Unit5Wearegoingtoworkaspackagersontheassembly.docx

Unit5Wearegoingtoworkaspackagersontheassembly.docx

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Unit5Wearegoingtoworkaspackagersontheassembly

Unit5Wearegoingtoworkaspackagersontheassemblyline.

lead-in&ListeningandSpeaking

一、教材分析

1.教学内容

本课时系教材《英语3（基础模块）》（高教版）第五单元的lead-in和ListeningandSpeaking两部分，具体内容：

流水线上的工作流程和具体工作内容，听、说有关流水线工作的对话。

这些内容为整个单元的学习活动做语言和知识的准备，也为学生学以致用的语言表达活动提供了语言铺垫。

流水线上的工作流程相对于学生来讲是比较陌生的话题，教师需要创设较为真实的语言环境，来引导学生积极参与到课堂活动中来。

2.教学重点、难点

（1）教学重点：

学生能听懂流水线工作的流程和具体工作内容，并能利用所学词汇和句式进行有关流水线工作的对话。

（2）教学难点：

学生能利用所学有关流水线工作流程的词汇和句式进行相关实际生活中的对话练习。

二、教学目标

1.知识目标

（1）通过对话学习，学生能掌握以下词汇：

packager,assemblyline,workshop,socialpractice,wrap,dressup,seal。

（2）通过对话听和说的练习，学生能用first,then,afterthat,thelast来描述生产线上的工作过程，并能掌握基本句型：

Whatarewegoingtodo?

What/Howshouldwe...?

First,youshould...Then...What’snext?

Isthatit?

Afterthat,...Finally,...That’sall.

2.能力目标

（1）学生能听懂流水线上的工作流程和具体工作内容并进行排序练习。

（2）学生能利用所学词汇和句式来完成工作备忘录和描述工作流程。

3.情感目标

学生能了解今后要进入的相关工作场所的工作流程，增强学习的成就感。

三、教学步骤

StepILead-in

1.Freetalk:

T:

Whatdidyoudoonyoursummervacation?

Haveyoueverdoneapart-timejob?

Whatarethey?

（Presentsomepicturesofpart-timejobstoenlargeSs’vocabulary,suchas:

workasaguide/asalesman,workinashoporasupermarketorafactory,andserveintherailwaystation...）

2.ShowthepicturesofActivity1andsomeotherpicturesofsocialpracticeonebyone,andask:

“Whatdidtheydo?

”“Wheredidtheydothesocialpractice?

”

Picture1:

workontheassemblyline

Picture2:

serveatthebusstation

Picture3:

gotoafactorytohelpmakeposters

Picture4:

workaswaiters/waitressesinarestaurant

Picture5...

（WhenSscan’tspeakoutmoreaboutsocialpractice,presentsomewordsandphrasestohelpthem.）

Afterdiscussing,askstudentstoreadthenewwordsandphrasesabove.

3.Showavideoofworkingontheassemblylineandaskstudents:

“Whatwordscanweusetodescribetheordersofthework?

”

（EncourageSstoexpressthemselvestogether,andshowthewords“First,then,afterthat,atlast”onthescreen.）

StepIIListening

1.（Activity4）

T:

Now,let’slistentoadialogueandthinkaboutthequestion:

“WhataretheSsgoingtodo?

”

Sslistentothedialogueandthenanswerthequestion.IfSscan’tanswerit,Tcanaskthemotherquestions:

Wherearetheygoing?

Whataretheygoingtodointhefactory?

Toreducethedifficultyoftheactivity.

2.（Activity5）

T:

Herearefourpicturesaboutworkingprocess.Canyoudescribetheminsimplesentences?

IfSshavesomedifficultyindoingit,TplaysthetapetohelpSscompleteit.

ThenaskSstolistentothetapeagainandorderthepictures.TcantellSstopayattentiontothekeywordsaboutorder,suchas:

first,then,afterthat,atlastandsoontohelpSscompletetheactivityperfectly.

Atlast,askSstochecktheanswers.

3.（Activity6）

T:

Justnow,weknowtheworkingprocessonadollfactory.Inordertomakeitclear,ZhangMingwanttowriteamemo.

