Chinese university asks students to sign

新进阶3综合unit2答案New Progressive College English Book III UNIT 2 Conspicuous Consumption课程名称大学英语（三）使用教材新进阶大学英语综合教程（3）授课内容Text Who Are the Joneses and Why Are WeTrying to keep Up with Them? (精读)Reading Stop Keeping Up with theJoneses-They’re Broke (泛读)授课学时 6教学目的1. Have a thorough understanding of the text contextually and linguistically2. Talk about the conspicuous consumption of luxury goods3. Conduct group discussion centering on the “fuerdai” phenomenon in China4. Become familiar with expository writing教学重点与难点1. Analyze the structure and grasp the main idea of Text2. Master the key language points and grammatical structures in the text3. Learn some techniques in writing4. Critical thinking教学方法与手段1. Audio-visual method and audio-lingual method.2. Task-based language teaching method3. Communicative approach4. Using CAI, PPT5. Smart teaching (using online tools or materials)教学过程1. Lead-in ActivitiesStep 1. Warm-up activitiesStep 2. Discussion about the topic2. Global ReadingStep 1. Approaching the themeStep 2. Analyzing the text organization3. Detailed ReadingStep 1. Understanding the text in a deeper level Step 2. Learning useful expressionsStep 3. Learning difficult sentences structuresStep 4. Learning new words作业Assignments:1. Read the text in Reading 2 and finish the exercises2. Write an expository writing3. Preview the next unit.UNIT 2 Conspicuous Consumption1. Teaching Objectives:Students will be able toA. Have a thorough understanding of the text contextually and linguisticallyB. Talk about the conspicuous consumption of luxury goodsC. Conduct group discussion centering on the “fuerdai” phenomenon in ChinaD. Become familiar with expository writing2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about the topic)2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization) 3rd Period: Detailed reading (Understanding the Text A 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; Assignments)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesAsk Ss to listen to a song and fill in the missing words in the lyrics.Have Ss work in pairs. One student asks the other the questions in Opener, the other answers. Then switch roles.Method: PPT, communicative approach.Step 2: Discussion about the topicIntroduce the topic of the unit to Ss either in English or Chinese: Sometimes people buy things just for the purpose of showing that they are richer, or have better taste than others. Expensive brand-name goods can serve this purpose, and are often wanted precisely because they are expensive. Whether spending money in this way is good, bad or simply silly is something weare going to explore.Method: Using task-based language teaching method, communicative approach.3.2 Global readingStep 1. Approaching the themeAsk Ss to take a look at the Culture Notes, or ask them to do some further reading before class about the idiom “keep up with the Joneses”, its origins and its social impact,etc.Guide Ss to explore the text to fide the meaning and origin of the expression “keep up with the Joneses”, how this phenomenon came into being, and what we should do to rid ourselves ofthe pressure of keeping up with the Joneses.Method: PPT; communicative approach.Step.2 Analyzing the text organizationThe teacher tells students that the text can be divided into three parts which have been givenin the Text Organization. Then students should summarize the main idea of each part and compare notes with each other.Parts Paragraphs Functions Main IdeasPart One Para. 1-2Bringing up the social phenomenonof conspicuous consumptionThe meaning and origin of theexpression “keep up with theJoneses”Part Two Paras. 3-6Explaining how it occurs and why How the phenomenon of keeping upwith the Joneses came into being and why people buy into it.Part Three Paras. 7-10Exploring ways of dealing with it What we should do to free ourselvesfrom the pressure of keeping up withthe Joneses.Method: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passage carefully again and for each paragraph (sometimestwo-three paragraphs), invite students to answer questions related difficult sentences andunderstanding 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 sentencestructures as well as new words and expressions.Method:Reading the text together; Using task-based language teaching method, readingapproach, communicative approach, grammar-translation approach.Step 1. Questions related difficult sentences and understanding of each paragraph.Paras.2Q. Where does the phrase “Keeping up with the Joneses” come from?A: It comes from a cartoon strip of the same title launched by Pop Momand in 1913.Para.3&4Q: Why were we not aware of what the Joneses were doing prior to the late 1880s?A: Prior to the late 1880s, mass media was not born. We were only concerned about making ourown living.Para.4Q: What was the ready solution provided by magazines in order for us to catch up with theJoneses?A: The ready solution was to buy products that were advertised.Para.9Q: Where do true happiness and joy come from, if they are not anything money can buy?A: True happiness and joy come from within.Paras.10Q: What are we supposed to do to stop keeping up with the Joneses?A: Instead of buying into the message that we’re not good enough, we should have positiveself-regard. We should realize we don’t have to buy things to impress others.3.3.2 Language Focus3.3.2.1 Difficult sentences:1) I’d love to say that need vanished when the last episode of that comic strip ran, but alas, itseems to have only gotten worse. (Para. 2)I would like to say that need disappeared when the comic strip came to an end, but it seems thatthings have turned from bad to worse instead.我多么想说，随着最后一集连环漫画的结束，这一心态也不复存在了。

