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Unit Three

With What Do You Buy Your Money?

½ÌѧĿµÄ£¨teaching objective£©£ºMaster the key words and structures, and learn something about the role of money in life. The students can discuss in groups their opinions on money. They could tell others how important money is in their lives, and what they will do if they have lots of money.

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½ÌѧÖص㣨key points£©£º

     ½ÌѧÄѵ㣨teaching difficulties£©£º

1.      Anything you can say about God, you can also say about money.

2.      I wish I had asked myself this question when I was much younger.

½Ìѧ·½·¨£¨teaching method£©£º

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½ÌѧÊֶΠ£¨teaching instrument£©£º

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½Ìѧ¹ý³Ì£¨teaching procedures£©£º

Lead In Activity; Study of the Text; Study of Words and Phrases; Study of Reading Skills; Study of Practical Reading; Study of Practical Writing; Study of Practical Listening;

Topic: Life and Money

The first period

I. Lead In

1. What do you think is most important in life? Why? Do you have other ideas about what makes life valuable?

A. to become rich                      B. to earn money

C. to enjoy yourself                          D. to make contributions to society

II. Read In

1.      With money, we can buy a lot of things we are longing for. But some people try too hard to earn money. Do you know with what they buy money?

2.      Background information:

Directions: The teacher introduces the background information of the text.

(1)   God

      God is the one Supreme Being, the creator and ruler of the universe. It is said that God has a personal plan for each of us. His purpose in our lives can only be accomplished through Jesus Christ, the son of God. We can do something about both---by asking God to forgive our sins and forgiving others for their sins against us.

(2)   Money

Money is an intermediary that serves as a medium of exchange, unit of account, standard of deferred payment and a store of value. Money is one of the central topics studied in economics. There have been many historical arguments regarding the combination of these four functions, some arguing that they need more separation and that a single unit is insufficient to deal with them all. These arguments are covered in financial capital which is a more general and inclusive term for all liquid instruments, whether or not they are a uniformly recognized tender.

(3)   Sunnyvale, California, has long been recognized as one of the best managed cities in the nation and in 1993 was acclaimed by the White House as a model for effective government at all levels.

3.      Topic related words and Phrases:

Renminbi: Chinese currency (RMB)

Euro:On 1 January 2002, euro notes and coins were introduced in the countries of the euro area. The European Union consists of 15 member state.

III.           Study the New words and expressions

Directions:

1) listen to the tape recording or ask the students to read the new words,

2) correct the pronunciation, ask the students to read after the teacher.

3) explain some usage of words and phrases and the methods of learning new words .

The second and third periods:

1. Study the text in detail :

Directions:

1)      listen to the tape recording or ask students to read the text

2)      explain the text paragraph by paragraph.

3)      Language Points of the text

Para. 1

Two years ago, I gave my yearly talk£¨Äê¶ÈÑݽ²£©before the Applied Philosophy Institute in Sunnyvale, California. The topic was ¡°Money & God.¡± The audience [1] turnout [2]£¨ÌýÖÚ³öϯÈËÊý£©was excellent. Almost everyone had (have) some deep feelings£¨¸Ð´¥ÆÄÉabout money and God©¤taken separately or united in various [3] holy and unholy alliances [4]£¨Ð°¶ñÁªÃË£©.

Q1. What does the author do every year at the Applied Philosophy Institute according to the first paragraph?

Q2. What was the topic of his talk two years ago?

Q3. How did the audience feel about the topic ¡°Money and God¡±?

1.      audience: the people listening to or watching a performance, speech, television show, etc.

e.g. The audience applauded loudly at the end of the concert.

2.      turnout: the number of people who attend a gathering

e.g. Despite hopes of a large turnout they were well pleased with the rally.

3.      various: different; of (many) different kinds

e.g. People of various backgrounds applied for the job.

4.        alliance: an agreement between countries or groups to work together for a purpose

e.g. The two countries entered into a defensive alliance with each other.

Q1. He gives a talk there.

Q2. It was ¡°Money and God¡±.

Q3. The whole audience had some deep feelings about money and God.

Para. 2-5

I struggled [5] to bring these two ultimate [6] subjects£¨Á½¸ö¹ØÓÚÈËÉúÖÕ¼«Ä¿±êµÄ»°Ì⣩together in the same breath[7]£¨ÏàÌá²¢ÂÛ£©. One businessman wanted to make it simple. He said, ¡°Money is God. Anything you can say about God, you can also about money.¡±

What do you mean?¡± I responded [8].

¡°Well, think of the traditional [9] statements£¨´«Í³Ëµ·¨£©about God,¡± he said.

¡°Okay. God is love. God is everywhere. God is infinite [10]. God is all powerful,¡± I remarked.

Q1. What did the businessman think of money?

