新进阶3综合Unit2
大学进阶英语教材3答案
大学进阶英语教材3答案Unit 1: Global IssuesSection 1: Understanding Meaning1. Synonymsa) substantialb) domainc) detrimentald) enormouse) solely2. Antonymsa) scarcityb) unjustc) prevalentd) harmoniouse) intensifiedSection 2: Vocabulary Practice1. Collocationsa) implement measuresb) conduct researchc) establish relationshipsd) assert authoritye) disseminate information2. Word Formationa) globalizationb) industrializationc) urbanizationd) commercializee) democratizationSection 3: Reading Skills1. Main Ideasa) The article discusses the causes and consequences of air pollution.b) The main idea of the passage is that deforestation leads to an imbalance in nature.c) This text provides an overview of the effects of climate change on agriculture.2. Inferencea) The passage implies that the use of renewable energy sources can help reduce greenhouse gas emissions.b) It can be inferred that with the increasing population growth, demand for natural resources will continue to rise.c) From the passage, one can infer that deforestation contributes to the destruction of animal habitats.Section 4: Listening Skills1. Note-takinga) Limited job opportunities for graduates in the current economic climate.b) The speaker discusses various strategies for stress management among college students.c) The lecture provides an overview of the benefits of studying abroad.2. Paraphrasinga) The lecturer explains how social media platforms have revolutionized communication.b) The speaker discusses the negative effects of excessive screen time on children's development.c) The lecturer talks about the advantages and disadvantages of using technology in the classroom.Unit 2: Cultural DiversitySection 1: Understanding Meaning1. Definitiona) Cultural diversity refers to the coexistence of different ethnic, racial, religious, and social groups within a society.b) Cross-cultural communication involves interactions between people from different cultural backgrounds.2. Paraphrasinga) The author states that cultural diversity enriches society by bringing together various perspectives and experiences.b) The passage suggests that understanding and respecting cultural differences is crucial in fostering harmony.Section 2: Vocabulary Practice1. Word Familiesa) diversity (noun)b) diverse (adjective)c) diversify (verb)d) diversification (noun)e) diversely (adverb)2. Phrasal Verbsa) look down onb) get along withc) blend ind) stand oute) break downSection 3: Reading Skills1. Skimminga) The passage is about the cultural practices and traditions of indigenous tribes in South America.b) This text provides an overview of the history and significance of Chinese New Year.c) The article discusses the influence of Bollywood on Indian society.2. Scanninga) According to the text, the celebration of Diwali includes lighting oil lamps and fireworks.b) The passage mentions that St. Patrick's Day is celebrated on March 17th.c) The article states that Hanukkah is an eight-day Jewish festival.Section 4: Listening Skills1. Multiple Choicea) According to the speaker, globalization has led to the spread of cultural values and practices.b) The lecturer discusses the benefits of multiculturalism in promoting creativity and innovation.c) The speaker talks about the challenges of adapting to a new culture while studying abroad.2. Gap-fillinga) The interviewee emphasizes the importance of cultural sensitivity and respect when interacting with foreign colleagues.b) The guest speaker shares her experiences of living in a multicultural society and the lessons she has learned.c) The presenter highlights the positive aspects of cultural diversity in the workplace and its impact on productivity.Note: This practice answer key provides a general guide and may not include all possible correct answers. It is important to refer to the specific materials provided in the textbook for accurate answers.。
新进阶3综合unit2答案
新进阶 3 综合unit2 答案New Progressive College English Book IIIUNIT 2 Conspicuous ConsumptionUNIT 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 discussion centering on the “fuerdai ” phenomenon in ChinaD. Become familiar with expository writing2. 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) rd3 Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentencestructures)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 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 in 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. 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 readingStep 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 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 organizationThe 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 withMethod: 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-threeparagraphs), 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.2Q. 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&4Q: 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.4Q: 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.9Q: 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.10Q: 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 Focus3.3.2.1 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。
进阶精读 3 unit 2
Unit 2 Conspicuous ConsumptionI. Objectives:Students are required to be able to1. Have a thorough understanding of the next contextually and linguistically2. Expand their vocabulary about conspicuous consumption and know how to use the keywords and expressions in context properly3. Talk about the conspicuous consumption of luxury goods, how it has come into being andthe effects it might have on society4. Conduct group discussions centering on the “fuerdai”(the second generation of the richkids)5. Become familiar with expository writing, whose purpose is to convey information and explain ideasII. Importance and difficulties:1. Inverted word order:not; never; hardly; seldom; only; only before; only after; only when; only if; up the hill and down the valley;2. Analysis of some complex sentences;3. To learn to appreciate the reading skills demonstrated in the text.III. Teaching methods:1. Blackboard (with detailed explanations and analysis of the text);2. Multi-media (to display the lead-in and background information of the text);3. Discussion (to divide students to several groups to discuss what characteristics are needed fora person to be successful.)IV. Teaching-Steps:1. Opener (for one class)a. Read the culture notes about “keeping up with the Jones” on page 41 and listen to the song “Hot Country Singles”b. What is this song about?c. If your friends are using a smart phone of the most popular brand, will you feel the need to buy one, too?2. Reading & Interacting (for three classes)a. New words and phrases of Reading & Interacting;b. Give a brief introduction of the general idea of the story told in the text;c. Ask the students to read through the text and text and then divide the passage into several parts;d. Learn the text and give specific analysis and explanations;e. Do the exercises related to the text.3. Reading1, Reading 2 & Integrated Skills Practicing (for two classes)a. Ask the students to do the Reading 1 and Reading 2 before the class, and then check the answers in class, offering necessary guides;b. Ask the students to list some factors that drive conspicuous consumption in China. Studentsmay refer to the “Why We Do It” section in the text.V. Language Points: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.2. be content with: be satisfied with, not wishing for more 对...满意，对...感到满足e.g. I’d be content with a modest income.3. keep up with: move or progress at the same rate跟上e.g. Wages are failing to keep up with inflation.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 experience.5. poke fun at: make fun of 嘲弄，开玩笑e.g. Many late night comedy shows pole fun at politicians.6. I’d love to say that need canished when the last episode of that comic strip ran, but alas, itseems 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.7. 