课改论坛球教练郎平和篮球明星乔丹的事迹。

学生通过阅读杂志文章了解郎平和乔丹的非凡成就、主要事迹和精神品质；推断Living Legends的标准并且寻找证据，通过分析、推断和讨论领悟这些体育界传奇人物的精神品质，并以此激励自己。

基于对语篇的分析，笔者提炼出的主题为：Sportsmanship plays an impor⁃tant part in our life，基于该主题的意义的探究包括the achievements，experiences and qualities of Lang Ping and Jordan；the standards of Living Legends以及the inspirations of sportsmanship in our life。

（二）设计基于核心素养的教学目标语言能力目标：学生通过阅读和学习文章内容，应掌握的重点词汇有master、athlete、champion、medals、injury、failure、strength、compete、never lose heart、never give up、determination等；了解郎平和乔丹的非凡成就和主要事迹，学习他们坚持不懈、迎难而上的精神品质，理解体育精神的内涵；学会运用所学词汇表达从郎平和乔丹身上学到的体育精神以及获得的启示。

学习能力目标：学生能够根据杂志中的图片和标题预测文章内容；能够利用思维导图梳理文章结构；能够在小组讨论中学习和领悟体育传奇人物展现的精神品质。

思维品质目标：学生能够借助思维导图梳理语篇中的信息，理解文本内容；能够分析和判断文本信息间的逻辑关系，推断出文中表达的中心思想并找出论据；能够将所学知识迁移至新的情境中，依据Living Legends的标准选出自己仰慕的体育明星，形成个人见解。

（三）设计综合性英语阅读学习活动1.学习理解类活动学习理解类活动主要包括感知与注意、获取与梳理、概括和整合等基于语篇的学习活动。

任务型阅读(二)　社会热点:夸夸群+校园生活A　[2020·原创]There’s a social media trend that is taking Chinese universities by storm. It’s called “kuakuaqun” (“praise groups”), which refers to social media groups where people go to receive praise, compliments(恭维) and encouragement. Some are free, but some cost money.(A)起初我很难理解“夸夸群”。

What kind of value do kind words have if I’m paying someone to say them?I asked some university students about this. Lin Yingying from Quanzhou described the groups as “a joke”, but also offered some insight(见解).“We rarely hear nice things in real life,” Lin said. (B)“Maybe we are not good at telling people that we’re not feeling well.” She thinks it’s easier for people to share their problems anonymously(匿名地) online.I’m just surprised that people actually spend money on this, since these “kind words” can sound silly.(C)However, with the world’s development, many different kinds of values are appearing in our society.1.用文章中的单词补全下面的句子。

