《全新版大學(xué)進(jìn)階英語綜合教程3》課程單元教學(xué)設(shè)計(jì)（教案）Unit2ConspicuousConsumptionText:WhoAretheJonesesandWhyAreWeTryingtoKeepUpwithThem?本次課標(biāo)題授課教師潘新淮授課班級(jí)授課時(shí)間18級(jí)A5班3月11日1、2節(jié)4棟501室18級(jí)A14班18級(jí)A9班3月11日5、6節(jié)8棟105室3月11日3、4節(jié)授課地點(diǎn)教學(xué)目標(biāo)4棟501室能力（技能）目標(biāo)知識(shí)目標(biāo)1.haveathoroughunderstandingofthetext1.talkabouttheconspicuousconsumptionofluxurygoods,howithascomeintobeingcontextuallyandlinguistically;andtheeffectsitmighthaveonsociety.2.expandtheirvocabularyaboutconspicuous2.Conductgroupdiscussionscenteringonthe“fuerdai”phenomenoninChina.consumptionandknowhowtousethekeywordsandexpressionsincontextproperlyWarming-upActivities教學(xué)基本內(nèi)容1)Opener;2)Culturalbackground.Focus:1)Tofurtherunderstandthetext;2)Toapplythewords,phrasesandsentencepatterns.3)Tobecomefamiliarwithexpositorywriting,whosepurposeistoconveyinformationandexplainideas.教學(xué)重點(diǎn)和難點(diǎn)Difficulties:1)Tomasterandapplythesentencepatternsinthisunit;2)expandtheirvocabularyaboutconspicuousconsumptionandknowhowtousethekeywordsandexpressionsincontextproperly;參考資料1.《全新版大學(xué)進(jìn)階英語-綜合教程3》（上海外語教育出版社）2.《全新版大學(xué)進(jìn)階英語-綜合教程教師手冊(cè)3》（上海外語教育出版社）3.Teachingcourseware（上海外語教育出版社）參考資料編號(hào)：U2-01Steps（步驟）教學(xué)組織StepOneLead-in:（步驟一）HereisasongthatoncemadeBillboard’sTop5‘HotCountrySingles’(美國Billboard鄉(xiāng)村音樂單曲榜TOP5).Listentoittwoorthreetimes,gooverthelyricsprintedbelowandfillinthemissingwords.Thenanswerthequestionsthatfollow.Beforeyoustart,readingtheculturenotesabout“keepingupwiththeJoneses”onpage41andgettingtoknowthefollowingnewwordsandexpressionsmightbehelpful.KeepingupwiththeJonesesHelpfulExpressionsmaketherounds四處走動(dòng)fallapart崩潰；破裂trialn.審判file/fail/n.縱列Notes:1.’Causeconj.(colloq)=because2.…goingoutonthetown:Hereitmeanstheybegantogotoexpensiveplacestheyprobablycouldn’tafford.3.trial:Hereitreferstoadivorce(離婚)trialincourt.4.insinglefile:onebyone,asopposedtohandinhand.“Guesswe’llfollowtheminsinglefile”impliesthatwe,liketheJoneses,willnotbeacoupleanymore.Videowatching:Watchthevideoclipandanswerthequestions.Afterwatchingthevideoclip,discussthefollowingquestionswithyourclassmates.1.Whatisthissongabout?2.Ifyourfriendsareusingasmartphoneofthemostpopularbrand,willyoufeeltheneedtobuyone,too?StepTwoCulturalbackground（步驟二）KeepingupwiththeJoneses:AnAmericanidiomwhichreferstothepracticeofbuyingitemstoimpressneighborsorincreasesocialstanding,ratherthanfromadesirefortheitemsthemselves.