新进阶3综合Unit2

New Progressive College English Book III 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

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.