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.8. episode: n. one of a series of scenes or stories constituting a literary work 片段，插曲e.g. It was an episode in his life that he’d like to forget.9. core: n. the central and most important part of sth. 核心e.g. A desire ofr justice is at the core of his arguments.10. 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.11. open up: Cause to open 展开，打开e.g. The sales manager wants to open up new markets in the Far East.12. make a living：谋生e.g. She was struggling to make a living as a dancer.13. 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.14. 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.15. perceive: vt. become aware of 感知到，意识到e.g.：New techonology is perceived by some people to be a threat to employment.16. out of date: no longer fashinable过时的，不再流行的e.g. That radio looks so out of date.17. 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 they’d ever seen on a helpless victim.18. cycle: n. a seres of events that are regularly repearted in the same order 循环e.g. The explosion in downtown Istanbul threw Turkey into another cycle of violence19. guilt: n. a feeling of having done sth. wrong or failed in an obligation 内疚，不安e.g. Her husband’s death left her with an overwhelming sense of guilt.20. 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.21. put it best/well/cleverly, etc.: express the best/a good/ clever way极好地，很好地e.g. The professor put it best when he said, “How you look tells the world how you feel.”22. cultural: a. of re relating to the ideas, customs, and socilal behavior of a society 文化的e.g. Australia has its own cultural identity, which is very different from that of Britain.23. meaningless: a. having no meaning or significance 无意义的e.g. Newton’s laws are meaningless equations until we know how to apply them.24. attribute sth. to sb./sth.：regard sth. as being caused by把…归因于e.g. He liked to attribute his success to a “lucky break”25. website: n. 网址e.g. If you have any problems, consult the FAQs on our website.26. advocate: vt. publicly recommend or support 提倡，拥护e.g. There is no point advocating improved public transport unless we can pay for it.27. ultimately: ad. in the end; finally 最后，最终e.g. Technological advances could ultimately lead to even more job losses.28. buy into: believe in, especially wholeheartedly or uncritically 接受，相信e.g. It’s disappointing to learn so many girls toady still buy into fantasy that men are naturally more ambitious.29. 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.30. look back on: think about (sth.) that happened in the past 回顾e.g. Most people look back on their school days with fondness.VI. Reference Books:Unit 2 of New Progressive College English Integrated Course 3 (Teacher’s Book)VII. Homework:Writing: study the graph on page 60 carefully and write an essay on the topic The Rapid Increase of Private Car Ownership in Urban China.。
全新版大学英语综合教程3Unit2课后答案（2）
全新版大学英语综合教程3Unit2课后答案（2）COMPREHENSIVE EXERCISES1. I. CLOZE1.1) forged 2) stand up3) compelled 4) convictions5) mission 6) abolish7) intent on 8) risk9) In the eyes of 10) threats2.1) assistance 2) involved3) estimated 4) coincidence5) emerged 6) referred7) numerous 8) stationed9) concern 10) capture1. II. TRANSLATION1.Though greatly affected by the consequences of the global financial crisis, we are still confident that we can face up to the challenge and overcome the crisis.2.Under threat of constant sand storms, we were compelled to leave our cherished village and move to the new settlement.3.According to a recent online survey, a lot of consumers say they may be motivated to consider buying products shown in TV commercials.4.Having spotted a truck driver dumping contaminated waste alongside the river, the old man reported to the police at once.5.Some scientists hold to the firm conviction that people will come to like genetically modified crops someday since they canincrease yields and help combat hunger and disease in the developing world.2.Shortly after he achieved freedom he became a member of an organization that assisted fugitive slaves. He secretly returned to theUnited StatesfromCanadaseveral times to help others to travel the Underground Railroad to freedom. Once some slave catchers closed in on the escaping slaves and Henson when they were on the run. He disguised them and successfully avoided capture. In addition, later he built a small settlement inDresdeninCanadafor escaped slaves, setting up a chapel and a school where they could learn useful ways of making a living. He held to the conviction that slavery would be abolished, all the slaves would be liberated, and the day was bound to come when racial discrimination no longer existed.TEXT BCOMPREHENSION CHECK1. b c d b b aTRANSLATION1.这一和平的不服从行为在蒙哥马利引发了抗议，最终使少数民族权利在法律上发生了变化，开创了美国民权运动的新时代。
全新版大学进阶英语综合教程(二)课文+翻译
Unit 1After living in the 24-hour city of Las Vegas, Nevada for nearly ten years, my family and I decided to slow things down. My daughter wanted a horse. My husband wanted property. My son wanted a dirt bike. I wanted our family to be more self-sufficient.None of us felt that this could be acplished where we were living and we all agreed that a move to the country would be great for everyone.Before long we set about looking for a home in Yucca, Arizona, a very small town of less than 1,000 people. It was while I was scanning listings from our real estate agent that I first learned of it. There was a home for sale there on 40 acres. When I called to inquire about the property, I was informed that there was no electricity available in the area. What? No electricity? I almost dismissed the idea immediately.The property was off the grid. It was not connected whatsoever to any utilities — power, water orsewer. Power was supplied by a wind turbine and solar panels. Water had to be hauled in and stored in two tanks located on the property. Forty acres would give us plenty of room for all of our animals and give my husband and son space to ride their ATVs. Besides, what better way is there to bee more self-sustainable? After giving it some thought, we decided to put in an offer and moved in on Thanksgiving Day.When we first moved to the property, we did some remodeling and stayed in our motor home. We were confronted with real challenges at the time. The power kept going out, the main water line to the house broke, the plumbing backed up into the front yard and the generator died.But the setbacks just made us work harder. We slowly got things fixed and moved into the house after 38 days in the RV. The next challenge was to bee familiar with your power system, and to learn the ins and outs of hauling your own water and generating your own power.Our off-the-grid system consists of eight solar panels (1,000 watts) that are mounted on a sun tracker rack. We also have a wind turbine that generates 3,000 watts in 24 mph winds. The energy generated by the wind and sun is stored in 16 6v golf cart batteries. We also have two 2,500-gallon above-ground water tanks and a 250-gallon propane tank. Every weekend, we haul two 275-gallon water tanks to the nearby town of Yucca and fill them with water, which we then pump into our big water tanks.While living here for the past four months has been a big adjustment, there are many benefits to living off the grid. I think one of the greatest is teaching my kids the importance of conservation. They used to take water, power and gas for granted. The first week we were here, we used almost 1,000 gallons of water. With only a5,000-gallon water tank, it didn’t take them long to understand that we had to use less water. We started taking quicker showers, doing only full loads of laundry, turning off the water while brushing our teeth or shaving.Over-consumption is even more clearly demonstrated by our electricity usage. We have a digital readout of how many volts of DC power we have stored in our batteries at any given time. If you turn on a light or the TV, the number goes down. In order to protect the batteries, the system is set up to shut the inverter off if the volts get too low. Then the power goes out. When we first moved