“KeepingupwiththeJoneses”originatedasthetitleofapopularcomicstrip,launchedbycartoonistArthur“Pop”MomandintheNewYorkGlobein1913.ItquicklypassedintopopularusageasawayofdescribingAmericanconsumerculture,andstillenjoyswidecurrencyineverydayuseandpopularculture.Thestripdepictedthemisadventures(一系列的不幸遭遇)ofAloysiusP.McGinnis,whosewifewasobsessedwithmaintainingasocialstandingequaltothatoftheirwell-to-doneighbors,theJonesfamily.Ironically,thethecomic.Thepopularstripwassyndicatednationally(獲準(zhǔn)在全國多家報(bào)刊同時(shí)發(fā)表),inspiringananimatedfilm,astagemusical,andseveralbooks.The“Joneses”inthecartoonweren’tbasedonanyoneinparticular,Joneswasaverycommonnameand“theJoneses”wasmerelyagenericnamefor“theneighbors”.KeepingupwiththeKardashiansAnAmericanrealitytelevisionseriesthatairsontheE!cablenetworkandfocusesonthepersonalandprofessionallivesoftheKardashianfamily.TheserieswasfirstshownonOctober14,2007andhasbecomeoneofthelongest-《全新版大學(xué)進(jìn)階英語綜合教程3》課程單元教學(xué)設(shè)計(jì)（教案）Unit2ConspicuousConsumptionText:WhoAretheJonesesandWhyAreWeTryingtoKeepUpwithThem?本次課標(biāo)題授課班級(jí)授課時(shí)間授課教師潘新淮18級(jí)A14班3月14日1、2節(jié)4棟501室18級(jí)A5班18級(jí)A9班3月14日5、6節(jié)8棟105室3月14日3、4節(jié)授課地點(diǎn)教學(xué)目標(biāo)4棟501室能力（技能）目標(biāo)知識(shí)目標(biāo)1.haveathoroughunderstandingofthetext3.talkabouttheconspicuousconsumptionofluxurygoods,howithascomeintobeingcontextuallyandlinguistically;andtheeffectsitmighthaveonsociety.2.expandtheirvocabularyaboutconspicuous4.Conductgroupdiscussionscenteringonthe“fuerdai”phenomenoninChina.consumptionandknowhowtousethekeywordsandexpressionsincontextproperlyTextStudy教學(xué)基本內(nèi)容1)Interactivereadingofthetext;2)Languagefocus.Focus:1)Tofurtherunderstandthetext;2)Toapplythewords,phrasesandsentencepatterns.3)Tobecomefamiliarwithexpositorywriting,whosepurposeistoconveyinformationandexplainideas.教學(xué)重點(diǎn)和難點(diǎn)Difficulties:1)Tomasterandapplythesentencepatternsinthisunit;2)expandtheirvocabularyaboutconspicuousconsumptionandknowhowtousethekeywordsandexpressionsincontextproperly;參考資料1.《全新版大學(xué)進(jìn)階英語-綜合教程3》（上海外語教育出版社）2.《全新版大學(xué)進(jìn)階英語-綜合教程教師手冊(cè)3》（上海外語教育出版社）參考資料編號(hào)：U2-02Steps（步驟）教學(xué)組織StepOneComprehensioncheck（步驟一）1.DiggingintodetailAnswerthefollowingquestionstobetterunderstandthetext.Youmaywanttowritedownsomekeywordsinthespaceprovidedbeforeyoudoso.(Para.2)1Wheredoesthephrase“KeepingupwiththeJoneses”comefrom?ItcomesfromacartoonstripofthesametitlelaunchedbyPopMomandin1913.(Para.3&4)2WhywerewenotawareofwhattheJonesesweredoingpriortothelate1880s?Priortothelate1880s,massmediawasnotborn.Wewereonlyconcernedaboutmakingourownliving.(Para.4)3WhatwasthereadysolutionprovidedbymagazinesinorderforustocatchupwiththeJoneses?Thereadysolutionwastobuyproductsthatwereadvertised.(Para.9)4Wheredotruehappinessandjoycomefrom,iftheyarenotanythingmoneycanbuy?Truehappinessandjoycomefromwithin.(Para.10)5WhatarewesupposedtodotostopkeepingupwiththeJoneses?Insteadofbuyingintothemessagethatwe’renotgoodenough,weshouldhavepositiveself-regard.Weshouldrealizewedon’thavetobuythingstoimpressothers.2.UnderstandingdifficultsentencesChoosetheanswerthatcorrectlyinterpretsthesentencefromthetext.1.Priortothelate1880s,mostofusweresobusytryingtomakealivingthatwedidn’tcarewhattheJonesesweredoing,nordidweknow,forthatmatter.