5.      struggle: fight; make great efforts

e.g. John struggled to control his temper.

6.      ultimate: final; basic

e.g. They¡¯re going to London first, but their ultimate destination is Rome.

7.      in the same breath: ͬʱ

e.g. You told me in the same breath that it was useless to investigate the matter and that you desired me to do it .

8.      respond: answer; react

e.g. They still haven¡¯t respond to your letter.

9.      traditional: belonging to the tradition of a country or group of people

e.g. The dancers wore traditional Chinese costume.

10.  infinite: endless; without end

e.g. She seems to have infinite patience with her students.

Q1. He thought that money was God.

Para. 6

¡°That¡¯s it!¡± he said with delight [11]. ¡°Money is love. Money is everywhere. Money is infinite. Money is all powerful. People want to treat you as if they love you when have lots of money. Everywhere I go there is money ©¤ an ATM machine£¨×Ô¶¯È¡¿î»ú£©or bank in every part of the world. Money is so powerful that we go to war£¨ÉÏÕ½³¡£©and give up our lives (one¡¯s life) for (money)£¨Îª½ðÇ®¶øÉ¥Ãü£©it. And, since money is abstract [12], we can create [13] infinite mounts out of£¨´Ó¡­ÖвúÉú£¬´Ó¡­ÖÐÔì³ö£©it. Therefore Money is like God, Money is God.¡±

Q1. What do you think of this businessman¡¯s attitude towards money?

11.  delight: a great pleasure and satisfaction; joy

e.g. She looked forward to the English evening with keen delight.

12.  abstract: based on general ideas rather than real things and events

e.g. A flower is beautiful, but beauty itself is abstract.

13.  create: cause (something new) to exist; produce (something new)

e.g. His behavior created a bad impression.

Q1. I think there is some sense in what he said. /I do not agree with him.

Para. 7

This businessman was serious. I could see that he was deeply£¨be£©disturbed [13] by£¨±»¡­ËùÀ§ÈÅ£©his position. He was admitting [14] an awesome truth£¨Ò»¸ö¿ÉŵÄÊÂʵ£©that most people would not take seriously£¨ÊìÊÓÎ޶ã©.

Q1. What did the author think of the businessman¡¯s reply?

Q2. Why did the author say the businessman was disturbed?

14.  disturb: 1) interrupt someone and stop them from working, thinking, sleeping, etc.

          2) make someone feel worried or upset

          3) change the usual or natural condition of

e.g. I do not wish to be disturbed in my work.

           He was disturbed to hear of your illness.

He disturbed the papers on my desk.

15.  admit: 1) accept and agree unwillingly that something is true or right

         2) allow to enter or join

e.g. He admitted taking these goods without paying for them.

            This ticket admits two people to the football match.

Q1. He thought the businessman was serious in saying so.

Q2. The businessman was revealing a truth which most people would avoid facing.

Para. 8

Afterwards an older white-bearded gentleman£¨°×ºú×ÓÀÏÏÈÉú£©came (come) up to [16]£¨×ßÉÏÇ°À´£© me and asked this question: ¡° With what do you buy your money?¡± I looked at him, just to make sure [17] I understood what he said.

Q1. What is old man¡¯s view on the relationship between money and life?

Q2. Why do you think the author looked at the old white-bearded gentleman?

16.  come up to: ×ßÉÏÇ°À´£¬×ß½ü£»³öÏÖ

e.g. A beggar came up to us and asked for money.

17.  make sure: act so as to be certain

e.g. He made sure that all the lights were off before he left the classroom.

Q1. He thinks that one buys money with his or her life.

Q2. Probably the author was a little puzzled.

Para. 9-12

Again he asked, ¡°With what do you buy your money?¡±

¡°I can only think of one good answer£¨ºÏÀíµÄ´ð°¸£©.¡± I said, ¡°I buy my money with my life.¡±

¡°Right!¡± he said. ¡°You might win the game of life£¨³ÉΪÉú»îÖеÄʤÕߣ©. I wish I had asked myself this question when I was much younger. I worked for money for so many years, not realizing that I was trading (trade one¡¯s) life for [16] money£¨ÄÃÉúÃü»»È¡½ðÇ®£©.¡±

¡°Don¡¯t the bad guys always say, ¡®Your money or your life?¡¯¡± I said.

Q1. Why do you think the old gentleman said the author might win the game of life?

Q2. How do you understand the phrase ¡°to trade one¡¯s life for money¡±?

Q3. How do you understand the sentence ¡°Your money or your life¡±?

18.  trade ¡­ for: exchange

e.g. The early settlers here trade their copper ware for corn.

Q1. The old gentleman thought that the author might succeed in making money, but that was really at the expense of his life worth living.

Q2. That means people make money at the cost of their lives.