SOCIAL BEHA VIOR AND PERSONALITY, 2010, 38(6), 721-728© Society for Personality Research (Inc.)DOI 10.2224/sbp.2010.38.6.721722PERCEPTIONS OF AND ATTITuDES TOwARDS hOmOSExuAlITy Homosexuality refers to sexual behavior or interest oriented towards the same sex, and a person with a homosexual orientation experiences sexual attraction only towards people of their sex. In 1973, the American Psychological Association and the American Medical Association removed homosexual acts from the disease classification system and redefined homosexuality as a person’s sexual, mental, emotional, and social interest in a person of the same sex, which may or may not be manifested in their explicit behavior (American Psychological Association, 1980).Perceptions about homosexuality refer to an individual’s awareness or knowledge of concepts and ideas relating to homosexuals and their behavior. According to the results of a large sample survey in America in 1993, 6% of males surveyed were attracted to people of their own sex. And in China, Li (1998), a well-known sociologist, determined that between 2% and 4% of the Chinese population was homosexual based on a survey she carried out. Thus it is estimated that in China there are at least 30 million homosexual individuals. General perceptions about homosexuality have progressed from viewing homosexual behavior as criminal to believing that such behavior is not criminal, from viewing homosexual behavior as pathological to perceiving it as nonpathological. Previous researchers (e.g., Wang & Xu, 2004) have found that university students’ perceptions and beliefs about homosexuality vary according to region, age, and cultural background.The concept of attitude relates to positive or negative evaluation of humans, objects, or ideas, which can be reflected in an individual’s cognitions, sensibilities, and behaviors. Previous researchers have suggested that individuals with higher education levels seem to be more rational, tolerant, and understanding towards homosexuality. As shown in the survey by Li (2008), the Chinese public’s acceptance of homosexuality is increasing, and younger, unmarried, and better educated Chinese with higher social status and higher incomes and those who live in more prosperous cities have more tolerant attitudes. Among university students, undergraduates, unmarried students, females, and younger students also had more tolerant attitudes and it was found that there was a significant difference in the acceptance of homosexuality between those from urban and rural areas with those from urban areas being more tolerant and accepting.In recent years, the number of researchers focusing on homosexuality has increased. There have been many academic studies examining homosexuals’ mental health, legal status, and marriage status (Guo, 2009; Wu, 2009; Yang, 2009; Yu & Xiao, 2008; Zhu et al., 2008). However, the quality of life of the special group depends not only on their own ideas and the opinions of psychologists, but also on public acceptance. University students, as representatives of those with higher education, are likely to be more open-minded and accepting of new thoughts and opinions; and their perceptions and attitudes can promote positivePERCEPTIONS OF AND A TTITuDES TOwARDS hOmOSExuAlITy723 perceptions and attitudes to homosexuality by the general public. Therefore, the present investigation of a group of university students will be helpful in revealing the perceptions and attitudes of the general public towards homosexuals, and thus providing suggestions about how to eliminate prejudice against homosexuals and develop relevant education in the future.methodP articiPantsUsing cluster sampling, 500 students were selected from the three universities and tested in several groups. A total of 451 (90.2%) valid questionnaires were collected. Of the participants, 232 (51.40%) were male and 219 (48.60%) were female; 151 (33.50%) were from urban and 300 (66.50%) rural areas; 273 (60.50%) were studying liberal arts and 178 (29.50%) were studying natural sciences; 137 (30.40%) came from families with only one child and 314 (69.60%) came from families with two or more children.P rocedureThe research tool was a self-administered 33-item questionnaire exploring participants’ level of knowledge about and attitudes regarding homosexuality. An sample item is “Gay people are sissies”. There were 15 items assessing perceptions about homosexuality and 18 items assessing attitudes toward homosexuality. The items on perception were measured on a 4-point Likert scale and mainly concerned the following four elements: the nature of homosexuality, gender consciousness (what homosexuals themselves think about their own sexuality), sexual relationships, and the existence and lifestyles of homosexuals. The items on attitudes were measured on a 5-point Likert scale, and dealt with nonavoidance of homosexuality, consideration for homosexuality, homosexuals’ social rights and status, and profession and ethics. Internal consistency of the coefficient for the factors on perception was between 0.53 and 0.73, and that for the attitudinal factors was between 0.56 and 0.84. The internal consistency coefficient for the perception items was 0.82, and that for the attitude items was 0.87. The cumulative contribution rate for the four perception factors was 55.31%, and that for the attitude factors was 55.79%. The correlation rates for the perception items were between 0.10 and 0.65 and those for the attitude items were between 0.09 and 0.57. Additionally, the correlation between all the items was quite strong. The communalities for the cognition items were between 0.40 and 0.71 and for the attitude items were between 0.47 and 0.64, which all reach the validity requirements.An open item was also included in the questionnaire to establish when, and in what context, participants’ first contact with the word homosexuality occurred.724PERCEPTIONS OF AND ATTITuDES TOwARDS hOmOSExuAlITyPERCEPTIONS OF AND A TTITuDES TOwARDS hOmOSExuAlITy725726PERCEPTIONS OF AND ATTITuDES TOwARDS hOmOSExuAlITyPERCEPTIONS OF AND A TTITuDES TOwARDS hOmOSExuAlITy727 participants’ perceptions of and attitudes towards homosexuality from various perspectives.m ajor r esearch r esultsAs shown in the ANOV A, there was no significant difference found in the perceptions and attitudes about homosexuality between the female and male students, except for the significant difference in the dimension of attitude towards nonavoidance of homosexuals. This result diverges from that of Yan, Liu, and Yu (2002), who found that the attitudinal difference was significant between male and female university students. The divergence may result from the fact that the study by Yan et al. was carried out a number of years ago. In recent years, the “sex neutralization” tendency in China may mean that male and female ideologies are becoming more and more assimilated, and thus university students are becoming more and more similar in both perceptions of and attitudes towards homosexuality.According to area of study the students’ scores for both attitude and perception were significantly different for a number of factors. Generally speaking, the science students had much more knowledge about homosexuality and more tolerant attitudes than did liberal arts students. Their different thinking models may explain this. The science students, who are trained in more rational and logical thinking, have more comprehensive cognitive views and thus more neutral and accepting attitudes. By contrast, the liberal arts students, with their more stabilized sensible thinking after the long-time study of liberal arts, have more direct emotional and superficial cognitive views, and thus they may have less tolerant attitudes.The predictive role of perceptions relating to attitude about homosexuality can be used to promote more appropriate attitudes and more consideration among both students and the general public in China via relevant education and social activities.In the investigation of first contact time, the earlier the students were exposed to the word homosexuality, the better understanding they had and the more tolerant were their attitudes. Therefore, it is important to have early education on beliefs about sexual orientation. In addition, the information delivered by Chinese mass media should be supervised and examined so as to establish and maintain a social environment in which homosexuality is not treated as abnormal or deviant, and the topic is presented in a way that helps to reduce the intolerant attitudes of the Chinese public and increase their objective understanding of homosexuality.referenCesAmerican Psychological Association. (1980). Diagnostic and statistical manual of mental disorders (3rd ed.). Washington, DC: APA.728PERCEPTIONS OF AND ATTITuDES TOwARDS hOmOSExuAlITyGuo, B. (2009). On the legal protection of homosexuality. Journal of Hetian Normal College, 28, 50-51.Li, Y. (1998). The subculture of homosexuality. Beijing: China Today Press.Li, Y. (2008). The public attitude toward homosexuality in China. Community, 8, 48-49.Wang, L., & Xu, C. (2004). A survey of homosexuality cognition of university students from Guangdong Province, Hong Kong, and Macau. Chinese Journal of Public Health, 20, 970-971. Wu, C. (2009). A review on Chinese male homosexuality research. Practical Preventive Medicine, 16, 985-986.Yan, Y., Liu, J., & Yu, Y. (2002). Knowledge and attitudes towards homosexuality in students of normal universities and colleges. Health Education in China, 18, 645-647.Yang, H. (2009). University students’ homosexuality and university culture construction. SME Technology and Management, 1, 115-116.Yu, Y., & Xiao, S. (2008). A sociological analysis of the homosexuals’ marital relationship. Medicine and Philosophy (Humanistic & Social Medicine Edition), 29, 41-42.Zhang, X. (2006). Cognition and approval investigation of the students to homosexuality in the medical colleges in Shanxi Province (Unpublished MMed thesis). Taiyuan: Shanxi Medical University.Zhu, X., Kang, D., Yuan, S., Yang, H., Zhu, Y., Fu, J., et al. (2008). A psychological analysis of MSM in Jinan. Modern Preventive Medicine, 35, 3987-3990.Copyright of Social Behavior & Personality: An International Journal is the property of Society for Personality Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.。

