新进阶3 综合Unit 1.doc

New Progressive College English Book III
UNIT 1 Working Holiday Abroad
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
Text：How My Working Holiday Changed Me
(精读)
Reading 1：Five Jobs I Never Knew I’d Have Abroad
（泛读）
授课学时
6
教学
目的
1. Discuss the relevant topics
2. Understand the text with skimming and scanning
3. Learn languages, e.g. words, phrases, difficult structures

教学
重点与
难点
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

教学
方法
与
手段
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)
教学
过程
1. Lead-in
Step 1. Warm-up activities
Step 2. Discussion about taking a working holiday abroad
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
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. Assignment
作业
Assignment：
1. Read the text in Reading 2 and finish the exercises.
2. Write a short essay about your summer job experience
3. Preview the next unit.
Unit 1 Working Holiday Abroad

1. Teaching Objectives:

Students will be able to
A. discuss the relevant topics
B. understand the text with skimming and scanning
C. learn languages, e.g. words, phrases, difficult structures
D. think further

2. Time Allotment:
1stPeriod: 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 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 Activities
Step 1. Warm-up activities
Introduce 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 Opener
Ask the students to understand the main points by filling blanks of the summary given in
Opener
Help the students to sum up the main points of the talk about a working holiday:
s 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 up a job or two (or 6) and break that arrangement up by traveling or moving on to a new location in the country.
s With a working holiday visa, you can work as you go
s A working holiday could end up being a life-changing experience.
s 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 holidays
overseas and invites some students to report to the class.
Method: Using task-based language teaching method, communicative approach.

3.2 Global reading
Step 1. Approaching the theme
The 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 organization
The 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 approach
Text Organization
Parts
Paragraphs
Main Ideas
Part One
Paras. 1-3
Desiring for a change in her life, the author fled Australia for a working holiday in Canada.
Part Two
Paras. 4–5
The author has always been a shy person, but in Vancouver she enjoyed meeting people, making friends and doing new things.
Part Three
Paras. 6–9
The author enjoyed her jobs at Starbucks and on the Aussie Pie Guy food truck.
Part Four
Paras. 10–12
The author traversed Canada and the United States, embracing the unknown.
Part Five
Paras. 13–14
The author would love to live the expat life again somewhere else, although there is also the part of her that would like to settle down for a while.
Part Six
Para. 15
The author wants to thank the working holiday for helping her become a better version of herself.

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 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, reading
approach, communicative approach, grammar-translation approach.

Step 1. Questions related to difficult sentences and understanding of each paragraph.
Para.2
Q: 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.4
Q: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.7
Q: What did they do while at work ?
A: They listened to 90s music, drank their daily Starbucks and served their friendly regulars.
Para.8
Q: 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.11
Q: 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.12
Q: 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.14
Q: What is her obsession ?
A: She is obsessed with browsing craft and design blogs and watching the Lifestyle channel.
Para.15
Q: 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 Focus
3.3.2.1 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。
2) I had suffered a lot of personal blows and felt emotionally stretched. (Para. 2)
I had gone through many unfortunate events and felt stressed.
个人生活上经受了许多打击，精神压力很大。
3) …and for once I didn’t hate it. (Para. 5)
…and unlike in the past, this time I actually enjoyed socializing.
而这次我一点都不讨厌社交了。
4) I loved that they accepted me for my socially awkward self. (Para. 5)
I loved that my colleagues accepted me although I was not good at socializing.
让我感到欣慰的是他们接纳了不善社交的我。
5) For the first nine months I worked two jobs. (Para. 6)
For the first nine months I did two jobs.
前9个月里我干了两份活。
Here “work” is used as a transitive verb.
e.g. She has to work multiple jobs to support her family.
为养家糊口她打好几份工。
6) My heart and my head are constantly torn between what they want in the future. (Para. 13)
I found it difficult to choose between two different paths for my future.
至于我的生活将来怎么过，我的情感和我的理智往往处在冲突之中。
7) Oh, and I kind of want a dog. Now that’s nesting. (Para. 14)
Oh, and I’d like to keep a dog, which shows I really do want to settle down.
我还想养一条狗。这样就更有家的感觉了。
3.3.2.2 Grammatical focus
non-restrictive attributive clause
non-restrictive attributive clause s add, but not essential information and(非限定性定语从句) is an adjective clause set off from the main clause by commas. It provide but not essential information and does not restrict or limit the noun it modifies
e. g . Our guide，who was a French Canadian，was an excellent cook.
我们的向导，一个法裔加拿大人，擅长于烹调。
These apple trees，which I planted three years ago，have not borne any fruit.
这些苹果树是我三年前栽的，还没有结过果实。
He said that he had never seen her before，which was not true.
他说以前从没见过她，这不是真的。
In the presence of so many people he was little tense, which was understandable.
在那么多人面前他有点紧张，这是可以理解的。