Q3. That means: Do you want your money or your life? You can only choose between the two. It is a threat often used by robbers, but here it means ¡° a worthwhile life¡±.

Para. 13

This old had the clear eyes of a wisdom seeker£¨Ñ°ÇóÖǻۣ©, not those of a man (be) lost in the money game£¨ÃÔʧÔÚ½ðÇ®ÓÎÏ·ÖУ©. Perhaps, I thought half in jest£¨¿ªÍæЦ£©, he had put away [19] £¨´¢´æ£¬·ÅºÃ£»·ÅÆú£© a good sum (of money) £¨Ò»´ó±ÊÇ®£©for his retirement, and was living£¨live£©well off [20]£¨ÒÂʳÎÞÓÇ£©of it. Yet, most older people that I knew were still (be) obsessed with [21]£¨²ÆÃÔÐÄÇÏ£©money even if they had enough. They had spent their youth (be) fixated on [22]£¨ÝÓÈÆÓÚ£©it; such lifetime habits£¨ÖÕÉí»ýÏ°£©cannot e easily dropped.

Q1. What attitude do most people hold toward money and life?

19.  put away: save (money) for later use

e.g. She put away her clothes in the dresser.

20.  live well off: ÒÂʳÎÞÓÇ£¬¹ýן»×ãµÄÉú»î

e.g. He earned a great sum of money and has lived well off of it since.

21.  be obsessed with: ÃÔÁµÓÚ£¬²ÆÃÔÐÄÇÏ

e.g. As John grew older, he became obsessed with making money.

22.  fixated on: thinking, talking, etc. continuously about one particular thing, so as not to give enough attention to anything else

e.g. He was fixated on fame and fortune, yet he failed in everything.

Q1. Most people believe that money is important but it is not everything in life.

Para. 14

Ultimately, all of my investments start with how I use my time. Some say, ¡°Time is money.¡± I say, ¡°Life is the time we have, so use the time allotted [23] well£¨ÉÆÓÚÀûÓÃʱ¼ä£©. You may not have£¨no£©any time to spare£¨Ã»ÓÐʱ¼ä¿ÉÀË·Ñ£©.¡± I may spend so much time working for life and health insurance£¨½¡¿µ±£ÏÕ£©payments, that I die earlier of stress-related disease£¨½ôÕÅÀÍÀÛÒýÆðµÄ¼²²¡£©. Such is life.

Q1. What is the author¡¯s attitude towards life?

Q2. Does money mean God or life to you? Why?

23.  allot: give as a share or set apart for a purpose

e.g. They allotted us three days to finish the task.

Q1. In his opinion, life means the time people have and time should be spent in a meaningful way, but people usually spend so much time working for life and health insurance payments that they die earlier of stress-related diseases.

Q2. To me, money is not God, nor is it life. It is just something we need in life. Life is much more important than money because a human being has it only once.

fourth period:

Directions: Review some phrases according to the text so that the teacher can know whether the students understand the text completely.

Yearly talk                                               Äê¶ÈÑݽ²

audience                                                 ÌýÖÚ

have some deep feelings about          ¸Ð´¥ÆÄÉî

two ultimate subjects                                Á½¸ö¹ØÓÚÈËÉúÖÕ¼«Ä¿±êµÄ»°Ìâ

bring¡­together in the same breath   ÏàÌá²¢ÂÛ

traditional statements                                ´«Í³Ëµ·¨

an ATM machine                                      ×Ô¶¯È¡¿î»ú

give up one¡¯s life for money               Ϊ½ðÇ®¶øÉ¥Ãü

abstract                                                   ³éÏóµÄ

be disturbed by                                        ±»¡­ËùÀ§ÈÅ

an awesome truth                              ¿ÉŵÄÊÂʵ

not to take¡­seriously                       ÊìÊÓÎÞ¶Ã

an older white-bearded gentlemen            °×ºú×ÓÀÏÏÈÉú

a good answer                                         ºÏÀíµÄ´ð°¸

win the game of life                                  ³ÉΪÉú»îÖеÄʤÕß

trade one¡¯s life for money                         ÄÃÉúÃü»»È¡½ðÇ®

a wisdom seeker                                      Ñ°ÇóÖÇ»Û

be lost in the money game                 ÃÔʧÔÚ½ðÇ®ÓÎÏ·ÖÐ

a good sum of money                               Ò»´ó±ÊÇ®

live well off                                              ÒÂʳÎÞÓÇ

be obsessed with money                          ²ÆÃÔÐÄÇÏ

lifetime habits                                    ÖÕÉí»ýÏ°

have no time to spare                               ûÓÐʱ¼ä¿ÉÀË·Ñ

health insurance                                       ½¡¿µ±£ÏÕ

stress-related diseases                      ½ôÕÅÀÍÀÛÒýÆðµÄ¼²²¡

use the time allotted well                          ÉÆÓÚÀûÓÃʱ¼ä

2. Summary of the Text

The author was talking on the topic ¡°Money and God¡± at the Applied Philosophy Institute in Sunnyvale, California two years ago, as he did once every year. He was trying very hard to bring together the two vitally important subjects before the audience when a businessman said to him that money is God. The man further explained that like God, money brings love and is all powerful. Then an old man who seemed very wise asked the author a question about the relationship between life and money in a very unusual way. He suggested, as the author agreed, that life is more that just money-making and that life should be made meaningful. This is a conclusion people usually don¡¯t think seriously about and express in such a way.