in, we lost power almost daily. After this happens a few times, it bees clear very quickly just how often you waste electricity. Everything from lights and ceiling fans to puters and radios were left on when they were not in use. The cell phone chargers were plugged in even when they weren’t charging anything. All of this uses unnecessary power. We are steadily learning to bemore diligent with our power usage.In addition, we are also trying to make other changes. They include reducing the amount of trash we generate by recycling and posting, growing our own organic vegetables, and reusing and repurposing things that we would normally toss. We also want to produce our own eggs and goat’s milk in the near future.Overall, going off the grid has been great for our family. We have learned how to conserve power and water and to really appreciate what the earth gives to us every day. I hope that once my kids move out of the house, they will keep the habits that they have learned by living off the grid.I receive d an email from a reader who asked, “Why do some friendships end, no matter how much you want them to last?” She referred to having seen the question in one of my articles, Mystery of Friendship. As I wrote in it, I don’t think easy answers exist as to how friendships start, why some turn into lifetime ones, and why some end. Although I’ve tried answering the first two questions in other articles (To Have A Friend and Be A Friend), I still get surprised by friendships that endure and disillusioned by ones that slip away. Even so, I’ll try to offer some insights here as to why friendships end.My simple answer is that friendships end because the situations friends are in or even the friends themselves change. Others have similar answers. First, the situations friends face may change. The decision to relocate for a new school or job cannot help but affect a friendship. Likewise, if a friend is in an accident, develops an illness, or loses someone close, these situations cannot help but affect a friendship. Does a friendship need to end because of these changes? No, but it’ll require adjustments that one or both friends might not be willing to make. Second, the friends themselves may change. A significant reason that friendships often end when friendsare apart for an extended period of time (for summer camp, college, etc.) is that one or both of the friends change. I think it hurts less when both friends change, because then the breakup is more often mutual and so both friends get closure by both deciding to let go and move forward in their lives without eachother. What tends to hurt most is when just one friend changes. One friend might change social circles,bee involved in new social organizations, start to date, get a pet, or take on someother venture that consumes more time and passion. Again, a friendship can endure these changes, unless one or both of the friends for some reason decide not to invest the time and energy involved in the adjustment period. (For example, one friend might forget the importance of the friendship due to the high of having a new pet or might feel that the change is impossible to overe when one gets married but the other is still single.) In this situation, breakups may not be mutual and so one or both friends feel betrayed and end up with bitter memories about what was a precious friendship to them.There are other reasons why friendships end. For example, as much as two people might want a friendshipto survive, one or both of them might unintentionally neglect it. Friendship is often pared to a flowergarden. Well, if flowers don’t get exposed regularly enough to sunlight and don’t get watered enough, flowers will wither and even die. The same applies to friendship. If week after week passes where plans are made to spend time together but are never honored, perhaps due to taking a friendship for granted, eventually even the closest of friendships may cease to have a reason to exist.Conflicts can also cause the end of friendships. If the flower is a fledgling plant, one blow might destroy it just as sometimes relatively young friendships aren’t strong enough to endure much conflict. Even those amazing close friendships, where friends love us no matter what our faults are, need care when it es to conflicts. Sure, ifa flourishing flower gets stepped on, it might revive on its own. Moreover, if it gets a little extra special care, it’ll probably bounce back as if it hadn’t ever been injured. At the same time, if a flower gets repeatedly trampled on, it’ll probably eventually break. Especially the friendships that have been around for a long time can endure storms, and even bee stronger for them, but most friendships have breaking points.Nevertheless, while we can rarely predict at the outset which ones will last, most friendships do enrich us for however short or long they’re a part of our lives.In the sleepiness at the end of a library nap, I wasn’t sure where I was. I stretched out my arm to reach for a human being, but what I grabbed was a used copy of The Odyssey, the book about going home. My heart ached.It was 2 a.m. The library, flooded with white fluorescent light and smelling of musty books and sweaty sneakers, was eerily quiet. My readings seemed endless. I had been admitted into a three-course, yearlong freshman program called Directed Studies, dubbed Directed Suicide by Yalies. It was supposed to introduce us to “the splendors of Western civilization,” in the words of the catalog, by force-feeding the canons of philosophy, literature and history.I wanted very much to study the Western canon, because I knew nothing about it. Yes, McDonald’s ads and Madonna posters were plastered on Shanghai streets, but few Western ideas filtered through. We had been informed of Karl Marx’s habit of sitting at the same spot in the British Library, for instance, but had read none of his original words. Western civilization was different, mysterious and thus alluring. Besides, because I longed to be accepted here, I yearned to understand American society. What better way to prehend it than to study the very ideas on which it is based?But at 2 a.m., I was tired of them all: Homer, Virgil, Herodotus and Plato. Their words were dull and the presentations difficult to follow. The professors here do not teach in the same way that teachers in Chinado. Studying humanities in China means memorizing all the “correct,” standard interpretations given during lectures. Here, professors ask provocative questions and let the students argue, research and write papers on their own. At Yale, I often waited for the end-of-class “correct” answers, which never came.Learning humanities was secure repetition in China, but it was shaky originality here. And it could be even shakier for me. The name Agamemnon was impossibly long to pronounce, and as a result I di dn’t recognize it when we were discussing him in the seminars. I had written my first English essay ever just a year earlier, when applying to colleges, and now came the papers analyzing the canons. And I simply didn’t write in English fast enough to take notes in classes.I hoped my diligence would make up for lack of preparation. On weekend nights, when my American roommates were out on dates, I would tell them I had planned a date with Dante or Aristotle. (They didn’t think it was funny.)On one of those weekend nights, I wrote a paper on Aeneas, the protagonist of The Aeneid, who was destined to found Rome but reluctant to leave behind his native Troy. “Aeneas agonizes,” Iwrote. “He hesitates. Natural instincts call him to stick to the past, while at the same time, he feels obligatedto obey his father’s instructions for the future. His present life is split, pulled apart by the bygone days and by the days to e. ” I saw myself in what I wrote.During calls home every two weeks, my mother pleaded with me to take chemistry or biology. Science was the same everywhere, she said. And I, like everybody else from China, was well prepared in math, physics and chemistry. (To graduate from a standard six-year Chinese high school, one needs to take five years of physics, four years of chemistry and three years of biology.)Instead, I visited the writing tutor — there is one in every undergraduate residential hall — for every paper I turned in. My papers were always written days before they were due. I lingered after classes to question professors. My classmates lent me their notes so I could learn the skill of note-taking in English.By the time I missed home so much that soup dumplings and sautéed eels popped up in my head as I read, Nietzsche had replaced Plato on the chronological reading list and Flaubert Homer. And every paper of mine came back with an A.脱离电网的生活：一家城市居民如何发现了简单生活艾莉森·佐谢尔1.在内华达州的不眠之城拉斯维加斯生活了将近十年之后，我和我的家人决定放慢生活节奏。