(Para.4)A.Beforethelate1880s,mostofuswerebusytryingtomakealiving.Wedidn’tcarewhattheJonesesweredoing,andwedidn’tknoweither.B.Beforethelate1880s,mostofusweresobusytryingtomakealivingthatwedidn’tcarewhattheJonesesweredoing,nordidweknowwhatmatteredtothem.2.Andmuchofthatassessmentwas,andstillis,basedonaperceivedlackofthingswe’retoldweshouldwantorhave(Para.4)A.Andmuchoftheassessmentwas,andstillis,basedonalackofunderstandingofthethingswe’retoldweshouldwantorhave.B.Andmuchofthatevaluationwas,andstillis,basedonafeelingthatweareshortofthingsweoughttohavebecauseofthemessagesfromthemassmedia.3.Becauseultimately,youdecideifyou’regoingtobuyintothisideathatyou’renotgoodenough.(Para.7)A.Becauseintheend,youdecidebyyourselfifyou’regoingtobuymorestufftostopthinkingyou’renotgoodenough.B.Becauseintheend,youdeterminewhetheryou’regoingtoacceptthenotionthatyou’renotgoodenough.4.Ifyoucan’tputacaponit,you’rechasingthewind(Para.9)A.Ifyoucan’tputalimitonwhatyoudesire,youareundertakingameaninglesstaskthatwillleadyounowhere.B.Ifyoucan’tconstrain(限制)youdesires,you’refollowingthecrowd.5.Thinkofthemomentsyoulookbackonasyourfondestmemories.Wouldyoutradethoseforapileofcash?(Para.9)A.Thinkofthemomentsyourememberasyourmostlovingmemories.Wouldyoubuythemwithallthemoneyyouhave?B.Thinkofthemomentsyoulookbackonasyourwarmestmemories.Wouldyouexchangethemforapileofcash.Focusingonthemainideas:Thetextisanexpositoryessay(說明文).TheaimofanexpositoryessayistoexplainobjectivelyandclearlyatopicsuchaswhyacertainphenomenonStepTwo（步驟二）happens,howanoperationworks,orwhyacertainopinionisheld.Studyingtheorganizationofthetextcanhelpushaveabetterunderstandingofthistypeofwriting.Thistextcanberoughlydividedintothreeparts.StepThreeTextAnalysis（步驟三）Thisarticleaimstopersuade.ComingfromtheHealthyLivingsectionofanonlinenewspaper,itintendstogetustoliveahealthier,happierlifebygivingsomethingup.Inthiscasewhatwearetoldtogiveupistryingtoimpressothersbywhatweown.Intryingtoconvinceustodosothewriteremploysanumberoftechniquescommontopersuasivewriting.Therearerhetoricalquestionswiththeanswerprovidedbythequestioner(hypophora,togiveititstechnicalname):“WhoistellingusweneedtokeepupwiththeKardashians?Themedia.”Elsewheretherearerhetoricalquestionswherenoanswerisneededastheanswerissoobvioustoeveryone.Thereistheuseofquotationmarkstosignalirony,aswhentheauthorwritesthatthemagazines“fortunately”provideadvertisementstosolvetheproblemtheycreated.Thereareemotionalexclamations:“It’snotworthit!”todrivehometheheartfeltstrengthofanopinion.Andwhenwearriveatthefinalparagraph,theauthorhasmadehercase,andthemoodswitchestotheimperative.Inshort,sharpinstructionswearetoldnottodelay.Themessageisdrivenhomebytherepeateduseof“stop”earlyintheparagraphandlaterbytherepeateduseof“doit,”buildingtoafinal,exasperated,“Justdoit.”StepFourII.LanguageFocus（步驟四）Wordsandexpressions1.strivefor:makegreateffortstoachieveorobtain(sth.)