中国学生留学的原因英语作文Here is an essay on the reasons why Chinese students study abroad, with over 1,000 words:The decision to study abroad is a profound one for many Chinese students as it often represents a significant shift in their educational and personal trajectories. While the reasons behind this choice are multifaceted, several key factors have emerged as common motivations among Chinese students seeking international educational experiences.One of the primary drivers for Chinese students to study abroad is the opportunity to obtain a high-quality education. China's higher education system, while expanding rapidly in recent decades, is still perceived by many as lacking in certain areas when compared to the educational standards of countries such as the United States, the United Kingdom, and Australia. Chinese students and their families often view studying abroad as a means to access more advanced curriculums, cutting-edge research facilities, and renowned faculty members who can provide a more enriching academic experience.Moreover, the prestige associated with international degrees holdssubstantial value in China's competitive job market. Employers often view graduates from prestigious foreign universities as more desirable candidates, granting them greater opportunities for career advancement and higher earning potential. This perception of enhanced employability is a significant factor in the decision-making process for many Chinese students, as they seek to maximize their future prospects and secure their financial stability.In addition to academic and career-related motivations, the desire for personal growth and cultural exploration is another important consideration for Chinese students studying abroad. Living and studying in a foreign country provides a unique chance to immerse oneself in diverse cultures, develop intercultural communication skills, and broaden one's worldview. This exposure to different perspectives and ways of life can foster a deeper understanding of oneself and the global community, which is increasingly valuable in today's interconnected world.Furthermore, the opportunity to learn a new language, such as English, is a significant draw for many Chinese students. Proficiency in a second language, particularly one as globally prominent as English, can open up a wide range of professional and social opportunities, both within China and internationally. The ability to communicate effectively in English can enhance a student's competitiveness in the job market, facilitate internationalcollaborations, and enrich their personal and academic experiences abroad.Another factor that contributes to the popularity of studying abroad among Chinese students is the perceived limitations of the domestic education system. While China's education system has made significant strides in recent years, some students and their families feel that it may not adequately cater to their individual interests, learning styles, or aspirations. The desire for a more customized and flexible educational approach leads many Chinese students to seek out international institutions that offer a wider range of academic programs and a more student-centered approach to learning.Additionally, the exposure to different teaching methodologies and learning environments can be a compelling reason for Chinese students to study abroad. Many international universities place a strong emphasis on critical thinking, problem-solving, and independent learning, which may contrast with the more exam-oriented and teacher-centered approaches commonly found in the Chinese education system. This exposure to alternative pedagogical approaches can be particularly valuable for students who seek to develop a more well-rounded set of skills and a more adaptable mindset.It is also worth noting that the growing middle class in China and theincreased financial resources available to many families have played a significant role in the rise of Chinese students studying abroad. With greater economic means, more families are able to afford the costs associated with international education, including tuition fees, living expenses, and travel. This increased financial capacity has opened up opportunities for Chinese students to explore educational options beyond their domestic borders.Furthermore, the expansion of educational exchange programs and the establishment of international branch campuses in China have facilitated the study abroad experience for many Chinese students. These initiatives have made international educational opportunities more accessible and have helped to address concerns related to the high costs and logistical challenges of studying abroad.In conclusion, the decision of Chinese students to study abroad is influenced by a complex interplay of academic, career, personal, and societal factors. The pursuit of a high-quality education, the desire for career advancement, the opportunity for personal growth and cultural exploration, the need for language proficiency, and the perceived limitations of the domestic education system all contribute to the growing trend of Chinese students seeking international educational experiences. As globalization continues to shape the educational landscape, the motivations and aspirations of Chinesestudents studying abroad are likely to evolve and adapt to the changing needs and opportunities of the 21st century.。

