新进阶3综合unit2答案

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UNIT 2 Conspicuous Consumption

1. Teaching Objectives:

Students will be able to

A. Have a thorough understanding of the text contextually and linguistically

B. Talk about the conspicuous consumption of luxury goods

C. Conduct group discussion centering on the “fuerdai” phenomenon in China

D. Become familiar with expository writing

2. Time Allotment:

1st Period: Lead-in Activities (Warm-up activities; Discussion about the topic)

2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization) 3rd Period: Detailed 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 translation))

6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignments)

3. Teaching Procedures:

3.1 Lead-in Activities

Step 1. Warm-up activities

Ask 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 in Opener, the other answers. Then switch roles.

Method: PPT, communicative approach.

Step 2: Discussion about the topic

Introduce 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. 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 reading

Step 1. Approaching the theme

Ask 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 express ion “keep up with 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 organization

The teacher tells students that the text can be pided into three parts which have been given in the Text Organization. Then students should summarize the main idea of each part and compare notes with each other.

Method: skimming and scanning, communicative approach

3.3 Detailed Reading

3.3.1 Procedure

1) 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.

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 teaching method, reading approach, communicative approach, grammar-translation approach.

Step 1. Questions related difficult sentences and understanding of each paragraph. Paras.2

Q. Where does the phrase “Keeping up with the Joneses” come from?

A: It comes from a cartoon strip of the same title launched by Pop Momand in 1913.

Para.3&4

Q: Why were we not aware of what the Joneses were doing prior to the late 1880s?

A: Prior to the late 1880s, mass media was not born. We were only concerned about making our own living.

Para.4

Q: What was the ready solution provided by magazines in order for us to catch up with the Joneses?

A: The ready solution was to buy products that were advertised.

Para.9

Q: Where do true happiness and joy come from, if they are not anything money can buy?

A: True happiness and joy come from within.

Paras.10

Q: What are we supposed to do to stop keeping up with the Joneses?

A: Instead of buying into the message that we’re not good enough, we should have positive self-regard. We should realize we don’t have to buy things to impress others.

3.3.2 Language Focus

3.3.2.1 Difficult sentences:

1) I’d love to say that need vanished when the last episode of that comic strip ran, but alas, it seems to have only gotten worse. (Para. 2)

I would like to say that need disappeared when the comic strip came to an end, but it seems that things have turned from bad to worse instead.

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) Prior to the late 1880s, most of us were so busy trying to make a living that we didn’t care what the Joneses were doing, nor did we know, for that matter. (Para. 4)

Before the late 1880s, most of us were bu sy trying to make a living. We didn’t care what the Joneses were doing, and we didn’t know either.

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) And much of that assessment was, and still is, based on a perceived lack of things we’re told we should want or have. (Para. 4)

And much of that evaluation was, and still is, based on a feeling that we are short of things we ought to have because of the messages from the mass media.

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) Because ultimately, you decide if you’re going to buy into this idea that you’re not good enough. (Para. 7)

Because in the end, you determine whether you’re going to accept the notion that you’re not good …… 此处隐藏：4992字，全部文档内容请下载后查看。喜欢就下载吧 ……