努力，力求e.g.Westriveforperfectionbutsometimeshavetoacceptsomethinglessthanperfect.我們力求完美，但有時(shí)不得不接受不那么完美的事。2.becontentwith:besatisfiedwith(sth.),notwishingformore對(duì)…滿意；對(duì)…感到滿足e.g.BrexitshowsthatmanyBritisharenolongercontentwiththeEUasitis.脫歐公投表明不少英國人對(duì)歐盟現(xiàn)狀頗為不滿。I’dbecontentwithamodestincome.有所收入我就滿足了。3.keepupwith:moveorprogressatthesamerate(assb./sth.)跟上e.g.Wagesarefailingtokeepupwithinflation.工資趕不上通貨膨脹啊。4.derivefrom:have(sth.)asastarting-point,sourceororigin;comefrom源自；源于e.g.ThousandsofEnglishwordsderivefromLatin.有幾千個(gè)英文單詞來自拉丁文。Ourideasofvariouscolorsandmaterialsderivefromexperience.我們有關(guān)不同色彩、不同材料的想法來自經(jīng)驗(yàn)。5.pokefunat:makefunof嘲弄，開玩笑e.g.Manylatenightcomedyshowspokefunatpoliticians.不少深夜脫口秀節(jié)目都拿政客開涮。6.vanish:vi.passoutofsight,especiallyquickly;disappear消失；突然不見e.g.Weranoutafterthethief,buthehadvanishedwithoutatrace.我們緊追著小偷，可他突然就沒了影蹤。7.episode:n.oneofaseriesofscenesorstoriesconstitutingaliterarywork片段，插曲e.g.WhatdoyouthinkofthefinalepisodeoftheTVseriesthatwasairedlastnight?你覺得昨晚播放的那個(gè)連續(xù)劇的最后一集怎么樣？Itwasanepisodeinhislifethathe’dliketoforget.那是他寧可忘卻的人生插曲。8.core:n.thecentralandmostimportantpartofsth.核心e.g.Adesireforjusticeisatthecoreofhisarguments.對(duì)正義的渴望是他的核心論點(diǎn)。9.comeintobeing:形成；產(chǎn)生e.g.Abookingcontractbetweenahotelandaguestmaycomeintobeinginseveraldifferentways.酒店與客人的訂房協(xié)議有幾種不同的達(dá)成方式。Wedonotknowexactlywhentheuniversecameintobeing.我們并不確定宇宙是什么時(shí)候形成的。10.openup:cause(sth.)toopen展開，打開e.g.ThesalesmanagerwantstoopenupnewmarketsintheFarEast.銷售經(jīng)理想在遠(yuǎn)東開辟新的市場。11.makealiving:謀生e.g.Shewasstrugglingtomakealivingasadancer.她艱難地以跳舞謀生。12.forthatmatter:asfarasthatisconcerned就此而言，在這一問題上e.g.Donottalklikethattoyourmother,ortoanyoneelseforthatmatter.別這么跟你媽說話，跟誰也別這么說話。13.uncertain:a.notcompletelycertain;notknownordefinite不確定的；不確知的e.g.She’suncertainwhethertogotoNewZealandornot.她拿不定主意要不要去新西蘭。Tornapartbywar,thecountrynowfacesaveryuncertainfuture.因戰(zhàn)爭而分裂的這個(gè)國家前景不定。14.perceive:vt.becomeawareof(sth.orsb.)感知到，意識(shí)到e.g.Newtechnologyisperceivedbysomepeopletobeathreattoemployment.有人把新技術(shù)視為就業(yè)的威脅。15.outofdate:nolongerfashionable過時(shí)的；不再流行的e.g.Thatradiolookssooutofdate.這臺(tái)收音機(jī)真是老古董了。16.vicious:a.actingordonewithevilintentions惡意的e.g.Thepolicesaidthatthiswasoneofthemostviciousattacksthey’deverseenonahelplessvictim.警察表示，這是他們所見過的對(duì)無助受害者最惡毒的攻擊。17.cycle:n.aseriesofeventsthatareregularlyrepeatedinthesameorder循環(huán)e.g.TheexplosionindowntownIstanbulthrewTurkeyintoanothercycleofviolence.伊斯坦布爾市中心的爆炸事件使土耳其再次陷入暴力。18.guilt:n.afeelingofhavingdonesth.wrongorfailedinanobligation內(nèi)疚，不安e.g.Hesuffereddeepfeelingsofguiltabout/at/for/overexposinghischildrentodanger.他令孩子們陷入危險(xiǎn)，因而深感內(nèi)疚。Herhusband’sdeathleftherwithanoverwhelmingsenseofguilt.丈夫之死令她深感內(nèi)疚，難以解脫。19.mostofall:toagreaterdegreethananyoneoranythingelse尤其是e.g.WhatIwantmostofallistospendmoretimewithmylittledaughter.