3) Learn new words in details.Purpose: Further understand the text and train scanning ability to learn difficult sentence structures as well as new words and expressions.Method: Reading the text together; Using task-based language te
18、aching method, reading approach, communicative approach, grammar-translation approach.Step 1. Questions related difficult sentences and understanding of each paragraph.Paras.2Q. Where does the phrase “Keeping up with the Joneses” come from?A: It comes from a cartoon strip of the same title launched
19、by Pop Momand in 1913.Para.3 come from 源自；源于e.g. Thousands of English words derive from Latin.有几千个英文单词来自拉丁文。Our ideas of various colors and materials derive from experience.我们有关不同色彩、不同材料的想法来自经验。5) poke fun at: make fun of 嘲弄，开玩笑e.g. Many late night comedy shows poke fun at politicians.不少深夜脱口秀节目都拿政客开
20、涮。6) vanish: vi. pass out of sight, especially quickly; disappear 消失；突然不见e.g. We ran out after the thief, but he had vanished without a trace.我们紧追着小偷，可他突然就没了影踪。7) episode: n. one of a series of scenes or stories constituting a literary work 片段，插曲e.g. What do you think of the final episode of the TV
21、series that was aired last night?你觉得昨晚播放的那个连续剧的最后一集怎么样？It was an episode in his life that hed like to forget.那是他宁可忘却的人生插曲。8) core: n. the central and most important part of sth. 核心e.g. A desire for justice is at the core of his arguments.对正义的渴望是他的核心论点。9) come into being: 形成；产生e.g. A booking contract
22、 between a hotel and a guest may come into being in several different ways.酒店与客人的订房协议有几种不同的达成方式。We do not know exactly when the universe came into being.我们并不确定宇宙是什么时候形成的。10) open up: cause (sth.) to open 展开，打开e.g. The sales manager wants to open up new markets in the Far East.销售经理想在远东开辟新的市场。11) for
23、that matter: as far as that is concerned 就此而言，在这一问题上e.g. Do not talk like that to your mother, or to anyone else for that matter.别这么跟你妈说话，跟谁也别这么说话。12) uncertain: a. not completely certain; not known or definite 不确定的；不确知的e.g. Shes uncertain whether to go to New Zealand or not.她拿不定主意要不要去新西兰。Torn apart
24、 by war, the country now faces a very uncertain future.因战争而分裂的这个国家前景不定。13) perceive: vt. become aware of (sth. or sb.) 感知到，意识到6e.g. New technology is perceived by some people to be a threat to employment.有人把新技术视为就业的威胁。14) out of date: no longer fashionable 过时的；不再流行的e.g. That radio looks so out of da
25、te.这台收音机真是老古董了。15) vicious: a. acting or done with evil intentions 恶意的e.g. The police said that this was one of the most vicious attacks theyd ever seen on a helpless victim.警察表示，这是他们所见过的对无助受害者最恶毒的攻击。16) guilt: n. a feeling of having done sth. wrong or failed in an obligation 内疚，不安e.g. He suffered d
26、eep feelings of guilt about/at/for/over exposing his children to danger.他令孩子们陷入危险，因而深感内疚。Her husbands death left her with an overwhelming sense of guilt.丈夫之死令她深感内疚，难以解脱。17) most of all: to a greater degree than anyone or anything else 尤其是e.g. What I want most of all is to spend more time with my lit
27、tle daughter.我最希望多陪陪年幼的女儿。18) put it best/well/cleverly.: express (a thought or comment) in a good/clever way 极好地/ 很好地/巧妙地表述e.g. The professor put it best when he said, “How you look tells the world how you feel.”教授说得好：你的外表反映了你的内心感受。19) attribute sth. to sb./sth.: regard sth. as being caused by 把归因于
28、；把归咎于e.g. He liked to attribute his success to a “lucky break”.他喜欢把自己的成功归因于机遇。Her teachers attributed her learning difficulties to emotional problems.她的老师把她的学习困难症归咎于情感问题。20) ultimately: ad. in the end; finally 最后；最终e.g. Technological advances could ultimately lead to even more job losses.技术的发展最终将导致更
29、多的失业。The way you arrange plants in your garden is ultimately a matter of personal preference.花园里种些什么终究只是个人喜好。4. Comprehending Reading 1Teacher calls students attention to the title of the text, asks them to make a guess as to what this article is about. List some items and ask Ss to divide them into
30、 necessities and luxuries, according to their understanding. The list may include items such as satellite TV, high-speed internet access, sport utility vehicles, cosmetic surgery, professional quality home gym equipment, hourly paid domestic cleaning and cooking services, second homes, trips abroad,
31、 etc. Ask Ss to briefly explain the reasons for their division.Ask Ss to list some factors that drive conspicuous consumption in China. Ss may refer to the “Why We Do It” section in the text.7Teacher guides students to skim the text before doing the task in Comprehending Check for Reading 1.Teacher
32、asks students to go trough the text. For each paragraph, teacher asks one student to pick sentences he/she has difficulty understanding. Encourage other students to offer their interpretations. Teacher may provide help when need arises. Then do the task in Translation. 5. After Reading5.1 Viewing an
33、d ListeningTeacher introduces Viewing & Listening to the class: Buffett & Gates Go Back to School is an interview program in which multi-billionaires Warren Buffett and Bill Gates answer questions from business students on a variety of issues. One student asks them how they ensure that in such a mat
34、erialistic society as America, their children value things that arent material and things that will truly make them happy in the end. Now lets see what Buffett & Gates have to say.Teacher briefly explains the new words before playing the video and asks students to fill in the blanks. Teacher may pla
35、y the video for two or three times for students to do the exercise and check their answers.5.2 SpeakingDivide Ss into groups ensuring that there is a mix of views within each group. Ss are supposed to exchange their opinions on the topic.5. 3 Assignments: 1. Read the text in Reading 2 and finish the exercises2. Write an expository writing 3. Preview the next unit.
