新进阶3综合unit2答案（20210109231853）

新进阶3综合unit2答案
New Progressive College English Book III UNIT 2 Conspicuous Consumption
课程名称大学英语（三）使用教材新进阶大学英语综合教程（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-They’re Broke (泛读)
授课学时 6
教学目的1. Have a thorough understanding of the text contextually and linguistically
2. Talk about the conspicuous consumption of luxury goods
3. Conduct group discussion centering on the “fuerdai” phenomenon in China
4. 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 and grammatical structures in the text
3. Learn some techniques in writing
4. Critical thinking
教学方法与手段1. Audio-visual method and audio-lingual method.
2. Task-based language teaching method
3. Communicative approach
4. Using CAI, PPT
5. Smart teaching (using online tools or materials)
教学过程1. Lead-in Activities
Step 1. Warm-up activities
Step 2. Discussion about the topic
2. Global Reading
Step 1. Approaching the theme
Step 2. Analyzing the text organization
3. Detailed Reading
Step 1. Understanding the text in a deeper level Step 2. Learning useful expressions
Step 3. Learning difficult sentences structures
Step 4. Learning new words
作业Assignments:
1. Read the text in Reading 2 and finish the exercises
2. Write an expository writing
3. Preview the next unit.
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 expression “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 divided 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.
Parts Paragraphs Functions Main Ideas
Part One Para. 1-2Bringing up the social phenomenon
of conspicuous consumption
The meaning and origin of the
expression “keep up with the
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.
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 what the Joneses were doing, nor did we know, for that matter. (Para. 4)
Before the late 1880s, most of us were busy 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 goo enough. (Para. 7)
Because in the end, you determine whether you’re going to accept the notion that you’re n 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) So it’s time to take some pressure off yourself and stop trying to keep up with the Joneses
— or anyone else for that matter. (Para. 8)
So it’s time to rid yourself of the pressure/free yourself from the pressure and stop trying to keep
up with the Joneses. Nor should you try to keep up with anyone else.
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) If you can’t put a cap on it, you’re chasing the wind.
(Para. 9)
that will lead
If you can’t put a limit on what you desire, you are undertaking a meaningless task
you nowhere.
如果你不能设定一个上限，你便是在追风。

7) Think of the moments you look back on as your fondest memories. Would you trade those
for a pile of cash? (Para. 9)
Think of the moments you look back on as your warmest memories. Would you exchange them
for a pile of cash?
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
Inverted Word Order(倒装语序)
Inverted word order is often used in the following cases:
1)when a sentence begins with a negative word, such as “not”, “never”, “hardly”, “seldom”, etc.
2)when a sentence begins with an “only” expression, such as “only before”, “only after”, “only
when”, “only if” ect.
3)when an adverbial of place such as “up the hill”, “down the valley”, etc. is put at the
beginning of a sentence.
3.3.2.3 Difficult words and phrases
1) strive for: make great efforts to achieve or obtain (sth.) 努力，力求
e.g. We strive for perfection but sometimes have to accept something less than perfect.
我们力求完美，但有时不得不接受不那么完美的事。

2) be content with: be satisfied with (sth.), not wishing for more 对…满意；对…感到满足
e.g. Brexit shows that many British are no longer content with the EU as it is.
脱欧公投表明不少英国人对欧盟现状颇为不满。

I’d be content with a modest income.
有所收入我就满足了。

3) keep up with: move or progress at the same rate (as sb./sth.) 跟上
e.g. Wages are failing to keep up with inflation.
工资赶不上通货膨胀啊。

4) derive from: have (sth.) as a starting-point, source or origin; 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 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？
orget.
It was an episode in his life that he’d like to f
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 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 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. She’s uncertain whether to go to New Zealand or not.
她拿不定主意要不要去新西兰。

Torn apart 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
e.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 date.
这台收音机真是老古董了。

15) vicious: a. acting or done with evil intentions 恶意的
n a helpless
e.g. The police said that this was one of the most vicious attacks they’d ever seen o
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 deep 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。

death left her with an overwhelming sense of guilt.
Her husband’s
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 little 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；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 1
Teacher 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 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, 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.
Teacher guides students to skim the text before doing the task in Comprehending Check for
Reading 1.
Teacher 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 Reading
5.1 Viewing and Listening
Teacher 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 materialistic society as America, their children value things that aren’t material and things that will truly make them happy in the end. Now let’s 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 play the video for two or three times for students to do the exercise and check their answers.
5.2Speaking
Divide 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 exercises
2. Write an expository writing
3. Preview the next unit.。