我最希望多陪陪年幼的女兒。20.putitbest/well/cleverly...:express(athoughtorcomment)inagood/cleverway極好地/很好地/巧妙地表述e.g.Theprofessorputitbestwhenhesaid,“Howyoulooktellstheworldhowyoufeel.”教授說得好：你的外表反映了你的內(nèi)心感受。21.cultural:a.oforrelatingtotheideas,customs,andsocialbehaviorofasociety文化的e.g.Australiahasitsownculturalidentity,whichisverydifferentfromthatofBritain.澳大利亞有其自身文化特性，與英國的完全不同。22.attributesth.tosb./sth.:regardsth.asbeingcausedby把…歸因于；把…歸咎于e.g.Helikedtoattributehissuccesstoa“l(fā)uckybreak”.他喜歡把自己的成功歸因于機(jī)遇。Herteachersattributedherlearningdifficultiestoemotionalproblems.她的老師把她的學(xué)習(xí)困難癥歸咎于情感問題。website:n.網(wǎng)址e.g.Ifyouhaveanyproblems,consulttheFAQs(frequentlyaskedquestions)onourwebsite.有任何問題請(qǐng)前往我們網(wǎng)站的“常見問題”欄。23.advocate:vt.publiclyrecommendorsupport提倡，擁護(hù)e.g.Thereisnopointadvocatingimprovedpublictransportunlesswecanpayforit.除非我們能負(fù)擔(dān)得起，不然主張改善公共交通根本沒意義。24.ultimately:heend;finally最后；最終e.g.Technologicaladvancescouldultimatelyleadtoevenmorejoblosses.技術(shù)的發(fā)展最終將導(dǎo)致更多的失業(yè)。Thewayyouarrangeplantsinyourgardenisultimatelyamatterofpersonalpreference.花園里種些什么終究只是個(gè)人喜好。Sentencestructure：1.I’dlovetosaythatneedvanishedwhenthelastepisodeofthatcomicstripran,butalas,itseemstohaveonlygottenworse.(Para.2)Iwouldliketosaythatneeddisappearedwhenthecomicstripcametoanend,butitseemsthatthingshaveturnedfrombadtoworseinstead.我多么想說，隨著最后一集連環(huán)漫畫的結(jié)束，這一心態(tài)也不復(fù)存在了。可是，唉，情況似乎變得更糟。2.Priortothelate1880s,mostofusweresobusytryingtomakealivingthatwedidn’tcarewhattheJonesesweredoing,nordidweknow,forthatmatter.(Para.4)Beforethelate1880s,mostofuswerebusytryingtomakealiving.Wedidn’tcarewhattheJonesesweredoing,andwedidn’tknoweither.19世紀(jì)80年代末以前，我們多數(shù)人都在忙于生計(jì)，既不關(guān)心、也不知道鄰居們?cè)谧鲂┦裁础?.Andmuchofthatassessmentwas,andstillis,basedonaperceivedlackofthingswe’retoldweshouldwantorhave.(Para.4)Andmuchofthatevaluationwas,andstillis,basedonafeelingthatweareshortofthingsweoughttohavebecauseofthemessagesfromthemassmedia.從過去直至現(xiàn)今，很大程度上這種認(rèn)識(shí)源自一種缺失感，即感覺上與別人相比，缺少了一些該要或該有的東西。4.Becauseultimately,youdecideifyou’regoingtobuyintothisideathatyou’renotgoodenough.(Para.7)Becauseintheend,youdeterminewhetheryou’regoingtoacceptthenotionthatyou’renotgoodenough.因?yàn)樽罱K是否接受你還不夠好這一想法，由你自己說了算。5.Soit’stimetotakesomepressureoffyourselfandstoptryingtokeepupwiththeJoneses—oranyoneelseforthatmatter.(Para.8)Soit’stimetoridyourselfofthepressure/freeyourselffromthepressureandstoptryingtokeepupwiththeJoneses.Norshouldyoutrytokeepupwithanyoneelse.所以，現(xiàn)在你該卸去你身上的壓力了，不要再跟鄰居攀比，也不要跟其他任何人攀比。6.Ifyoucan’tputacaponit,you’rechasingthewind.(Para.9)Ifyoucan’tputalimitonwhatyoudesire,youareundertakingameaninglesstaskthatwillleadyounowhere.如果你不能設(shè)定一個(gè)上限，你便是在追風(fēng)。7.Thinkofthemomentsyoulookbackonasyourfondestmemories.Wouldyoutradethoseforapileofcash?