First,let’slookatit.Doyouknowhowtowriteamemo?

Allright,usethekeywordsandmainphrasestofillintheblanks.

Then,let’slistentothetapeagain,andtrytowritedownthekeywordsandphrases.

Atlast,checktheanswersonebyoneandTshowstheanswersonthescreen.

WhenSsdoit,TcanplaythetapeofmaininformationforseveraltimestohelpSsdoiteasily.

StepIIISpeaking

1.AskSstoreadaloudafterthetapeandunderlinethewordsandsentencesforworkingprocess.（Activity7）

2.AskSstopointoutthesentencesandteacherwritesthemdownontheblackboard.

Whatarewegoingtodo?

What/Howshouldwe...?

First,youshould...Then...What’snext?

Isthatit?

Afterthat,...Finally,...That’sall.

3.AskSstoreadthesesentencesaloudtogether.

4.Pairwork:

（Activity8）

（1）Presentsomepicturesofworkingplacesandsomesentencesaboutworkingprocess,andletSsmakeupashortdialogueaboutworkingaspackagersontheassemblyline.

（Teachercanmakeadialoguewithoneofthestudentsfirstasamodel.Ssmakeuptheirowndialogueswiththehelpoftheabovesentencestructuresontheblackboard.）

（2）LetSsworkinpairsandmakeadialogueaboutoneworkingprocess,andthenasksomepairstoactoutthedialogues.

5.Discussandact.

（DividetheclassintoeightgroupsandaskSstoperformthedialogueaccordingtothegroups.）

First,askSstodiscussthedetailedprocessaboutservingthecustomersinarestaurantandinahoteltocheckintheguestsinthegroup.

Then,askSstoshowtheirservingprocessontheblackboard.EvaluatewhichgroupisthebestbyalltheSsandtellthereasons.

Thirdly,askSstopreparethedialogueaccordingtothebestservingprocessandchoosetwoSsofeachgrouptoperformthedialogueinfrontoftheblackboard.

AllSsevaluatethebestperformerstoinspirethem.

StepIVSummary

AskSstoreviewthewordsandphrasestheyhavelearnedinclass,andthensummarizethe

sentencestructuresofgivingsuggestions.Readthemtogether.

StepVHomework

1.AskSstorecitethedialogueoflisteningafterclass.

2.AskSstocopythenewwordsandphrasesofthispart.

3.AskSstowritedownmoreinformationabouttheirsocialpracticeafterclassandshow

themonthenextclass.

五、板书设计

Unit5Wearegoingtoworkaspackagersontheassemblyline.

packager,assemblyline,workshop,socialpractice,wrap,dressup,seal

Whatarewegoingtodo?

What/Howshouldwe...?

First,youshould...Then...What’snext?

Isthatit?

Afterthat,...Finally,...That’sall.

Unit5Wearegoingtoworkaspackagersontheassemblyline.

readingandwriting

一、教材分析

1.教学内容

本课时系教材《英语3（基础模块）》（高教版）第五单元的readingandwriting部分。

课文通过介绍北京新星职业学校学生在暑假里进行的一次为期两周的社会实践活动，训练学生通过阅读获取细节信息的能力，并通过根据关键词句，运用表示时间顺序的词，衔接活动中的关键句的写作要求，培养学生读、写两方面的语言运用能力。

2.教学重点、难点

（1）教学重点：

①通过略读和精读文章，学生能读懂文中新星职业学校学生参加的社会实践项目的内容。

②根据提供的关键词，描述并能运用表时间顺序的词衔接活动过程。

（2）教学难点：

在阅读过程中，如何引导学生运用恰当的略读、跳读和精读策略。

二、教学目标

1.知识目标

（1）通过呈现图片和句子，复习和学习assemblyline,poster,directoroftheworkshop,plasticbag,divideintogroups,socialpractice,salestraining,environment-friendlybags,mobilephonechains,managerofthecompany等词汇的意思。

（2）通过精读，学生能从阅读材料中提取具体社会实践活动的信息。

2.能力目标

（1）通过文中材料的学习，训练学生略读和精读的能力。

（2）学生能根据提供的词汇描述实践活动，并运用表时间顺序的词衔接具体活动顺序。

3.情感目标

通过不同社会实践内容的学习，让学生了解更多实际生活中的工作流程，扩大生活知识面，从而增加学习的乐趣和成就感。

三、教学步骤

DividetheclassintosixgroupstohelpSscompletethetasksoftheclass.UsethecompetitionmethodtoarouseSs’interestofstudying.