关于中国赴国外留学和回国的原因英语作文With the increasing globalization and opportunities for education, more and more Chinese students are choosing to study abroad. There are various reasons why Chinese students choose to study abroad and eventually decide whether to return to China or stay in the host country. In this essay, we will discuss the reasons for Chinese students to study abroad and the factors influencing their decision to return to China.First of all, one of the main reasons why Chinese students choose to study abroad is the pursuit of better educational opportunities. Many top universities around the world offer cutting-edge programs and research opportunities that may not be available in China. By studying abroad, Chinese students can gain international exposure, learn from leading scholars in their field, and broaden their academic horizons.Secondly, studying abroad provides Chinese students with the opportunity to improve their language skills. English is the lingua franca of academia and business, and proficiency in English can open up a world of opportunities for Chinese students. By studying in an English-speaking country, Chinese students can immerse themselves in the language and improvetheir fluency, making them more competitive in the global job market.Another reason why Chinese students choose to study abroad is the opportunity to experience different cultures and broaden their perspectives. Living in a foreign country allows students to interact with people from diverse backgrounds, learn about different customs and traditions, and gain a deeper understanding of global issues. This cross-cultural experience can be enriching and transformative, helping Chinese students develop a more open-minded and global perspective.After completing their studies abroad, Chinese students face the decision of whether to return to China or stay in the host country. There are several factors that can influence this decision, including career opportunities, personal preferences, and family considerations.On one hand, many Chinese students choose to return to China after studying abroad because of the rapidly growing economy and job opportunities in the country. China's booming industries, such as technology, finance, and healthcare, offer promising career prospects for young professionals. Returning to China can also allow students to leverage their internationalexperience and network to make a meaningful impact in their home country.On the other hand, some Chinese students decide to stay in the host country for various reasons. They may be attracted to the higher standard of living, better work-life balance, or more favorable immigration policies in the host country. Additionally, some students may choose to stay abroad to pursue further studies or research opportunities, or simply because they have established a life and community in the host country.In conclusion, the decision to study abroad and whether to return to China or stay in the host country is a complex and individual choice that depends on various factors. Chinese students study abroad for better educational opportunities, language skills, and cultural experiences, and their decision to return to China or stay abroad is influenced by career opportunities, personal preferences, and family considerations. Ultimately, both studying abroad and returning to China can provide Chinese students with valuable skills, experiences, and perspectives that can help them succeed in an increasingly interconnected world.。

