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New Standard College English Book 4 Unit 3 Fashion Statements.

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Presentation on theme: "New Standard College English Book 4 Unit 3 Fashion Statements."— Presentation transcript:

1 New Standard College English Book 4 Unit 3 Fashion Statements

2 Unit 3 Fashion Statements Unit overview Introduction Teaching objectives Teaching procedures Demo class Teaching objectives Teaching procedures NHCE Book 4 focus

3 About the textbook Present a balanced approach between language knowledge and language skills Promote a learner-centered approach Develop intercultural awareness and critical thinking

4 long: over 2000 words not 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

5 origin of sea-glass jewellery fast reading help students to practise skimming and scanning About the Passage --- Eco-jewellery: Sea Glass

6 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

7 7 K nowledge an overview of recent fashion history the origin of sea-glass jewellery the writing features of an exposition S kills reading, speaking and learning Aptitude presenting, analytical and critical thinking abilities Teaching Objectives focus difficult y

8 Lead-in Lead-in Text study Text study Assessment Assessment Further development Further development Teaching Procedures Demo class

9 Teaching aids textbook multi-media system tables and graphs music and videos

10 Demo Class Page 10 Bill Blass Resort 2009

11 11 K nowledge an overview of recent fashion history, cultural points and related vocabulary an overview of recent fashion history, cultural points and related vocabulary S kills reading, speaking and autonomous and cooperative learning reading, speaking and autonomous and cooperative learning A ptitude A ptitude awareness of social, cultural and economic influences awareness of social, cultural and economic influences presenting ability Teaching Objectives

12 Discovering the main ideas & the structure Discovering the main ideas & the structure Exploring the writing features via vocabulary and sentence study Exploring the writing features via vocabulary and sentence study Cultural points and Cultural points and assignments Teaching Procedures

13 Which time period? Which items? Which aspects? What happened? Discovering the main ideas Discovering the main ideas Discovering the main ideas Discovering the main ideas

14 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 womens skirts and dresses. Discovering the main ideas Discovering the main ideas Discovering the main ideas Discovering the main ideas Which time period? Which items? Which aspects? What happened? to 2010 skirts --- jeans and womens dresses --- being ubiquitous & hemlines --- ?

15 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

16 Hemlines: Rise and Fall 1950 years 1960 Mid70s Mid80s Maxi Midi Knee- -length Mini- -skirt Micro- -mini hemlines to practise skimming and scanning to have a global understanding of the passage Objective

17 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

18 What does it show? 1960s 1970s 1980s 1990s 2000 ubiquitous Discovering the main ideas Discovering the main ideas Discovering the main ideas Discovering the main ideas

19 Hemlines: Rise and Fall 1950 years 1960 Mid70s Mid80s Maxi Midi Knee- -length Mini- -skirt Micro- -mini hemlines.

20 Hemlines: Rise and Fall 1950 years 1960 Mid70s Mid80s Maxi Midi Knee- -length Mini- -skirt Micro- -mini hemlines.

21 reconstruct Output

22 2000: 2001: 1990s: hemlines vs economy 2008: late 1980s: Discovering the main ideas Discovering the main ideas Discovering the main ideas Discovering the main ideas the world stock market crashed conservative ? ?

23 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 ideas Discovering the main ideas Discovering the main ideas Discovering the main ideas

24 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

25 Ending Restatement But the constant factors over this period are denim and hemlines. jeans metonymy Discovering the main ideas Discovering the main ideas Discovering the main ideas Discovering the main ideas

26 Discovering the main structure Beginning (Para. 1) Body(Para.2-13) Ending(Para14) ubiquitous jeans and rise and fall of hemlines of womens dresses changes to jeans and hemlines from 1960 to 2010 restate the two constant factors

27 argumentation Essay Type narration exposition description

28 Jeans Exploring writing features Exploring writing features Exploring writing features Exploring writing features

29 Skirts Exploring writing features Exploring writing features Exploring writing features Exploring writing features

30 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 Exploring writing features Exploring writing features Exploring writing features

31 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… Exploring writing features Exploring writing features Exploring writing features Exploring writing features

32 Writing features Vocabulary: formal and professional Sentence Structure: passive Verbs: stative Tone: a third person

33 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

34 The Californian Gold Rush gold-seekers Few became wealthy Jeans were invented

35 Swinging London lively and fashionable

36 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

37 Punk period I am not satisfied with society, not to change it but to transcend it. 3

38 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

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