StepILead-in

1.Brain-storming

Reviewandlearnthewordsandphrasesbylookingatthepictures.

Teachershowsdifferentpicturesonthescreentoreviewthewordsandphrasesappearedinthislesson:

assemblyline,poster,directoroftheworkshop,plasticbag,divideintogroups,salestraining,environment-friendlybags,mobilephonechains,managerofthecompany,socialpractice.

Sswhoknowsthemeaningofeachwordorphrasecanjuststandupandanswer,ifthe

answerisright,thegroupwhichthestudentstayincangetastar.

2.Showusthehomework—thesocialpracticethateachgrouptookpartinbefore.

Accordingtothelastphrase“socialpractice”,askSstoshowthesocialpracticethateachgrouptookpartinbefore,andthenallSsevaluatethebestgroup.

StepIIReading

1.Skimming（gothroughthetextquickly）

T:

Sinceyouhavetakenpartinsomanysocialpractice,let’slookatareportaboutstudentsinBeijingXinxingVocationalSchool.

First,gothroughthetextquicklyandfindoutonesentencetoconcludethereport.（IfSscan’tunderstandit,askanotherquestion“What’sthemainideaofthereport?

”.Theansweristhefirstsentenceofthetext.）

Then,matchthemainideawitheachpart.（Teacherdividedthereportinto4partsbyhimselfandshowthemainideaofeachpartonthescreen,thenaskSstomatch.Sscandiscussitinthegroup,thengivetheanswerbyonestudent.）

Partone（para1）Studentstookpartindifferentactivities.

Parttwo（para2-5）BeijingXinxingVocationalSchoolstudentsparticipatedasocialpractice.

Partthree（para6-para8）BeijingXinxingVocationalSchoolhasorganizedsuchsocialpracticefor3times.

Partfour（para9）Thesocialpracticeismeaningful.

2.Scanning（readthetextcarefully）

（1）AskSstolistsocialactivitiesSsinBeijingXinxingVocationalSchoolparticipatedinbyreadingparagraph2to5.

Accordingtothematchexerciseonthescreen,teacherpointsoutparagraphsfrom2to5inthereporttellusdifferentactivitiesthatSstookpartin.SohereaskSstolistthesesocialactivitiesbyreadingthesefourparagraphscarefully.

Thendiscussitinthegroup.

Afterit,teacheraskseachgrouptoshowtheiranswersontheblackboard.

（2）AskSstodotrueorfalseexercisesbyreadingthetextagain.

（）①Thestudentsmadetheirsalesplanbeforetheywentouttosellthebags.

（）②Theycompetedtoseewhosoldthemostplasticbags.

（）③Studentsallwelcomesuchsocialpractice.

（）④LuYiyanismanagerofthecompany.

（）⑤LiKaisaidhiscommunicationskillshadbeenimprovedaftertakingpartinthesocialpractice.

Whenansweringtrueoffalsequestions,Ssshouldtellthereasons.WhileSsdoingit,teachercantellthemtofindoutthesentenceswhichassociatedwiththesesentences.

Thentheycanjudgetrueoffalse.

3.HelpZhangMingcompletethereport

T:

SinceZhangMingthoughtthesocialpracticewasimportantforhim，hedecidedtowriteareportaboutthesocialpractice.Buthehassomedifficultyindoingit,canyouhelphimtocompletethereport?

Showthepassageofactivity13onthescreen.

AskSstoreadthetextagainanddiscussitinthegroupfirst.Threeminuteslater,asksSstotelltheanswersonebyone.

StepIIIWriting

1.Describethepictureswiththegivenkeysen