in our daily lives人教版教材课文的话题是树木在我们日常生活中的作用,体裁是一问一答的采访模式。

由于话题非常贴近学生的生活，所以学生非常熟悉和理解文中的观点，但文中部分词汇.和短语较难，所以导入部分通过图片和视频等多媒体再现和复习相关重要词汇和短语。

整节课以贴近学生生活的情景导入，激发学生的学习兴趣，逐步引导学生通过关注文章体裁和关键词理解各部分的主旨大意及细节，并借助正反方立场的角色扮演让学生进一步体会到树木与我们日常生活息息相关。

教学设计内容Students are familiar with the topic of trees in our daily lives, while some students find il diflicult Lo undersland cerlain words and phrases. By the end of this mini- course, the students should be able to:I. review words and phrases in Unil 4:2. understand the importance of trees in our daily lives;3. leam to catch the main idea and key information of each part of an interview through topic and closely related keywords.ar learning.1. Dificult words and phrases in Unil 42. Catch the main idea and key information of each part of the interview, Discovery Approach; Siluational Approach I Lead-in1.Teacher shows a pencil and asks sludents whal the malerial comes from.2. T eacher shows students some pictures and a video, and let them do thebrainstorm about daily things related to trees.3. Teacher ask students to answer some questions. I Pre-reading Teacher asks students to predict based on the title and the pictures.Students choose the right answers according to the title. III While-reading Teacher guides students to match correctly the answers of the . inlerviewee.2. Teacher asks students to read the text carefully and finish the exercise.IV Post-reading1. Teacher helps students to retell the text after listening to the record.2. Teacher guides students in a group of six to have the role play.V Homework1. Teacher asks students to review what they have leart.2. Teacher asks students to design a poster to save trees.。