新进阶3 综合Unit 2
精心整理NewProgressiveCollegeEnglishBook IIIUNIT2ConspicuousConsumption1.TeachingObjectives:StudentswillbeabletoA.HaveathoroughunderstandingofthetextcontextuallyandlinguisticallyB.TalkabouttheconspicuousconsumptionofluxurygoodsC.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenon inChinaD.Becomefamiliarwithexpositorywriting2.TimeAllotment:1st Period:Lead-inActivities(Warm-upactivities;Discussionaboutthetopic)2nd Period:Global-reading(Text:Approachingthetheme;analyzingthetextorganization)3rd Period: Detailedreading(UnderstandingtheTextAinadeeperlevel,analyzingdifficultsentencestructures) 4th Period:DetailedreadingActivities(Learningnewwords,summarizinggoodusage)5th Period:ComprehendingReading1(Skimmingthetext,explainingthedifficultsentencesoftheText,doingsentencetransl ation))”3.3DetailedReading3.3.1Procedure1)Studentsareaskedtoreadthepassagecarefullyagainandforeachparagraph(sometimestwo-threeparagraphs),invitestudentstoanswerquestionsrelateddifficultsentencesandunderstandingofeachparagraph.2)HelpSsfindoutthegoodusageinthetextandunderlinedthem.3)Learnnewwordsindetails.Purpose:Furtherunderstandthetextandtrainscanningabilitytolearndifficultsentencestructuresaswellasnewwordsandexpressi ons.Method:Readingthetexttogether;Usingtask-basedlanguageteachingmethod,readingapproach,communicativeapproach,gra mmar-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,iftheyarenotanythingmoneycanbuy?A:Truehappinessandjoycomefromwithin.Paras.10’thavetob 1)2)19世纪803)assmedia.4)5)6)Ifyoucan’tputalimitonwhatyoudesire,youareundertakingameaninglesstaskthatwill leadyounowhere.如果你不能设定一个上限，你便是在追风。
新进阶3 综合Unit 2
New Progressive College English Book III UNIT 2 Conspicuous ConsumptionUNIT 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 discussion centering on the “fuerdai” phenomenon in ChinaD. Become familiar with expository writing2. 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 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 in 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. 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 readingStep 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 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 organizationThe 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 and3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph (sometimestwo-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.2Q. 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&4Q: 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.4Q: 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.9Q: 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.10Q: 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 Focus3.3.2.1 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。
新进阶3综合unit2答案
新进阶3综合unit2答案New Progressive College English Book III UNIT 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 discussion centering on the “fuerdai” phenomenon in ChinaD. Become familiar with expository writing2. 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 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 in 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. 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 readingStep 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 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 organizationThe 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 andMethod: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph (sometimestwo-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.2Q. 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&4Q: 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.4Q: 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.9Q: 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.10Q: 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 Focus3.3.2.1 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。
整理新进阶3-综合Unit-2
第三单元
9课
穷人
3
第五单元
17课
少年闰土
4
第五单元
18课我的伯父鲁迅先生5第八单元26课
月光曲
体育
人教版教师用书
五——六年级
1
篮球：行进间运球
2
田径：快速跑
3
田径：掷沙包
4
武术：少年拳
5
体操：前滚翻
音乐
人民音乐出版社
第11册（六年级）
1
第二课
表演：银杯
2
第三课
表演：红河谷
3
第四课
表演：茉莉花
4
第五课
新进阶3综合Unit2
整理表
姓名:
职业工种:
申请级别:
受理机构:
填报日期:
附件3-2：
小学招聘岗位说课课题和教材版本
学科
版本
册数
序号
单元（章）
课节
课题
美术
人美版
六年级上册
1
2
有特点的人脸
2
7
色彩的调和
3
10
参观卷的设计
4
12
故事里的人
5
19
家乡的历史和发展
语文
人教新课标版
六年级上册
1
第二单元
5课
詹天佑
表演：洛列莱
5
第六课
表演：军民大生产
英语
外研社新标准英语
第七册
1
Module2
Unit1
Chinatown in America
2
Module3
Unit1
Collecting stamps is my hobby
新进阶3综合Unit
New Progressive College English Book III UNIT 1 Working Holiday AbroadUnit 1 Working Holiday Abroad1. Teaching Objectives:Students will be able toA. discuss the relevant topicsB. understand the text with skimming and scanningC. learn languages, e.g. words, phrases, difficult structuresD. think further2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about working holiday abroad )2nd Period: Global-reading Activities (Text: Approaching the theme; analyzing the text organization)3rd Period:Detailed reading Activities (Understanding the Text 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 thedifficult sentences of the Text, doing sentence translation) 6th Period: After-reading Activities (Viewing and Listening; Speaking;Assignment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesIntroduce the topic to the class: Working Holiday Abroad, and ask students the question:“What a working holiday is ?”Ask the students to watch twice a video clip of a talk about a working holiday in OpenerAsk the students to understand the main points by filling blanks of the summary given inOpenerHelp the students to sum up the main points of the talk about a working holiday: ♦ A working holiday is when you spend a significant amount of time in another country and have the working rights to back it up. You are able to pick upa job or two (or 6) and break that arrangement up by traveling or movingon to a new location in the country.♦With a working holiday visa, you can work as you go♦ A working holiday could end up being a life-changing experience.♦ A working holiday can do wonders for really introducing you to a new culture.Method:Method: PPT; communicative approach.Step 2:Discussion about joys and challenges of taking working holidays overseas Have students work in pair talking about joys and challenges of taking working holidaysoverseas and invites some students to report to the class.Method: Using task-based language teaching method, communicative approach.3.2 Global readingStep 1. Approaching the themeThe teacher asks students questions: How would you like to take a working holiday abroad ? Do you think it would suit you or take too far away from the world in which you feel comfortable ? Do you want to experience joys and challenges of taking working holiday? The students’answers may vary. Then the teacher tells students that they will learn a text about a person’s real experience of taking working holiday abroad, and they will know what it is really like to take working holiday abroad.Method: PPT; communicative approach.Step.2 Analyzing the text organizationThe teacher tells students that the text can be divided into six 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 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 to 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, readingapproach, communicative approach, grammar-translation approach.Step 