Unit 5 We are going to work as packagers on the assemblyWord下载.docx
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Unit 5 We are going to work as packagers on the assemblyWord下载.docx
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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)
Now,let’slistentoadialogueandthinkaboutthequestion:
“WhataretheSsgoingtodo?
Sslistentothedialogueandthenanswerthequestion.IfSscan’tanswerit,Tcanaskthemotherquestions:
Wherearetheygoing?
Whataretheygoingtodointhefactory?
Toreducethedifficultyoftheactivity.
2.(Activity5)
Herearefourpicturesaboutworkingprocess.Canyoudescribetheminsimplesentences?
IfSshavesomedifficultyindoingit,TplaysthetapetohelpSscompleteit.
ThenaskSstolistentothetapeagainandorderthepictures.TcantellSstopayattentiontothekeywordsaboutorder,suchas:
first,then,afterthat,atlastandsoontohelpSscompletetheactivityperfectly.
Atlast,askSstochecktheanswers.
3.(Activity6)
Justnow,weknowtheworkingprocessonadollfactory.Inordertomakeitclear,ZhangMingwanttowriteamemo.
First,let’slookatit.Doyouknowhowtowriteamemo?
Allright,usethekeywordsandmainphrasestofillintheblanks.
Then,let’slistentothetapeagain,andtrytowritedownthekeywordsandphrases.
Atlast,checktheanswersonebyoneandTshowstheanswersonthescreen.
WhenSsdoit,TcanplaythetapeofmaininformationforseveraltimestohelpSsdoiteasily.
StepIIISpeaking
1.AskSstoreadaloudafterthetapeandunderlinethewordsandsentencesforworkingprocess.(Activity7)
2.AskSstopointoutthesentencesandteacherwritesthemdownontheblackboard.
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
packager,assemblyline,workshop,socialpractice,wrap,dressup,seal
readingandwriting
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。
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。
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。
(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。
(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。
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。
DividetheclassintosixgroupstohelpSscompletethetasksoftheclass.UsethecompetitionmethodtoarouseSs’interestofstudying.
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)
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
SinceZhangMingthoughtthesocialpracticewasimportantforhim,hedecidedtowriteareportaboutthesocialpractice.Buthehassomedifficultyindoingit,canyouhelphimtocompletethereport?
Showthepassageofactivity13onthescreen.
AskSstoreadthetextagainanddiscussitinthegroupfirst.Threeminuteslater,asksSstotelltheanswersonebyone.
StepIIIWriting
1.Describethepictureswit
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