3. Homework

Directions: Assign the students to do all the exercises.

The fifth and sixth period:

Exercises:

Directions: Ask the students to do the exercises in class. The teacher will correct the mistakes and explain the important and difficult points.

1.      Focus on:

2.      work out:

A: Read the text and then complete statements.

B: Fill in the blanks with words and phrases from the Vocabulary Snapshot.

C: Complete the sentences with the proper forms of the words given in blanks.

D: Rearrange the words into sentences

E: Translate the Chinese into English.

F: Make sentences according to the models of sentence structure.

The seventh period:

Grammar:

Directions: The teacher explains the definition of the grammar, and then ask the students to practice

1)      asÓëwhichÒýµ¼¶¨Óï´Ó¾äʱµÄÇø±ð¡£

2£©Practice about the grammar above.

The eighth period:

Reading skills:

Directions: The teacher introduce the reading skills and ask the students to read the passages, trying to use the skills to find out the concerning information.

 Understanding Paragraph---how to recognize details.

Read More: Assign the students to do after school and check the answer.

Practical reading: Reading a Business Directory

Use the information to answer the questions:

1.      You need new tires for you car. Where would you go?

2.      Suppose you are planning a trip. What two numbers would you call to compare prices?

3.      What number would you call if you wanted the services of an accountant?

4.      What is the name of the restaurant on Old York Road?

5.      How many real estate companies are listed?

6.      What is address of Philip¡¯s Beauty Salon and Spa? 

The ninth and tenth periods:

1. Practical writing: Letters of Thanks

Directions: 1) The teacher introduce a letters of thanks: 2) Provide two or three matters or events on a transparency as contents for the students to write with.( for a gift or for many orders) 3) Make some comments on the students¡¯ work.

The eleventh and twelfth period:

listening and speaking

Directions:

1) Ask the students to read the phonemes and the teacher corrects their pronunciation. 

Expressions learnt before:

What about tomorrow?                               How about a cup of tea?

What should I do?                                      You¡¯d better...

Why don¡¯t we?                                          

What do you think I should do about it?

What do you advise me to do about my chemistry class?

Shall I drop it or continue with it?

I think it would be a gook idea to talk with your instructor.

Why don¡¯t you try taking it back to the store?

2) Listen to the tape and finish doing the followings:

Section A: After listening, circle the word the students hear, then repeat them.

Section B: Listen and repeat, paying attention to the pronunciation of the words.

Section C: Ask the students to circle the words that they hear.

Listen in: Dialogues Section A, B, C.

Dialogue 1.

How about a drink...                     What about¡­

Dialogue 2.

What do you think¡­                Why don¡¯t you try¡­

¡­  I wanted to ask you first.

Dialogue 3.

What do you advise me to do ¡­  I think it would be a good idea¡­

What if she says ¡­                       ¡­ follow her advice.

3) Ask the students to imitate the speakers while listening.

4) Ask the students to make conversations about ¡°How to ask for one¡¯s advice and give one¡¯s     advice¡±.

5)Listen more: Section A, B, C. D

Section A

1.      being or happening at the end of a process

2.      a close agreement or connection made between countries for a shared purpose

3.      change the usual or natural condition

4.      without limits or an end

5.      come near, esp. by walking

Section B

1.      I made David agree to turn off the radio by eleven o¡¯clock.

2.      The car wouldn¡¯t start, so we took the bus.

3.      This book costs two times as much as it did last year.

4.      If you¡¯d come on time, you could¡¯ve met my father.

Section C

Notes:

1. Got a minute? : (infml) May I speak to you?

2. What¡¯s up? : (infml) What¡¯s happening? What¡¯s the matter?

3. Gone with the Wind : a movie based on the novel Gone with the Wind written by Margaret Mitchell

Section D

Notes:

1. Northwest Airlines: an airlines of the United States. It serves lots of cities in the northern half of the country and links them to cities in Europe and Asia.

2. Tokyo: the capital city of Japan

3. Delta Airlines: a large airlines in the United States.

2. Smoking or non-smoking? : This refers to the smoking area and the non-smoking area of an airplane

6) Additional Exercises: Section A, B, C. to practice PET