(Para.9)Thinkofthemomentsyoulookbackonasyourwarmestmemories.Wouldyouexchangethemforapileofcash?想一想回顧起來是最美好的記憶。你愿意拿它們?nèi)Q一堆錢嗎？1.Toreview&memorizethenewwords;Homework2.Tofinishtheexercises.（作業(yè)）Throughstudyingthisunit,studentscanlearnlanguageonthebaseofthe《全新版大學(xué)進(jìn)階英語綜合教程3》課程單元教學(xué)設(shè)計(jì)（教案）本次課標(biāo)題授課班級(jí)授課時(shí)間Reading1:StopKeepingUpwiththeJoneses--They’reBroke授課教師潘新淮18級(jí)A5班3月18日1、2節(jié)4棟501室18級(jí)A14班18級(jí)A9班3月18日5、6節(jié)8棟105室3月18日3、4節(jié)授課地點(diǎn)教學(xué)目標(biāo)4棟501室能力（技能）目標(biāo)知識(shí)目標(biāo)1.haveathoroughunderstandingofthetext1.talkabouttheconspicuousconsumptionofluxurygoods,howithascomeintobeingcontextuallyandlinguistically;andtheeffectsitmighthaveonsociety.2.expandtheirvocabularyaboutconspicuous2.Conductgroupdiscussionscenteringonthe“fuerdai”phenomenoninChina.consumptionandknowhowtousethekeywordsandexpressionsincontextproperlyExercise&LanguageApplication1)Keywordsandexpressions;教學(xué)基本內(nèi)容2)Sentencepatterns;3)Exerciseoftranslation.Focus:1)Tofurtherunderstandthetext;2)Toapplythewords,phrasesandsentencepatterns.教學(xué)重點(diǎn)和難點(diǎn)Difficulties:教學(xué)重點(diǎn)和難點(diǎn)1)Tomasterandapplythesentencepatternsinthisunit;2)expandtheirvocabularyaboutconspicuousconsumptionandknowhowtousethekeywordsandexpressionsincontextproperly;參考資料參考資料1．Teacher’sBook(上海外語教育出版社)2．Teachingcourseware(上海外語教育出版社)編號(hào)：U2-03Steps（步驟）教學(xué)組織OpeningupAskSstoanswerquestions:（步驟一）1.Yesterday’sluxurieshaveahabitofbecomingtoday’snecessities.Butdowereallyneedallthethingswearesoanxioustobuy?2.Canyoudefineconspicuousconsumption?StepOneReading&ComprehendingReading11.AskSstoreadaloudthenewwordsandexpressionsinthemargin,andguidethemtosketchoutthepassage.2.CheckSs’sketchwiththetaskinComprehensionCheckforReading1.3.ClarifysomedifficultpointsanddothetaskinTranslation.StepTwoReading2（步驟二）1.AskSstoskimthetextandanswerthequestionsinComprehensionCheckforReading2.2.AskSstofastreadthetextagainandthenaskoneortwoofthemtosummarizethepassagewithwordsandexpressionsfromReading2.IntegratedSkillsPracticingStepThreeGroupdiscussion:Formgroupsoffourorfiveandconductagroupdiscussioncenteringonthefollowingquestion.Eachstudentisexpectedtobringforthhis（步驟三）orherviewpoint,supportedbyreasonsorevidence.StepFour4.Translation（步驟四）TranslatethefollowingsentencesintoChinese.1)Theyaren’twearingtenpoundsofgoldchains,orgownscreatedbyfamousdesigners.Four-hundred-dollarhaircuts,sprawlingmansions,RollsRoycesandprivateplanesaren’tintheirbudget,sotheyassumetheirspendingisreasonable.他們沒有佩戴十磅重的金鏈子，也沒有穿著由著名設(shè)計(jì)師制作的禮服。四百美金一次的理發(fā)、寬大的豪宅、勞斯萊斯轎車以及私人飛機(jī)都不在他們的預(yù)算之內(nèi)，所以他們認(rèn)為他們的各項(xiàng)花費(fèi)合情合理。2)Cosmeticsurgery,pleasureboats,restaurantqualitykitchenappliances,professionalqualityhomegymequipment,andsecondhomesareafewitemsthatstillqualifyasluxuriesinmostpeople’sminds,butthathasn’thurttheirpopularity.