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） 6 授课内容 教学 目的 教学 重点与 难点 教学 方法 与 手段 教学 过程 Text：How My Working Holiday Changed Me (精读) 授课学时 Reading 1：Five Jobs I Never Knew I’d Have Abroad （泛读） 1. Discuss the relevant topics 2. Understand the text with skimming and scanning 3. Learn languages, e.g. words, phrases, difficult structures 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 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 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 Assignment： 作业 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. 1

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:

? 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. ? 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 holidays overseas and invites some students to report to the class.

Method: Using task-based language teaching method, communicative approach.

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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 Part One Paragraphs Paras. 1-3 Main Ideas Desiring for a change in her life, the author fled Australia for a working holiday in Canada. The author has always been a shy person, but in Vancouver Part Two Paras. 4–5 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. The author would love to live the expat life again Part Five Paras. 13–14 somewhere else, although there is also the part of her that would like to settle down for a while. The author wants to thank the working holiday for helping Part Six Para. 15 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

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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。

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