1. Questions related to difficult sentences and understanding of each paragraph.Para.2Q: What happened to the author before she left for Canada ?A: She lost her grandmother, her job and had two car crashes in five months. Para.4Q:What did the author and her co-workers do after work ?A: They met up for dinner, ladies night and sightseeing excursions. The author taught her co-workers an Australian word of the day and they helped her understand the Canadian use of “eh” at the end of sentences.Para.7Q: What did they do while at work ?A: They listened to 90s music, drank their daily Starbucks and served their friendly regulars.Para.8Q: What does the author mean by saying “ it didn’t feel like my job ?A: She loved her job so much that she didn’t feel she was working.Para.11Q: Where did she travel ?A: She did a massive circle, starting from Vancouver, going all the way to the East Coast, then across Southern USA and finally up the West Coast.Para.12Q: How did she feel on her trip across Canada and the United States ?A: he was proud of herself for constantly stepping out of her comfort zone and embracing the unknown.Para.14Q: What is her obsession ?A: She is obsessed with browsing craft and design blogs and watching the Lifestyle channel.Para.15Q: In what sense has Vancouver helped the author become a better person?A: Vancouver has helped her to grow personally, have fun professionally and gain confidence.3.3.2 Language Focus3.3.2.1 Difficult sentences:1) Prior to leaving, I was not in a good place. (Para. 2)Before leaving Australia, I had gone through a very difficult period and was low in spirits.出发前，我的境况不好。
新进阶3综合unit2答案
New Progressive College English Book III UNIT 3 Cultural Differences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How My Chinese Mother-in-Law Replaced MyHusbandReading 1Cultural Differences: Praise(精读)Reading 2 Mandarin Madness: The Tones（泛读）授课学时 6教学目的1. Discuss the concept of cultural differences2. Have a thorough understanding of the text contextually and linguistically3. Master the key words and expressions in context properly4. Become familiar with the writing of a comparison/contrast essay教学重点与难点1. Analyze the structure and grasp the main idea of Text2. Master the key language points and grammatical structures in the text3. Learn to write a comparison/contrast essay4. 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 ActivitiesStep 1. Warm-up activitiesStep 2. Discussion about cultural differences2. Global ReadingStep 1. Approaching the themeStep 2. Analyzing the text organization3. Detailed ReadingStep 1. Understanding the text in a deeper levelStep 2. Learning useful expressionsStep 3. Learning difficult sentences structuresStep 4. Learning new words4. Comprehending Reading 1Step 1: Skimming the textStep 2: Explaining the difficult sentences of the text Step 3: Doing sentence translation5. After readingStep 1. Viewing and ListeningStep 2. SpeakingStep 3. Assignment作业Assignment：1. Read the text in Reading 2 and finish the exercises.2. Write a comparison/contrast essay3. Preview the next unit.Unit 1 Cultural Differences1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguisticallyB. illustrate the concept of cultural shock by giving examplesC. learn languages, e.g. words, phrases, difficult structureD. become familiar with the writing of a comparison/contrast essay2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about culturaldifferences)2nd Period: Global-reading (Text: Approaching the theme; analyzing the textorganization)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; Assignment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher introduces the topic to the class by asking if they can give anyexample of how Chinese and non-Chinese behave or think differently in life.Step 2: Discussion about cultural differencesThe teacher explains the pictures in Opener that illustrate the differencesbetween the Westerner and Chinese in their perspectives on different issues. Theteacher asks Ss to look at the pictures and discuss the differences in pairs withthe aid of the questions that follow. The teacher has different pairs report to the class their discussion on the pictures, one pair for one picture.Method: Using task-based language teaching method, communicative approach.3.2 Global readingStep1. Approaching the themeThe teacher introduces the topic of the text by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law'sfulltime presence in her family.Before moving on to the author's account, The teacher explains to Ss the text canroughly be divided into six parts.Method: PPT; communicative approach.Step2. Analyzing the text organizationThe teacher guides Ss to explore the text by asking them to work on the tablein Text Organization and do the task in Digging into detail.Then students should sum up the differences of views between the author andher mother-in- law on matters described in the text.Method: 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 relateddifficult 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.Step1. Understanding the text in a deeper levelParas.6Q. What made the author so mad about her husband that they began to fight overchildcare duties?A: The fact that he wasn’t taking on half of the childcare duties, and he thoughtit was more important to spend time on his work than on his daughter, and hisexpectation that his mother would do all the housework he was supposed to do.Para.8Q: How did her mother-in-law explain her role in the family?A: Her mother-in-law explained that her role in the family was to lighten the burden of her son, allowing him to keep his former way of life, and to help her daughter-in-law out with parenting and household management.Para.9Q: What did the author think of her mother-in-law’s explanation?A: She thought it was absolutely unacceptable, because, in her view, her husbandis one of two parents, and therefore their daughter should be half his responsibility; and she married her husband, not her mother-in-law.Para.13Q: How c ome her husband, unlike the author, failed to adopt daily habits around theschedule of her daughter?A: He obviously believed that mothers are the primary caregiver of children and this was the normal difference between mothers and fathers.Paras.16Q: How d id the author react when she was told that, now that he mother-in-law helped her out by taking care of he daughter, it was her responsibility to take care ofher mother-in-law when she was old?A: She totally rejected the idea, because she thought what her mother-in-law didwas fulfilling the parenting responsibility of her husband, therefore it was herhusband's responsibility to take care of his own mother when she was old.3.3.2 Language FocusStep2. Learning useful expressions3.3.2.1 Difficult words and phrases1) work out: find the solution to(a problem or question) 想出、得到(解决方法)e.g. It's important to work out a solution rather than engage in endless discussion.2) presence: n.存在；到场e.g. It's natural for a child to be chatting away in the presence of a loving parent.The tension of the protesters grew with the presence of police.3) extreme: a.(of views or actions)very different from what people accept as reasonable or normal 激的；过激的e.g. Extreme views sometimes can become very popular.Soldiers are trained to carry out orders even if they sound extreme.4) leave behind: depart and not take along 离开；地下e.g. The rough sea crossing served only to emphasize the peace we had left behind.The taxi driver always reminds his passengers not to leave behind their belongings.5) prominent: a. outstanding, important 笑出的；重要的e.g. I want our brand name t o appear in the most prominent position of the stadium.We celebrate the Dragon Boat Festival in memory of a prominent ancient Chinesepoet.6) primary: a. main 主要的e.g. The young man failed to see that the primary cause of his failure was hislaziness and inaction.7) sacrifice: n.牺性；舍弃e.g. It is common for women to make lots of sacrifice for the family.The downside of a self-driving car is the sacrifice of the pleasure of driving.8) bonus: n.