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New Progressive College English Book
III
UNIT 2 Conspicuous
Consumption
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
教学
目的
教学
重点与
难点
教学
方法
与
手段
Text Who Are
the Joneses and Why Are We
Trying to
keep Up with Them? (
精读
)
6
授课学时
Reading
Stop
Keeping
Up
with
the
Joneses-
They
’
re Broke
(
泛读
)
1. Have a
thorough understanding of the text contextually
and
linguistically
2. Talk
about the conspicuous consumption of luxury goods
3.
Conduct
group
discussion
centering
on
the
“
fuerdai
”
phenomenon
in
China
4. Become familiar
with expository writing
1. Analyze the
structure and grasp the main idea of Text
2.
Master
the
key
language
points
and
grammatical
structures
in
the
text
3. Learn some techniques in writing
4. Critical thinking
1.
Audio-visual method and audio-lingual method.
2. Task-based language teaching method
3. Communicative approach
4.
Using CAI, PPT
5. Smart teaching (using
online tools or materials)
1. Lead-in
Activities
Step
1. Warm-up activities
Step 2.
Discussion about the topic
2. Global
Reading
Step 1. Approaching the theme
Step 2. Analyzing the text
organization
3. Detailed Reading
Step 1. Understanding the text in a
deeper level
Step 2. Learning useful
expressions
Step 3. Learning difficult
sentences structures
Step 4. Learning
new words
4. Comprehending Reading 1
Step 1: Skimming the text
Step 2: Explaining the difficult
sentences of the text
Step 3: Doing
sentence translation
5. After
reading
Step 1. Viewing and
Listening
Step 2. Speaking
Step 3. Assignments
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Assignments:
作业
1. Read the text in Reading 2 and
finish the exercises
2.
Write an expository writing
3. Preview the next unit.
UNIT 2 Conspicuous
Consumption
1.
Teaching Objectives:
Students will be able to
A.
Have a thorough understanding of the text
contextually and linguistically
B. Talk
about the conspicuous consumption of luxury goods
C. Conduct group discussion centering
on the
“
fuerdai
”<
/p>
phenomenon in China
D.
Become familiar with expository writing
2. Time Allotment:
1
Period: Lead-in
Activities
(Warm-up
activities;
Discussion
about
the
topic)
nd
2
Period:
Global-reading (Text: Approaching the theme;
analyzing the text
organization)
rd
3
Period:
Detailed
reading
(Understanding
the
Text
A
in
a
deeper
level,
analyzing difficult sentence
structures)
th
4
Period: Detailed
reading
Activities
(Learning
new
words,
summarizing
good
usage)
th
5
Period:
Comprehending
Reading
1
(Skimming
the
text,
explaining
the
difficult sentences of
the Text, doing sentence translation))
th
6
Period:
After-reading
Activities
(Viewing
and
Listening;
Speaking;
Assignments)
st
3. Teaching Procedures:
3.1 Lead-in Activities
Step 1. Warm-up activities
Ask Ss to listen to a song and fill in
the missing words in the lyrics.
Have
Ss work in pairs. One student asks the other the
questions in Opener, the
other answers.
Then switch roles.
Method:
PPT, communicative approach.
Step 2: Discussion about the topic
Introduce the topic of the unit to Ss
either in English or Chinese: Sometimes
people
buy
things
just
for
the
purpose
of
showing
that
they
are
richer,
or
have
better
taste
than
others.
Expensive
brand-name
goods
can
serve
this
purpose,
and
are
often
wanted
precisely
because
they
are
expensive.
Whether
spending
money
in
this
way
is
good, bad or simply silly is something
we are going to explore.
Method:
Using task-based
language teaching method, communicative approach.
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3.2 Global reading
Step 1. Approaching the theme
Ask
Ss
to
take
a
look
at
the
Culture
Notes,
or
ask
them
to
do
some
further
reading
before
class
about
the
idiom
“
keep
up
with
the
Joneses
”,
its
origins
and
its
social
impact, etc.
Guide Ss to explore the text to fide
the meaning and origin of the expression
“
keep
up
with
the
Joneses
”
,
how
this
phenomenon
came
into
being,
and
what
we
should
do to rid ourselves of the pressure of
keeping up with the Joneses.
Method:
PPT; communicative approach.
Step.2 Analyzing the text
organization
The teacher
tells students that
the text
can
be
divided into three
parts which
have been given
in the
Text Organization
.
Then students should summarize the main
idea of each part and compare notes
with each other.
Parts
Paragraphs
Bringing
Part One
Para.
