new standard college english book 4 unit 3 fashion statements
TRANSCRIPT
New Standard College English
Book 4
Unit 3 Fashion Statements
广东外语外贸大学 李惠胤
Unit 3 Fashion Statements
Unit overviewIntroductionTeaching objectivesTeaching procedures
Demo classTeaching objectivesTeaching procedures
NHCEBook 4
focus
About the textbook
Present a balanced approach between language knowledge and language skills
Promote a learner-centered
approach
Develop intercultural
awareness and critical thinking
long: over 2000 wordsnot quite interesting: an exposition difficult: vocabulary and sentences
About the Passage ---Fifty Years of Fashion
fashion vocabulary
e.g.: denim, tights, button-down shirts
highly structured sentences
e.g.: complex sentences
origin of sea-glass jewellery
fast reading
help students to practise skimming and scanning
About the Passage --- Eco-jewellery: Sea Glass
About Students
sophomores, creative, open-minded
weak in grammar and vocabulary
analytical and critical thinking abilities need to be improved
small, poor spelling and collocation
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KKnowledgenowledgean overview of recent fashion historyan overview of recent fashion historythe origin of sea-glass jewellerythe origin of sea-glass jewellerythe writing features of an expositionthe writing features of an exposition
SSkillskills
reading, speaking and learningreading, speaking and learning
AptitudeAptitudepresenting, analytical and critical thinking abilitiespresenting, analytical and critical thinking abilities
Teaching ObjectivesTeaching Objectives
focus
difficulty
Lead-inLead-in
Text studyText study
AssessmentAssessment
Further developmentFurther development
Teaching ProceduresTeaching Procedures
Demo class
Teaching aids
textbook
multi-media system
tables and graphs
music and videos
Demo Class
Page 10 Bill Blass Resort 2009
11
KKnowledgenowledge an overview of recent fashion history, cultural an overview of recent fashion history, cultural points and related vocabularypoints and related vocabulary
SSkillskills reading, speaking and autonomous and cooperative reading, speaking and autonomous and cooperative learninglearning
AAptitudeptitude awareness ofawareness of social, cultural and economic influencessocial, cultural and economic influences presenting ability
Teaching ObjectivesTeaching Objectives
Discovering the main ideas & the Discovering the main ideas & the structurestructure
Exploring the writing features via Exploring the writing features via vocabulary and sentence study vocabulary and sentence study
Cultural points and Cultural points and assignments
Teaching Procedures
Which time period?Which items?Which aspects?What happened?
Discovering the main ideasDiscovering the main ideasDiscovering the main ideasDiscovering the main ideas
Beginning
No history of fashion in the years 1960 to 2010 can overlook or underestimate two constantfactors: the ubiquitous jeans and the rise and fall of
hemlines for women’s skirts and dresses.
Discovering the main ideasDiscovering the main ideasDiscovering the main ideasDiscovering the main ideas
Which time period?
Which items?
Which aspects?
What happened?
---1960 to 2010 skirts---jeans and women’s dresses ---being ubiquitous & hemlines
---?
Jeans: Changes from 1960 to 2000
In mid-1960s and early 1970s
During the punk period
In mid- 1980s
In late 1980s
In the 1990s
In 2000
Hemlines: Rise and Fall
1950 years1960Mid—70s
Mid—80s 1990 2000 2001 2008
Maxi
Midi
Knee--length
Mini--skirt
Micro--mini
hemlines
to practise skimming and scanning
to have a global understanding of the passage
Objective
Jeans: Changes from 1960 to 2000
In mid-1960s and early 1970s
During the punk period
In mid- 1980s
In late 1980s
In the 1990s
In 2000
flared bell-bottom style
ripped jeans with chains and studded belts
bleached and ripped jeans
brand-new or smartly pressed jeans
baggy jeans low below the buttocks
designer jeans with lycra added
What does it show?
1960s 1970s 1980s 1990s 2000
ubiquitous
Discovering the main ideasDiscovering the main ideasDiscovering the main ideasDiscovering the main ideas
Hemlines: Rise and Fall
1950 years1960Mid—70s
Mid—80s 1990 2000 2001 2008
Maxi
Midi
Knee--length
Mini--skirt
Micro--mini
hemlines
.
Hemlines: Rise and Fall
1950 years1960Mid—70s
Mid—80s 1990 2000 2001 2008
Maxi
Midi
Knee--length
Mini--skirt
Micro--mini
hemlines
.
reconstruct
Output
2000: 2001:1990s:
hemlines vs economy
2008:late 1980s:
Discovering the main ideasDiscovering the main ideasDiscovering the main ideasDiscovering the main ideas
the world stock market crashed
conservative
?
?
2000: stock market collapsed
2001:stock market Recovered
1990s:economy improved
hemlines vs economy
2008:stock market fell
more daring
so did hemlines
micro miniskirt
longer dresses to mid-calf or down to the ankles
late 1980s:the world stock market crashed
conservative
Discovering the main ideasDiscovering the main ideasDiscovering the main ideasDiscovering the main ideas
As economy goes up, so do hemlines;
When economy falls, so do they.to have an understanding
of Hemline Theory
What conclusion can we draw?
Objective
difficulty
Ending
Restatement But the constant factors over this
period are denim and hemlines.
jeans
metonymy
Discovering the main ideasDiscovering the main ideasDiscovering the main ideasDiscovering the main ideas
Discovering the main structure
Beginning (Para. 1)
Body(Para.2-13)
Ending(Para14)
ubiquitous jeans and rise and fall of hemlines of women’s dresses
changes to jeans and hemlines from 1960 to 2010
restate the two constant factors
argumentation
Essay Type
narration
exposition
description
JeansExploring writing featuresExploring writing featuresExploring writing featuresExploring writing features
SkirtsExploring writing featuresExploring writing featuresExploring writing featuresExploring writing features
Sentence study
use of stative verbsBlue Denim jeans remained popular…Why women should..remains a mystery.Jeans remained fashionable…Denim remained popularFashion became more…The colors became…Skinny jeans became …The look lasted…..
Exploring writing featuresExploring writing featuresExploring writing featuresExploring writing features
What else have you found?
Passive structure & a third person toneThey were bought and worn with….It has often been noted that….It was given …It was characterized by…They were made of…
Exploring writing featuresExploring writing featuresExploring writing featuresExploring writing features
Writing features
Vocabulary: formal and professionalSentence Structure: passiveVerbs: stativeTone: a third person
Cultural points
Swinging London
the Punk period
the Hippie movement
the Californian gold rush
Work in groups and share your information with each other.
Objectives
to practise autonomous learning
to enhance Ss’ understanding of western culture and improve their humane quality
Learner-centered
activity
Output
The Californian Gold Rush
1848-1855 gold-seekers Few became wealthy Jeans were invented
Swinging London
lively and fashionable
Hippie movement A youth movement Challenge authority and traditions listened to rock, created their own community,
experimented with drugs, advocated peace, opposed war, embraced sexual revolution, dressed fashionably
Hippie Movement
Punk period
I am not satisfied with society, not to change it but to transcend it.
3
Assignments---output
Work as a group and search online to know about the changes to Chinese fashion from 1960 to 2010 and present in the next class.
Essay writing: Please search online to get information about Qipao or Magua and
write an expository essay around 200 words on either topic.
to practise their analyzing and presenting ability and to raise their cultural awareness
to encourage students to practise writing an exposition