意外收获;红利;奖金e.g. I received a box of cookies as a bonus when I bought coffee at a cafe yesterday.Our salesperson's pay is made up of a base salary(about 60% of their totalincome)and a bonus(about 40% of their total income).9) occasional: a. occurring from time to time 偶尔的e.g. To the occasional swimmer, a season ticket is a waste of money.10) devotion: n.奉献,全身心投入e.g. The scientist who passed away last week was fondly remembered for his total devotion to science.11) household:n. the people of a house collectively 家庭e.g. She got up to prepare breakfast while the rest of the household was stillasleep.12) look over one's shoulder: keep watch for danger or threats to oneself 不安；小心提防e.g. It was midnight when I left my office and on my way back home I kept looking over my shoulder to see if there was anyone tailing me.13) repay: vt. do sth. in return for a favor 报答:偿还e.g. There had never been any doubt in her mind that she would look after her parents in their oldage; they had given up a lot for her, she said, and that was how she would repaythem. The company has to sell a building to repay its debt.14) kindness: n..仁慈；普行e.g. Very often it would be a kindness to tell a piece of bad news straight away.15) grateful: a. thankful 感激的e.g. The war refugees are very grateful to the local government for the timelyhelp.16) phase: n..阶段；时期e.g. The minister claimed in his speech that the manufacturing industry wasentering a very different phase with the rapid growth of artificialintelligence.College marks a particular phase in a young person's life, the phase of newly gained independence.17) in one's eyes/in the eyes of: in the opinion of, from the perspective of 在.心日中e.g. The educator pointed out that a child could do no wrong in the eyes of someparents.18) fall short of: fail to satisfy 达不到，不符合e.g. I tried my best, yet my performance still fell short of my hopes.19) hono(u)r: vt. do what is required by a promise or a contract 信守；执行e.g. High school students in Shanghai must honour their community service commitments andcomplete at least 40 hours of volunteer work.The international company informed us that it will not be able to honour itscontract with us.20) apparent: a. clear and obvious 明显的e.g. The professor said the young man had many g ood qualities despite his apparentassertiveness rudeness.21) wash up: wash dishes 饭后洗餐具e.g. Do Chinese husbands help to wash up after dinner?22) aspect: n..方面e.g. Dealing with people is a primary aspect of my work as a manager.23) burden: n.负担；重负e.g. I hate to be a burden on other people.She sat down on the floor and breathed heavily as though she had come up a hill with a burden beyond her strength.24) maintain:v. keep In a Certain state, position, or activity 维持；保持e.g. A police force is needed to maintain law and order.It is essential to build up and maintain a reasonable level of physical fitness.25) parenting: n.养育,抚养e.g. There are many programs aiming to teach new parents parenting skills.26) relieve...of: help(sb.)by taking (sth. heavy or difficult)from them 解除(某人)的(负担,困难等)e.g. Some people eat a lot to relieve themselves of anxieties.27) in one’s view: in one's personal opinion 在.看来；按.的看法e.g. In my view, the local government should do more for the elderly.28) responsibility:n. 责任；义务e.g. The mine owner denied all responsibility for the death of the trapped miners.A single parent has to struggle to balance work and family responsibilities.29) get...wrong: (informal) not understand correctly what(sb./sth.)means 误会e.g. Don’t get me wrong, please: I’m not quitting despite the setbacks.30) preference: n.喜好；偏好e.g. Customer preferences must be taken into consideration when designing a newproduct.Employers have a preference for college graduates who think critically and can communicate effectively.31) equivalent: a. equal as in value, force, or meaning 对等的e.g. His silence is equivalent to an admission of guilt.32) strike a balance: find a sensible middle point between two demands, extremes,etc.; compromise 调和；折衷e.g. The speaker set out his viewpoints on how to strike a balance between thefreedom of the press and the right to/of privacy.We have to strike a balance between offering people what they liked with thefirst movie and coming up with something new.33) put...in(to)perspective: judge(sth.)by considering it in relation to everything else 全面客观地看待(或判断)e.g. Before you begin to think that it might be safer to starve than to eat andrun the risk of foodpoisoning, it's important to put the whole matter of food poisoning intoperspective.34) barely:ad. .hardly 很少；几乎没有e.g. We had barely enough to eat, let alone to spare.It seemed that everyone was speaking and we could barely hear the speaker.35) in response to: in reaction to sth. that has happened or been said 对做出反应e.g. In response to traditional Chinese medication, the elderly gentleman quickly recovered.Step3. Learning difficult sentences structures3.3.2.2 Difficult sentences1) In my Western eyes, he was falling short of my expectations and wasn’t honoring his role as a father. (Para.6)As a Westerner, I found his conduct disappointing, and felt that he was failingto take on his responsibilities as a father.2) Our fights seemed to get us nowhere, however. (Para. 7)However, we failed to reach any agreement over the issue in spite of the arguments.3) I felt myself teetering backwards. (Para.9)I was totally shocked to hear what I was told, so much so that I felt as if I wasthrown off balance.4) While the men w ere locked in their own conversation, I vented some o f this conflict with the wife.(Para.14):While the men were engaged in talking among themselves, I voiced to the wife mycomplaints about the conflict.5) After getting away with not changing very many for his daughter, when the timecomesTo change my mother-in-law’s diapers...(Para.16)Note that here “very many” refers to very many diapers. In speaking, “very many”in a negative context is common and acceptable.4. Comprehending Reading 1Teacher asks Ss to read aloud the new words and expressions in the margin, andguide them to sum up the different views regarding the value of praise between theauthor and her husband.Teacher has Ss complete Comprehension Check for Reading 1.Teacher clarifies some difficult points and do the task in Translation.5. After Reading5.1 Viewing and ListeningTeacher introduces Viewing & Listening to the class: Cultural differences arethe theme of this unit. Now we are going to hear an American teaching in China talk about the cultural differences he has observed between China and the West in general. Teacher plays the video clip once for general comprehension. Teacher plays it again for Ss to fill in the blanks. Time permitting; teacher has Ss work in pairs to discuss if they agree with the speaker’s views and why.5.2SpeakingTeacher explains the role play task by referring to the instructions. Teacherorganizes a group discussion about the specific questions the TV presenter is going to ask. Ss may go over the Tips given in the box. Teacher lets Ss prepare the interviewin groups of four, one playing the role of TV presenter, the others playing the roles of, respectively, Ember Swift, Yangxifu, and Sasha. The “TV presenter" makes a listof questions to be asked in the interview, and the Practicing “guests” note down the main idea of their answers to the presenter. Teacher invites at least one group to role-play it in class.5. 3 AssignmentTeacher asks Ss to skim the text and answer the questions in Comprehension Check for Reading 2.Teacher asks students to write an essay comparing and contrasting Chinese NewYear celebrations with Christmas celebrations. Teacher encourages Ss to use wordsand expressions they’ve learnt from this unit and underline them in their essay.Teacher requires Ss to check it with the Evaluation criteria in Writing before turning in their homework.。
《全新版大学进阶英语综合教程3》Unit-2教案