1-2
phenomenon
consumption
Functions
up
of
the
Main Ideas
social
The meaning and
origin of the
Joneses
”
conspicuous
expression
“
keep
up
with
the
Explaining
how
it
occurs
and
why
How
the
phenomenon
of
keeping
up
Part
Two
Paras. 3-6
with
the
Joneses
came
into
being
and why people buy into it.
Exploring ways of dealing with
What
we
should
do
to
free
Part Three
Paras.
7-10
it
ourselves from the pressure of
keeping up with the Joneses.
Method:
skimming
and scanning, communicative approach
3.3 Detailed Reading
3.3.1
Procedure
1)
Students
are
asked
to
read
the
passage
carefully
again
and
for
each
paragraph
(sometimes two-
three paragraphs), invite students to answer
questions related
difficult sentences
and understanding of each paragraph.
2)
Help Ss find out the good usage in the text and
underlined them.
3) Learn new words in
details.
Purpose
:
Further
understand
the
text
and
train
scanning
ability
to
learn
difficult sentence structures as well
as new words and expressions.
Method:
Reading the text
together; Using task-based language teaching
method,
reading approach, communicative
approach, grammar-translation approach.
Step
1.
Questions
related
difficult
sentences
and
understanding
of
each
paragraph.
Paras.2
Q. Where does the phrase
“
Keeping up with the
Joneses
”
come from?
A: It comes from a cartoon strip of the
same title launched by Pop Momand in 1913.
Para.3&4
Q: Why were we not
aware of what the Joneses were doing prior to the
late 1880s?
A: Prior to the late 1880s,
mass media was not born. We were only concerned
about
making our own living.
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Para.4
Q: What was the ready
solution provided by magazines in order for us to
catch up
with the Joneses?
A: The ready solution was to buy
products that were advertised.
Para.9
Q: Where do true happiness and joy come
from, if they are not anything money can
buy?
A: True happiness and
joy come from within.
Paras.10
Q: What are we supposed to do to stop
keeping up with the Joneses?
A:
Instead of buying into the message that
we
’
re not good enough, we
should have
positive self-regard. We
should realize we don
’
t have
to buy things to impress
others.
3.3.2 Language Focus
3.3.2.1 Difficult sentences:
1)
I’d love to say that need
vanished when the last episode of that comic strip
ran, but alas, it seems to have only
gotten worse. (Para. 2)
I would like to
say that need disappeared when the comic strip
came to an end, but
it seems that
things have turned from bad to worse instead.
我多么想说，随着最后一集连环漫画的结束，这一心态也不复存在了。可是，唉，情况似乎
变得更糟。
2) Prior to
the late 1880s, most of us were so busy trying to
make a living that
we
didn’t
care
what
the
Joneses
were
doing,
nor
did
we
know,
for
that
matter.
(Para.
4)
Before
the
late
1880s,
most
of
us
were
bu
sy
trying
to
make
a
living.
We
didn’t
care
what the Joneses were
doing, and we didn’t know either.
19
世纪
80
年代末以前
，我们多数人都在忙于生计，既不关心、也不知道邻居们在做些什么。
3)
And
much
of
that
assessment
was,
and
still
is,
based
on
a
perceived
lack
of
things
we’re told we should
want or
have. (Para. 4)
And
much
of
that
evaluation
was,
and
still
is,
based
on
a
feeling
that
we
are
short
of things we ought to have because of
the messages from the mass media.
从过去直至
现今，
很大程度上这种认识源自一种缺失感，
即感觉上与别人相
比，
缺少了一些该要
或该有的东西。
4)
Because
ultimately,
you
decide
if
you’re
going
to
buy
into
this
idea
that
you’re
not
good enough. (Para. 7)
Because in the end, you determine
whether you’re going to accept the notion that
you’re not good enough.
因为最终是否接受你还不够好这一想法，由你自己说了算。
5)
So
it’s
time
to
take
some
pressure
off
your
self
and
stop
trying
to
keep
up
with
the Joneses
—
or
anyone else for that matter. (Para. 8)
So it’s time to rid yourself of the
pressure/free yourself from the pressure and
stop trying to keep up with the
Joneses. Nor should you try to keep up with anyone
else.
所以，现在你该卸去你身上的压力了，不要再跟邻
居攀比，也不要跟其他任何人攀比。
6)
If you can’t put a cap on it, you’re
chasing the wind.
(Para. 9)
If
you
can’t
put
a
limit
on
what
you
desire,
you
are
undertaking
a
meaningless
task
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