新进阶3综合Unit

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New Progressive College English Book III

UNIT 1 Working Holiday Abroad

全新版大学进阶英语

课程名称 大学英语（三） 使用教材

综合教程（3）

Text：How My Working Holiday Changed Me

(精读)

Reading 1：Five Jobs I Never Knew I’d Have 6

授课学时

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

授课内容

教学

目的

教学

重点与

难点

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)

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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

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.

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:

1Period: Lead-in Activities (Warm-up activities; Discussion about working

holiday abroad )

nd2 Period: Global-reading Activities (Text: Approaching the theme; analyzing

the text organization)

rd 3 Period:Detailed reading Activities (Understanding the Text in a deeper level,

analyzing difficult sentence structures)

th4 Period: Detailed reading Activities (Learning new words, summarizing good

usage)

th5 Period: Comprehending Reading 1 (Skimming the text, explaining the

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st

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difficult sentences of the Text, doing sentence translation)

th 6 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.

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.

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Method: skimming and scanning, communicative approach

Text Organization

Parts

Part One

Paragraphs

Paras. 1-3

Australia for a working holiday in Canada.

The author has always been a shy person, but in

Part Two Paras. 4–5 Vancouver she enjoyed meeting people, making

friends and doing new things.

The author enjoyed her jobs at Starbucks and on the

Part Three Paras. 6–9

Aussie Pie Guy food truck.

The author traversed Canada and the United States,

Part Four Paras. 10–12

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

Part Six

Para. 15

helping her become a better version of herself.

Main Ideas

Desiring for a change in her life, the author fled

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

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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.

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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.

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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

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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.

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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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