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）Steps（步骤）教学组织Step One （步骤一）Lead-in:Here is a song that once made Billboard’s Top 5 ‘Hot Country Singles’(美国Billboard乡村音乐单曲榜TOP 5).Listen to it two or three times, go over the lyrics printed below and fill in the missing words.Then answer the questions that follow.Before you start, reading the culture notes about “keeping up with the Joneses”on page 41 and getting to know the following new words and expressions might be helpful.Keeping up with the JonesesHelpful Expressionsmake the rounds 四处走动fall apart 崩溃；破裂trial n.审判file /fail/ n.纵列Notes:1.’Cause conj.(colloq) = because2.…going out on the town: Here it means they began to goto expensive places they probably couldn’t afford.3.trial: Here it refers to a divorce (离婚) trial in court.4.in single file: one by one, as opposed to hand in hand.“Guess we’ll follow them in single file” implies that we,like the Joneses, will not be a couple anymore.Video watching:Watch the video clip and answer the questions.After watching the video clip, discuss the following questions with your classmates.《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号: U2-02《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号: U2-03《新视野大学英语（第三版）》Book 3课程单元教学设计（教案）。
全新版大学进阶英语视听说教程第3册--Unit 2 文本
Unit 2 NaturePart II LISTENING AND SPEAKINGLesson A My Adventure Bucket ListListeningSCRIPTTrack 2-11:I was thinking about my bucket list—you know, a list of things you want to do before you die?Anyway, one thing on mine is I plan to visit Antarctica someday. It’s the coldest place on Earth. Everyone always says to me, “what can you do in Antarctica?” A l ot, actually. You can see penguins and other animals. There are mountains, so you can also go skiing or hiking.2:I learned about ancient Egypt in school, and I’d love to visit the Valley of the Kings in Luxor.It’s called “the world’s largest outdoor museum”. Today, I saw a video of a hot air balloon flying over the Valley of the Kings. It was so cool! The video also showed a person horseback riding along the Nile River. I want to do that someday.3:My dream is to go mountain biking in the French Alps someday. The area is famous for its beautiful mountain scenery, and I hear the bike trails are great, especially in the summer. In winter, it’s also a great place to go skiing.4:The Serengeti is definitely on my bucket list. Imagine seeing millions of wild animals of different kinds—lions, elephants, monkeys—in their natural environment. You can camp in the park at night and during the day, you can see the animals up close. I hope I can do this someday.1. go skiing：去滑雪2. the Valley of the Kings：帝王谷，古埃及遗址，是古埃及新王朝时期18到20王朝时期的法老和贵族主要陵墓区。
新进阶3综合unit2教学总结
New Progressive College English Book III UNIT 2 Conspicuous ConsumptionUNIT 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 discussion centering on the “fuerdai” phenomenon in ChinaD. Become familiar with expository writing2. 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 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 in 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. 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 readingStep 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 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 organizationThe 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.Method: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph (sometimestwo-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.2Q. 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&4Q: 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.4Q: 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.9Q: 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.10Q: 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 Focus3.3.2.1 Difficult sentences:1) I’d lo ve 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。
新进阶3综合unit2答案
UNIT 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 discussion centering on the “fuerdai” phenomenon in ChinaD. Become familiar with expository writing2. 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 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 in 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. 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 readingStep 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 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 organizationThe 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.Method: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph (sometimestwo-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.2Q. 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&4Q: 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.4Q: 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.9Q: 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.10Q: 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 Focus3.3.2.1 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。
新进阶3综合unit2答案
新进阶3综合unit2答案Words in Action1▆Workingwith Words and Expressions1.In the box below are some of the words you have learned inthis plete the following sentences with them. Change the form where necessary.▆ Answers:curledminimumclipyieldedGivenpreservefascinatedaffectioninteracthastegriefdefiespresenceacquiremanipulaterestraints2.In the box below are some of the expressions you havelearned in thisunit. Do you understand their meanings? Do you know how to use them in theproper context? Now check for yourself by doing the blank-filling exercise. Changethe form where necessary.▆ Answers:let, loose onfit intohold onstate ofaffairsin the courseofin vainbuild, onIn shortreached forgive and take▆Increasing Your Word Power1.The prefix over- can be added to nouns, verbs,adjectivesand adverbs, meaning “above”, “outside”, “across”, or “toomuch”. Study the wordsgiven in the box and choose theproper word to fill in each of the blanks inthe following sentences. Change the form where necessary.▆ Answers:overcoatoverheadoverjoyedoversleptoverweightoverdueovertimeoverworking2. Many words in English can be usedboth as nouns and as verbs. Listed in the following table are some of thesewords that you have learned in Unit One and Unit Two. Study them carefully andthen complete each of the following sentences with one of them as you see fit.Change the form where necessary.▆ Answers:crushattributesfancybubbledgraspdrizzlinglabelingyield3.Listed in the box below are some idiomatic expressions formed with theword “hand”. Study themcarefully and try to make out their meanings. You may consult a dictionary ifnecessary. Then translate the given sentences into English, using one of them.▆Answers:We are short of hands.I still havesome money in hand.Give me a hand with this box, please.I often keep adictionary at hand.The footballfans were out of hand.Hand out the pencils to everyone in the class.This ring was handed down to me by my grandmother.Time’s up. Please handin your test papers.Please hand on the magazineto your roommates.I’m afraid I can’t help you. I’m a green hand.Grammar in Context21.Now complete thefollowing sentences by translating the Chinese in the brackets into English.Make sure that the sentences are in the inverted order.▆ Answers for reference:1)Sitting on thestairs was / On the stairs was sitting2)Over the wallcame / flew3)Round thecorner was4)Then finallycame5)Under the tablewas lying6)At / On the topof (On top of) the hill stood2. Now correct the mistakes in the followingsentences, if any. Write NONE under the correct sentence(s).▆ Answers for reference:1)The beaver chews down treesto get food and material tobuild its home with.2)Do your parentsthink Tom is a nice boy to go out with? (Cross out him)3)The goals for which he has fought all his lifeseem unimportantto him now.4)NONE.5)The essaystarts by asking a question, to which the author then gives apositive answer.Cloze3Complete the following passage withwords chosen from this unit. The initial letter of each is given.▆ Answers:1)haste2)state of a ffairs3)d istinguished4)m eeting of minds5)b lossom6)i nner c harm7)i ntimacy8)e motion9)a cquiring10)i deals11)a dmiration12)l asting13)affection14)f orge15)honor16)o verwhelmingTranslation41.Translate thefollowing sentences into English, using the words andexpressions given inbrackets.