Transcript PowerPoint Template

New Standard College English
Book 4
Unit 3 Fashion Statements
广东外语外贸大学 李惠胤
NHCE
Book 4
Unit 3
Fashion Statements
Unit overview
Introduction
Teaching objectives
Teaching procedures
Demo class
Teaching objectives
Teaching procedures
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
About the Passage ---Fifty Years of Fashion
long: over 2000 words
not quite interesting: an exposition
difficult: vocabulary and sentences
fashion vocabulary
e.g.: denim, tights,
button-down shirts
highly structured
sentences
e.g.: complex sentences
About the Passage --- Eco-jewellery: Sea Glass
origin of sea-glass jewellery
fast reading
help students to practise skimming and scanning
About Students
sophomores, creative, open-minded
weak in grammar and vocabulary
small, poor spelling
and collocation
analytical and critical thinking abilities need to
be improved
Teaching Objectives
Knowledge
an overview of recent fashion history
the origin of sea-glass jewellery
the writing features of an exposition
Skills
reading, speaking and learning
Aptitude
focus
difficult
y
presenting, analytical and critical thinking abilities
7
Teaching Procedures
Lead-in
Demo class
Text study
Assessment
Further development
Teaching aids
textbook
multi-media system
tables and graphs
music and videos
Demo Class
Page
10
Bill Blass Resort 2009
Teaching Objectives
Knowledge
an overview of recent fashion history, cultural
points and related vocabulary
Skills
reading, speaking and autonomous and cooperative
learning
Aptitude
awareness of social, cultural and economic influences
presenting ability
11
Teaching Procedures
Discovering the main ideas & the
structure
Exploring the writing features via
vocabulary and sentence study
Cultural points and assignments
Discovering the main ideas
Which time period?
Which items?
Which aspects?
What happened?
Discovering the main ideas
Beginning
No history of fashion in the years 1960 to 2010
can overlook or underestimate two constant
factors: the ubiquitous jeans and the rise and fall of
hemlines for women’s skirts and dresses.
Which time period?
---1960 to 2010
Which items?
skirts
---jeans and women’s dresses
Which aspects?
---being ubiquitous & hemlines
What happened?
---?
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
hemlines
to practise skimming and scanning
to have a global understanding of the passage
Micro--mini
Objective
Mini--skirt
Knee--length
1950
1960
Midi
Maxi
1990
2000
2001
2008
years
Jeans: Changes from 1960 to 2000
In mid-1960s and
early 1970s
During the punk
period
In mid- 1980s
flared bell-bottom style
ripped jeans with chains and studded belts
bleached and ripped jeans
In late 1980s
brand-new or smartly pressed jeans
In the 1990s
baggy jeans low below the buttocks
In 2000
designer jeans with lycra added
Discovering the main ideas
What does it show?
1960s
1970s
1980s
1990s
2000
ubiquitous
Hemlines: Rise and Fall
hemlines
Micro--mini
Mini--skirt
Knee--length
1950
1960
Midi
.
Maxi
1990
2000
2001
2008
years
Hemlines: Rise and Fall
hemlines
Micro--mini
Mini--skirt
Knee--length
1950
1960
Midi
.
Maxi
1990
2000
2001
2008
years
Output
reconstruct
Discovering the main ideas
hemlines vs economy
late 1980s:
1990s:
2001:
2000:
the world stock
market crashed
?
conservative
?
2008:
Discovering the main ideas
hemlines vs economy
late 1980s:
the world
stock market
crashed
conservative
1990s:
economy
improved
more
daring
2001:
2000:
stock market stock
market
collapsed
Recovered
so did
micro
hemlines
miniskirt
2008:
stock
market fell
longer
dresses to
mid-calf or
down to
the ankles
What conclusion can we draw?
As economy goes up, so do hemlines;
When economy falls, so do they.
to have an understanding
Objective
of Hemline
Theory
difficulty
Discovering the main ideas
Ending
Restatement
But the constant factors over this
period are denim and hemlines.
metonymy
jeans
Discovering the main structure
Beginning
(Para. 1)
ubiquitous jeans and rise and
fall of hemlines of women’s
dresses
Body(Para.2-13)
changes to jeans and hemlines
from 1960 to 2010
Ending(Para14)
restate the two constant factors
Essay Type
description
exposition
narration
argumentation
Jeans
Exploring writing features
Skirts
Exploring writing features
Exploring writing features
Sentence study
use of stative verbs
Blue Denim jeans remained popular…
Why women should..remains a mystery.
Jeans remained fashionable…
Denim remained popular
Fashion became more…
The colors became…
Skinny jeans became …
The look lasted…..
Exploring writing features
What else have you found?
Passive structure & a third person tone
They were bought and worn with….
It has often been noted that….
It was given …
It was characterized by…
They were made of…
Writing features
Vocabulary: formal and professional
Sentence Structure: passive
Verbs: stative
Tone: a third person
Cultural points
Work in groups and share your information with each other.
the Californian gold rush
Learner-centered
Swinging London
activity
to practise
autonomous
learning
Objectives
the Hippie movement
Output
the Punk period
to enhance Ss’
understanding of
western culture and
improve their humane
quality
The Californian Gold Rush
 1848-1855
 gold-seekers
 Few became wealthy
 Jeans were invented
Swinging London
lively and fashionable
Hippie Movement
 A youth movement
Hippie movement
 Challenge authority and traditions
 listened to rock, created their own community,
experimented with drugs, advocated peace, opposed war,
embraced sexual revolution, dressed fashionably
Punk period
3
I am not satisfied with society, not to change it but to
transcend it.
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.
to practise their analyzing and presenting ability
 Essay writing: and to raise their cultural awareness
Please search online to get information about Qipao or
Magua and write an expository essay around 200 words on
either topic.
to encourage students
to practise writing
an exposition