新進(jìn)階3綜合unit2答案

新進(jìn)階3綜合unit2答案NewProgressiveCollegeEnglishBookIIIUNIT2ConspicuousConsumption新進(jìn)階大學(xué)英語(yǔ)綜合教程（3）課程名稱授課內(nèi)容大學(xué)英語(yǔ)（三）使用教材授課學(xué)時(shí)TextThem?(精讀)WhoAretheJonesesandWhyAreWeTryingtokeepUpwith6ReadingStopKeepingUpwiththeJoneses-They’reBroke(泛讀)1.Haveathoroughunderstandingofthetextcontextuallyandlinguistically2.Talkabouttheconspicuousconsumptionofluxurygoods3.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChina教學(xué)目的4.Becomefamiliarwithexpositorywriting1.AnalyzethestructureandgraspthemainideaofText2.Masterthekeylanguagepointsandgrammaticalstructuresinthetext3.Learnsometechniquesinwriting教學(xué)重點(diǎn)與難點(diǎn)4.Criticalthinking1.Audio-visualmethodandaudio-lingualmethod.2.Task-basedlanguageteachingmethod3.Communicativeapproach4.UsingCAI,PPT5.Smartteaching(usingonlinetoolsormaterials)教學(xué)方法與手段1.Lead-inActivitiesStep1.Warm-upactivitiesStep2.Discussionaboutthetopic2.GlobalReadingStep1.ApproachingthethemeStep2.Analyzingthetextorganization3.DetailedReadingStep1.UnderstandingthetextinadeeperlevelStep2.LearningusefulexpressionsStep3.LearningdifficultsentencesstructuresStep4.Learningnewwords4.ComprehendingReading1Step1:Skimmingthetext教學(xué)過(guò)程Step2:ExplainingthedifficultsentencesofthetextStep3:Doingsentencetranslation5.AfterreadingStep1.ViewingandListeningStep2.SpeakingStep3.AssignmentsAssignments:1.ReadthetextinReading2andfinishtheexercises2.Writeanexpositorywriting3.Previewthenextunit.作業(yè)UNIT2ConspicuousConsumption1.TeachingObjectives:StudentswillbeabletoA.HaveathoroughunderstandingofthetextcontextuallyandlinguisticallyB.TalkabouttheconspicuousconsumptionofluxurygoodsC.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChinaD.Becomefamiliarwithexpositorywriting2.TimeAllotment:1stPeriod:Lead-inActivities(Warm-upactivities;Discussionaboutthetopic)2ndPeriod:Global-reading(Text:Approachingthetheme;analyzingthetextorganization)3rdPeriod:Detailedreading(UnderstandingtheTextAinadeeperlevel,analyzingdifficultsentencestructures)4thPeriod:DetailedreadingActivities(Learningnewwords,summarizinggoodusage)5thPeriod:ComprehendingReading1(Skimmingthetext,explainingthedifficultsentencesoftheText,doingsentencetranslation))6thPeriod:After-readingActivities(ViewingandListening;Speaking;Assignments)3.TeachingProcedures:3.1Lead-inActivitiesStep1.Warm-upactivitiesAskSstolistentoasongandfillinthemissingwordsinthelyrics.HaveSsworkinpairs.OnestudentaskstheotherthequestionsinOpener,theotheranswers.Thenswitchroles.Method:PPT,communicativeapproach.Step2:DiscussionaboutthetopicIntroducethetopicoftheunittoSseitherinEnglishorChinese:Sometimespeoplebuythingsjustforthepurposeofshowingthattheyarericher,orhavebettertastethanothers.Expensivebrand-namegoodscanservethispurpose,andareoftenwantedpreciselybecausetheyareexpensive.Whetherspendingmoneyinthiswayisgood,badorsimplysillyissomethingwearegoingtoexplore.Method:Usingtask-basedlanguageteachingmethod,communicativeapproach.3.2GlobalreadingStep1.ApproachingthethemeAskSstotakealookattheCultureNotes,oraskthemtodosomefurtherreadingbeforeclassabouttheidiom“keepupwiththeJoneses”,itsoriginsanditssocialimpact,etc.GuideSstoexplorethetexttofidethemeaningandoriginoftheexpression“keepupwiththeJoneses”,howthisphenomenoncameintobeing,andwhatweshoulddotoridourselvesofthepressureofkeepingupwiththeJoneses.Method:PPT;communicativeapproach.Step.2AnalyzingthetextorganizationTheteachertellsstudentsthatthetextcanbedividedintothreepartswhichhavebeengivenintheTextOrganization.Thenstudentsshouldsummarizethemainideaofeachpartandcomparenoteswitheachother.PartsParagraphsFunctionsMainIdeasBringingupthesocialThemeaningandoriginofthePartOnePara.1-2PartTwoParas.3-6PartThreeParas.7-10phenomenonofconspicuousexpression“keepupwiththeconsumptionJoneses”ExplaininghowitoccursandHowthephenomenonofwhykeepingupwiththeJonesescameintobeingandwhypeoplebuyintoit.ExploringwaysofdealingWhatweshoulddotofreewithitourselvesfromthepressureofkeepingupwiththeJoneses.Method:skimmingandscanning,communicativeapproach3.3DetailedReading3.3.1Procedure1)Studentsareaskedtoreadthepassagecarefullyagainandforeachparagraph(sometimestwo-threeparagraphs),invitestudentstoanswerquestionsrelateddifficultsentencesandunderstandingofeachparagraph.2)HelpSsfindoutthegoodusageinthetextandunderlinedthem.3)Learnnewwordsindetails.Purpose:Furtherunderstandthetextandtrainscanningabilitytolearndifficultsentencestructuresaswellasnewwordsandexpressions.Method:Readingthetexttogether;Usingtask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-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.10Q:WhatarewesupposedtodotostopkeepingupwiththeJoneses?A:Insteadofbuyingintothemessagethatwe’renotgoodenough,weshouldhavepositiveself-regard.Weshouldrealizewedon’thavetobuythingstoimpressothers.3.3.2LanguageFocusDifficultsentences:1)I’dlovetosaythatneedvanishedwhenthelastepisodeofthatcomicstripran,butalas,itseemstohaveonlygottenworse.(Para.2)Iwouldliketosaythatneeddisappearedwhenthecomicstripcametoanend,butitseemsthatthingshaveturnedfrombadtoworseinstead.我多么想說(shuō)，隨著最后一集連環(huán)漫畫(huà)的結(jié)束，這一心態(tài)也不復(fù)存在了?？墒?，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(guò)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(jué)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(shuō)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(lái)是最美好的記憶。你愿意拿它們?nèi)Q一堆錢嗎？UsageInvertedWordOrder(倒裝語(yǔ)序)Invertedwordorderisoftenusedinthefollowingcases:1)whenasentencebeginswithanegativeword,suchas“not”,“never”,“hardly”,“seldom”,etc.2)whenasentencebeginswithan“only”expression,suchas“onlybefore”,“onlyafter”,“onlywhen”,“onlyif”ect.3)whenanadverbialofplacesuchas“upthehill”,“downthevalley”,etc.isputatthebeginningofasentence.Difficultwordsandphrases1)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(guó)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(lái)自拉丁文。Ourideasofvariouscolorsandmaterialsderivefromexperience.我們有關(guān)不同色彩、不同材料的想法來(lái)自經(jīng)驗(yàn)。5)pokefunat:makefunof嘲弄，開(kāi)玩笑e.g.Manylatenightcomedyshowspokefunatpoliticians.不少深夜脫口秀節(jié)目都拿政客開(kāi)涮。6)vanish:vi.passoutofsight,especiallyquickly;disappear消失；突然不見(jiàn)e.g.Weranoutafterthethief,buthehadvanishedwithoutatrace.我們緊追著小偷，可他突然就沒(méi)了影蹤。7)episode:n.oneofaseriesofscenesorstoriesconstitutingaliterarywork片段，插曲e.g.WhatdoyouthinkofthefinalepisodeoftheTVseriesthatwasairedlastnight?你覺(jué)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(kāi)，打開(kāi)e.g.ThesalesmanagerwantstoopenupnewmarketsintheFarEast.銷售經(jīng)理想在遠(yuǎn)東開(kāi)辟新的市場(chǎng)。11)forthatmatter:asfarasthatisconcerned就此而言，在這一問(wèn)題上e.g.Donottalklikethattoyourmother,ortoanyoneelseforthatmatter.別這么跟你媽說(shuō)話，跟誰(shuí)也別這么說(shuō)話。12)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(zhēng)而分裂的這個(gè)國(guó)家前景不定。13)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。14)outofdate:nolongerfashionable過(guò)時(shí)的；不再流行的e.g.Thatradiolookssooutofdate.這臺(tái)收音機(jī)真是老古董了。15)vicious:a.actingordonewithevilintentions惡意的e.g.Thepolicesaidthatthiswasoneofthemostviciousattacksthey’deverseenonahelplessvictim.警察表示，這是他們所見(jiàn)過(guò)的對(duì)無(wú)助受害者最惡毒的攻擊。16)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。17)mostofall:toagreaterdegreethananyoneoranythingelse尤其是e.g.WhatIwantmostofallistospendmoretimewithmylittledaughter.我最希望多陪陪年幼的女兒。18)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(shuō)得好：你的外表反映了你的內(nèi)心感受。19)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(wèn)題。20)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。4.ComprehendingReading1Teachercallsstudents’attentiontothetitleofthetext,asksthemtomakeaguessastowhatthisarticleisabout.ListsomeitemsandaskSstodividethemintonecessitiesandluxuries,accordingtotheirunderstanding.ThelistmayincludeitemssuchassatelliteTV,high-speedinternetaccess,sportutilityvehicles,cosmeticsurgery,professionalqualityhomegymequipment,hourlypaiddomesticcleaningandcookingservices,secondhomes,tripsabroad,etc.AskSstobrieflyexplainthereasonsfortheirdivision.AskSstolistsomefactorsthatdrivecon