▆ Answers for reference:1) In either friendship or love /In both friendship and love, you should never expect to take / receive the maximum while you give the minimum.I built all my hopes on his promise(s), only to find that he was not a man of sincerity at all.We took Mother to all the best hospitals we could find, but all ourefforts were in vain; she failed to survive thedisease.Valentine’s Day is an annualholiday celebrated on February 14, a perfect day to express love to the objectof your / one’s affection.In the information era, communications withfar-away friends via e-mailcan be almost / virtually simultaneous.Love needs to be nurtured, and the “eternal /everlasting love”that we all dream to have is not forged until we learn to appreciate and tolerate the other.2.Translate thefollowing paragraph into English, using the words andexpressions in the boxbelow.▆ Answers for reference:After dinner, we all sataround the hearth. Aunt Susan was still in the grief of losing Uncle Robert. In her soft voice she told usabout their past years. Uncle Robert joined the army shortly after they were engaged. Given the critical situation at the time when lots of armymen didn’t return alive, you can imagine how much horrified Aunt Susan was everyday, and how much overjoyed she was to see UncleRobert back safe and sound from the European battlefield. Then they got marriedand brought up five children. For all those years, their affection for each other grew stronger in the course of overcoming difficulties and hardships inlife. I was fascinated byAunt Susan’s story, which was totally different from my ideal of love. They practiced, in their daily life, givingand sharing instead of pursuing passion and romance, or making complaints.Amazingly, such love lasted through their whole life.Theme-Related Writing5▆Sample EssayOne:Male-femalerelations are indispensable to adults all through their lives. But different generationshandle them differently. Our parents’generation lived in an era ofconstraints, restraints, respect, admiration, and plenty of romance. They kepta distance from people of the opposite gender in order to preserve the holinessof love and relationships.Mygeneration, on the other hand, began with countless crushes for the oppositesex just because of their superficial charm. Harmless as they were, the lovewas as brief as soap bubbles. As we grew up, we came to the stage of developingreal relationships, believing that love demanded a lot of give and not so muchof take.Bycomparison, the younger generation is more open-minded and less restricted inhandling the matter of love and relationships. They jump on the bandwagon oflove with so much haste that it is difficult for them to distinguish betweenphysical attraction and mental compatibilities.In short,the younger generation focuses more on physical beauty, closeness and passion,and they tend to seek what they want from the relationships. The other twogenerations give priority to inner charm, intimacy, emotion and sharing indealing with relationships. (196 words)▆Sample Essay Two:What Do Girl Students Look for in Loveand Life?In order toknow about girl students’opinion about love and life, a survey with girlstudents was conducted in 2005 in two universities —Chongqing University ofTechnology and Business and East China Normal University. The survey sought answersto two questions: What do you look for first in a boyfriend? What’s the mostimportant thing for a happy life?About onethird of the students chose personality as the top factor in choosing aboyfriend, followed by 27 percent focusing on abilities. Next came commoninterests and goals, favoured by 17 percent, with only 14 percent of studentsclaiming appearance to be uppermost intheir minds. Fewer still, 11 percent,rated economic status as the first consideration.As to theirviews about a happy life, nearly seventy percent of the girls attached thegreatest importance to marriage and family. “Career”was given top priority byjust under 20 percent, while even fewer, around 9 percent, believed that money wasthe key to a happy life.Based on thesurvey, we may conclude that nowadays, girl students generally hold a rational attitudetowards love and life. Admittedly, the improved material conditions of lifeexplain why girls take economic status and money rather lightly. But contraryto the popular view that girls are more concerned about self-development in theworkplace and social status, they still regard marriage and family life ascentral to a happy life. (235 words)。
新进阶3综合unit2答案
1UNIT 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 discussion centering on the “fuerdai” phenomenon in ChinaD. Become familiar with expository writing2. 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 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 in 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. 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 readingStep 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 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 organizationThe 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.Method: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph (sometimestwo-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.2Q. 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&4Q: 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.4Q: 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.9Q: 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.10Q: 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 Focus3.3.2.1 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。
《全新版大学进阶英语综合教程3》Unit 2教案
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U2-01Steps（步骤）教学组织Step One （步骤一）Lead-in:Here is a song that once made Billboard’s Top 5 ‘Hot Country Singles’ (美国Billboard乡村音乐单曲榜TOP 5). Listen to it two or three times, go over the lyrics printed below and fill in the missing words. Then answer the questions that follow. Before you start, reading the culture notes about “keeping up with the Joneses” on page 41 and getting to know the following new words and expressions might be helpful. Keeping up with the JonesesHelpful Expressionsmake the rounds 四处走动fall apart 崩溃；破裂trial n. 审判file /fail/ n. 纵列Notes:1. ’C ause conj. (colloq) = because2. …going out on the town: Here it means they began to goto expensive places they probably couldn’t afford.3. trial: Here it refers to a divorce (离婚) trial in court.4. in single file: one by one, as opposed to hand in hand.“Guess we’ll follow them in single file” implies that we,like the Joneses, will not be a couple anymore.Video watching:Watch the video clip and answer the questions.After watching the video clip, discuss the following questions with your classmates.《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U2-02《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U2-03《新视野大学英语（第三版）》Book 3课程单元教学设计（教案）编号：U2-04。
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New Progressive College English Book III UNIT 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 discussion centering on the “fuerdai” phenomenon in ChinaD. Become familiar with expository writing2. 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 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 in 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. 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 readingStep 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 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 organizationThe 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 mainMethod: 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.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.2Q. 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&4Q: 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.4Q: 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.9Q: 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.10Q: 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 Focus3.3.2.1 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。