在多數(shù)人的心目中，美容手術(shù)、游艇、餐館品質(zhì)的廚房用具、專業(yè)品質(zhì)的家用健身設(shè)備及第二居所仍然被當(dāng)作奢侈品，但這并沒有損及它們的受歡迎的程度。3)Thewesterncountriesarewellknownfortheirexcessiveconsumption,butemergingmiddleclassesinChinaandIndiaareworkinghardtojointhecrowdtoo.西方國家以過度消費(fèi)而聞名，但是中國和印度的新興中產(chǎn)階級(jí)也在拼命地加入這個(gè)群體。4)Thebighomes,expensivetoysandothergoodiesseemnice,butinrealitytheyareunnecessaryfromapracticalperspective,andwillonlymakeyouhappyforaveryshortperiodoftimebeforethenext“must-have”itemrollsaround.大房子、昂貴的玩具以及其他好東西好像都招人喜歡，但是實(shí)際上，從實(shí)用的角度來這些東西未必需要，而且它們只能帶來短暫的快樂。用不了多久，下一個(gè)“必需品”又將接踵而來。ComprehensionCheckforReading21)AsidefromthewealththatChina’srichsecondgenerationhasinheritedformtheiraffluentparents,whatlabelhavetheyalsoinherited?Theyhavealsoinheritedthelabelofspoiledheirswithlittleresponsibilitiesandaninclinationtospend.2)WhatcareerpathdidPeterBuffett,sonofbillionaireinvestorWarrenBuffett,choose?Hechosetobecomeamusician,acareerpathhe'sstillfollowingsofar.3)WhatdomanymillionairesandentrepreneursinChinawanttheirchildrentodowhentheyreachtheageofretirement?Theywanttheirchildrentotakeupthefamilybusiness,tostepintotheirshoesasleadersofaninheritedcompany.4)WhatdidWarrenBuffettinstillintohischildrenratherthanpassingonagreatdealofwealthtothem?Heinstilledvaluesintohischildren,whichwasnotmoneyorfameorstufflikethat.Itwasaboutsomethingthattheywouldbepassionateabout.Homework:1.ReviewthewordlistofReading1.Homework（作業(yè)）2.Usethephraseandsentencepatternstowriteareference.3.Reviewthearticleandpickupsomefavorablecontenttotalkaboutinthenextclass.Thehitforluxuryproductsisathought-provokingphenomenoninChina.AfterConclusionthisunit’sstudy,Ssnotonlyaccumulatemanyexpressiononeducationbutalso《新視野大學(xué)英語（第三版）》Book3課程單元教學(xué)設(shè)計(jì)（教案）編號(hào)：U2-04Unit2Emotionsspeaklouderthanword?本次課標(biāo)題授課班級(jí)授課時(shí)間授課教師潘新淮18級(jí)A14班18級(jí)A5班18級(jí)A9班3月21日5、6節(jié)8棟105室3月21日1、2節(jié)4棟501室3月21日3、4節(jié)月日節(jié)棟室授課地點(diǎn)教學(xué)目標(biāo)4棟501室能力（技能）目標(biāo)知識(shí)目標(biāo)1.Beabletoidentifytheproblem-solution1.Proposeideasandcommentonideaswhilebrainstorming;2.Presentyourbusinessidea;patterninlistening;3.Learntousevoice,bodylanguageandvisualaidseffectivelyinspeechdelivery.2.Distinguishingfactsfromopinion.Viewing,listening&speaking1)Discussion教學(xué)基本內(nèi)容2)Listeningtotheworld3)Speakingforcommunication4)FurtherpracticeinlisteningFocus:1)Listeningskill:predictingthethemeandrelevantvocabularybeforeyoulisten;2)Speakingskill:Brainstorming.教學(xué)重點(diǎn)和難點(diǎn)Difficulties:1)Listeningskill:predictingthethemeandrelevantvocabularybeforeyoulisten;2)Speakingskill:Brainstorming.參考資料參考資料1．Teacher’sBook(外語教學(xué)與研究出版社)2．