3.3.2.3 Difficult words and phrases
1) prior to: (fml) before 在……之前
e.g. These guidelines can help you learn about what you will need to do prior to your arrival at Michigan State University.
这些指南帮助你了解在抵达密歇根州立大学之前你需要做些什么。
2) in the form of: 以……的形式（出现）
e.g. Our previous investment in Eastern Europe has been mainly in the form of joint ventures.
我们之前在东欧的投资主要采取合资的形式。
3) fill out: complete (a document, form, etc.) by providing required information 填写
e.g. Please fill out the documents and send them by post to the following address.
请填妥文件并寄往下面的地址。
4) paperwork: n. 文书工作
e.g. This job may require you to do a lot of paperwork.
这项工作需要你处理不少文书工作。
5) make friends (with sb.): 交朋友
e.g. Jack tried to make friends with his new neighbor.
杰克试图跟新邻居交朋友。
6) meet up: meet sb., especially by arrangement （按照安排）见面，会面
e.g. We all agree that we will meet up on our 30th college graduation anniversary.
我们一致约定大学毕业30年再相会。
7) sightseeing: n. 观光，游览
e.g. They are still in high spirits despite a 10-hour day of sightseeing.
他们白天游览了10个小时，但依然兴致勃勃。
8) excursion: n. a short journey made for pleasure 远足，短途旅行
e.g. Students went on an excursion to the Grand Canyon.
学生去大峡谷短途旅行了
9) for once: 就这一回，难得一次
e.g. Tim often complains about the foods the school cafeteria serves. However, for once, Tim is not complaining today.
蒂姆总抱怨学校食堂的饭菜。今天他是难得的没挑剔。
10) stress out: make (sb.) become too anxious or tired 使焦虑不安，疲惫不堪
e.g. Anne Hathaway admitted that fame stressed her out for a long time.
安妮·海瑟薇坦言，长期以来，她深受声名之累。
11) zone: n. 地带；区域
e.g. Making your car a smoke-free zone protects you and your passengers.
把你的车变为无烟区同时保护你本人以及乘车人。
Shenzhen is China’s first Special Economic Zone.
深圳是中国第一个经济特区。
12) embrace: vt. (fml) accept gladly (an idea, a proposal, a set of beliefs, etc.) 欣然接受，乐意采纳（思想，建议等）
e.g. The new rules have been embraced by most of the employees.
新规定为大多数雇员欣然接受。
13) but then: on the other hand 但另一方面，然而
e.g. I didn’t like the food they served at the restaurant, but then the waitress was friendly.
那家饭店的饭菜不敢恭维，不过那个女服务员非常友好。
14) settle down: start living a stable and orderly life 定居；过安定的生活
e.g. She quickly settled down in the new neighborhood.
在新的住处她很快就安顿下来了。
It’s time for you to find a loving woman and settle down.
你该找个好女人安安稳稳过日子了。
15) browse: v. 浏览；随意观看
e.g. I was browsing through fashion magazines to find a new hairstyle.
我在看时装杂志想挑个新发型。
16) craft: n. 手工艺（品）
e.g. They learned the craft of furniture making.
他们学习做家具的手艺。
The show featured traditional local crafts.
展览展示了当地的传统工艺。
17) blog: n. 网络日志，博客
e.g. Alice writes a food blog in which she shares recipes, tips, and restaurant reviews.
爱丽丝在她的吃货博客中分享了各种菜谱、贴士以及对各家饭店的评论。
18) be obsessed with: 着迷于
e.g. The boy was obsessed with detective stories.
这孩子迷侦探小说。
19) version: n. （事物的）变化形式，变体；版本
e.g. This is an updated version of my book.
这是拙作的新版。
Mike’s version of the accident is different from the policeman’s.
麦克对事故的描述与警察的描述颇有出入。
20) follow one’s heart: 做某人想做的事
e.g. Follow your heart, Jenna, and see where it leads you.
詹娜，遵从内心做你想做的。

4. Comprehending Reading 1
Teacher calls students’ attention to the title of the text, asks them to make a guess as to what this text is about.
Teacher guides students to skim the text before doing the task in Comprehending Check for Reading 1.
Teacher asks students to go trough the text. For each paragraph, teacher asks one student to pick sentences he/she has difficulty understanding. Encourage other students to offer their interpretations. Teacher may provide help when need arises. Then do the task in Translation.

5. After Reading
5.1 Viewing and Listening
Teacher introduces Viewing & Listening to the class: As we learn from the Text, Hayley fled Brisbane for Canada. But in this video, you will see a young man who came to Brisbane with a working holiday visa. Teacher briefly explains the new words before playing the video and asks students to decide whether the statements are true or false. Teacher may play the video for two or three times for students to do the exercise and check their answers. if the statement is false, ask them to correct it.
5.2 Speaking
Teacher has students work in group of four or five, and have a discussion about the possible benefits and drawbacks of taking a working holiday . Teacher remind students that they can do speaking easily with the help of tips given just bellow the directions of the speaking task .
Invite some groups to contribute their ideas and give comments
5. 3 Assignment:
1. Read the text in Reading 2 and finish the exercises.
2. Write a short essay about their summer job experience. Teacher remind students to study the given tips on how to write about the work experience before they start to write. Teacher also asks students to evaluate their writing according to the given criteria when they finish writing the essay.
3. Preview the next unit.

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