Teachingcourseware(外研社編)Steps（步驟）教學(xué)組織DiscussionWhenwasthelasttimeyoufelttheseemotions?Givesomeexamples.Tomygreatsurprise,…Itwastrulyasurpriseformethat…Ihadafearof…Ineverdaredto…StepOne（步驟一）Ishiveredfromthissortoffear.Thefearof…fadedaway.Ispentagestryingto…Iwasreallyannoyedby…Ialwaysexperiencediscomfortatthemeresightof…Ijustenjoyedthedelightandhappinessforwhatitwas.Onlywhen…,couldIfeelalittlebitbetter.ListeningtotheworldStepTwo（步驟二）I.Sharing1.Watchapodcastforitsgeneralidea.2.ThenwatchPart1andmatchthestatements1-4tothepeopleA-D.3.WatchPart2andchoosethetruestatements.4.WatchPart3andfillintheblanks.5.Workinpairsanddiscussthequestion.II.Listening1.Someonewhoisnervousaboutajobinterview.Firstly,bepreparedfortheinterviewprocess.?gettingfamiliarwiththeinterviewprocess?makingthoroughpreparationsSecondly,takedeepbreaths.Finally,distractyourselfabitfrombeingnervous.?readingyourresume2.Someonewhoisstressedabouthis/herstudies.First,recognizethecauseofyourstress.?arealthreatorjustimaginedSecond,learntorelax.?plannedrelaxation?music,alongsoak,orawalkFinally,relaxyourselfonaregularbasis.?Relaxationexercisesforthebodyandthemind3.Someonewhohastoomanythingstodo.First,compileachecklistofallthethingstobedone.Moreover,prioritizethelistofthings.?urgentthings?generalroutinethings?last-minutetasksFinally,tickthefinishedtaskoff.ListeningskillsIdentifyingtheproblem-solutionpatternTheproblem-solutionpattern=amainproblem+possiblecauses(+effects)+atleastonesolution+anevaluation.Inordertounderstandtheideaspresentedinatalkmoreholistically,Studentsshouldpaymoreattentiontosignalwordswhichindicatewherethetalkmaybe“heading”.Identifyingtheproblem-solutionpatterncommonlyusedsignalwordsarelistedasfollows:Problem:theproblemis,…isadilemma,…isdifficult,…isreallyaproblem,oneofthedifficultiesis…,etc.Cause:becauseof,asaresultof,causedby,resultfrom,thereasonisthat…,for,owingto,etc.Effect:itmaycause…,itmayresultin…,so,thus,therefore,consequently,asaresult,accordingly,somuch(so)that,etc.Solution:tosolve…,thesolutionto…is…,etc.Evaluation:itproveseffective/workableto…,itplaysanimportantrolein…,etc.III.Viewing1.ReadtheprograminformationbelowandpredictwhattherapyTanyamightuseinovercomingherfearofsharks.2.Watchthevideoclipandchoosethebestanswers.3.Watchthevideoclipagainandcorrectthemistakes.4.Discusswhatsolutionsyoucanoffertosolvetheproblemsinthefollowingsituations.StepThreeSpeakingforcommunication（步驟三）I.Role-play1.ListentoPart1andnotedownideastomakechildrenlikeeatingvegetables.2.ListentoPart2.Whichideasarerejectedandwhy?Whichoneischosenintheend?3.ListentoPart2againandcompletethesentences.4.Chooseoneofthetopicsbelowandbrainstormatleastfiveideas.II.SpeakingSkill:OverallorganizationofaspeechAnimportantfeatureofagoodspeechisthatitisclearly,coherentlyandlogicallyorganized.Inparticular,thespeechshouldhaveanintroduction,abodyandaconclusion.Itshouldalsoemployproperconnectivestoindicatetheprogressionofthespeechfromonepartoronepointtoanother.IntroductionTheintroductionusuallycontainsthefollowingelements:Anattention-getterEstablishmentofcredibilityAstatementofthethesisand/or