资源简介

Unit 5 We are going to work as packagers on the assembly line
Lead-in + Listening and speaking教学设计
一、教材分析
教学内容
本课包括Lead-in & Listening and speaking两部分，具体内容为：复习常见岗位工作指令的词汇与短语，听懂并掌握就工作任务进行询问和部署的简单对话，能准确地表达工作任务的各个步骤并进行转述。
教学重点、难点
（1）教学重点
复习常见工作指令的词汇与短语；听懂就工作任务进行询问、部署和转述的句型；听懂就工作任务进行询问和部署的简单对话，准确地表达工作任务的各个步骤并进行转述。
（2）教学难点
就工作任务进行询问和部署的简单对话，准确表达工作任务的各个步骤并进行转述。
二、教学目标
知识目标
（1）学习并识记常见的岗位工作指令的词汇与短语，如：
find out the problem stick a label welcome the customer seal the plastic bag replace the parts help open an account put the product into a bag deliver the product to dealers misplace different size and colors
（2）学会并能套用对工作任务进行询问、部署与转述的句型，如：
What are we going to do exactly We are going to work as … on …
How do we … First,… Then, … After that, … Finally, …
Is that all … said that we were going to …
What else … … told us (not) to …
能力目标
（1）能听懂对工作任务进行询问和部署的对话。
（2）能准确地表达工作任务的各个步骤并进行转述。
（3）能记住常见岗位工作指令的相关词汇与短语，并熟练运用就工作任务进行询问、部署和转述的句型。
情感目标
（1）让学生了解询问工作流程、部署工作任务和转述工作要求的方法，培养学生良好的职业素养。
（2）培养学生形成良好的英语学习策略，提高他们对英语学习的兴趣。
三、教学步骤
Step One Lead-in
Ask Ss to read the title of this unit and guess what will be learned in this unit. Elicit the topic of this unit to the Ss.
（设计意图：通过本单元的题目引入本单元的话题，让学生了解本单元所涉及的内容。）
Activity 1.
Show the pictures in Activity 1 on PPT (without the phrases outside the diamond lattices). Ask students to match what they are and describe what they do according to the working conditions. Show the key words of jobs by asking what they are and where they work and ask students to match the pictures with the jobs in the middle diamond lattices on P47. Ask Ss to write them on the blackboard, then check the answer. Then give the phrases of work instructions by circling the points on the pictures. Write the key words and phrases and ask students to read aloud if necessary.
Key words:
packager receptionist mechanic bank-teller
Key phrases:
find out the problem stick a label welcome the customer seal the plastic bag replace the parts help open an account
（设计意图：复习常见岗位指令的相关短语，为完成后面的听、说、读、写等活动做词汇准备。）
Step Two Listening and speaking
Activity 2.
Ss read the sentence in Activity 2. Underline the places and ask Ss to show or express the meaning to make sure Ss understand these places. Play the audio of Dialogue 1. Ss listen to dialogue 1 and tick the place where they will go to work.
garage reception assembly line
（设计意图：复习生产实践地点的词汇，为完成后面的听、说、读、写等活动做好铺垫。）
Activity 3. Ss listen to dialogue 1 again and circle the right answers in Activity 3 on P48. Check the answers by asking Ss.
Keys: 1. C 2. D 3. C
（设计意图：先就对话内容有一整体印象，然后再听对话，了解大意，为理解对话内容做相应准备。）
Activity 4.
Ask Ss to read Activity 4 on P48. Remind Ss to pay attention to the verbs of the working instructions and the way the packagers will work on the products. Then play the audio once more and ask Ss to do Activity 4. Check the answer, play again if necessary.
（设计意图：进一步听懂对话部分细节，了解对话内容，培养学生听细节的听力技巧。）
Ss read the similar dialogue (Dialogue 2) in Activity 5 on P49. Play the audio once more and ask Ss to compare the difference. Ss underline the differences and fill in the blanks according to the audio. Sentence 1 and 5 are the most important of all. Check the answer with Ss as the following form by filling in the blanks:
Dialogue 1 (Activity 2-4) Dialogue 2 (Activity 5)
Mr Liu, the director, said that we were going to help pack sports shoes in workshop 2. Mr Zhang, the director, said that we were going to help pack moon cakes in workshop 3.
How do we pack sports shoes How do we pack the moon cake
First, we’ll get a pair from the line and put them in a plastic bag and seal it. Then, we’ll stick a label of article number on the package. First, we’ll get one from the line and put it in a little plastic bag and seal it. Then, we’ll stick a label of production date on the package.
After that, we’ll put the shoes back on the line for another group to put them into paper boxes. After that, we’ll put it back on the line for another group to put them into big gift bags.
Mr Liu also told us not to misplace different sizes and colors. Mr Zhang also told us not to misplace different flavors.
Finally, we’ll deliver them to dealers. Finally, we’ll deliver them to supermarkets.
（设计意图: 找出对话的细节差异，培养学生听细节的听力技巧。）
Activity 5.
Play the audio of Dialogue 2. Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（设计意图: 通过逐句跟读与集体朗读，训练学生正确的语音语调，培养学生模仿英美原音语音语调的学习习惯。）
Ask Ss to find out the sentence patterns about asking and explaining the work task in the dialogue, then read aloud and mark these sentence patterns on their textbooks if necessary.
Asking the work task Explaining the work task
What are we going to do exactly We are going to work as … on …
How do we … First,… Then, … After that, … Finally, …
Is that all … said that we were going to …
What else … … told us (not) to …
（设计意图: 通过让学生自己发现询问工作流程、部署工作任务和转述工作要求的句型，训练学生的归纳能力，培养学生自主学习的能力。）
Give more examples to make sure Ss understand the expression:
Mr Zhang, the director, said that we were going to help pack moon cakes in workshop 3.
Mr Zhang also told us not to misplace different flavors.
eg. He said that he was going to come to our party the next day.
He told us not to forgort to take the mobile phone with us when leaving.
She said that she would not tell other people about it.
Activity 6. Show a map of working conditions on the assembly line of orange juice production. Ask Ss to think about the work procedures, then do Activity 6 on P49, using the phrases and sentence patterns provided.
（设计意图: 在引导下练习询问工作流程、部署工作任务和转述工作要求的句型，进一步巩固所学词汇与句型。）
Step Three Production
Practice and perform. Ask Ss to find more working places they need to know to practise asking and explaining the work task, use the patterns and phrases in this unit as much as possible. Show the sentence patterns above if necessary.
（设计意图: 通过进一步练习，巩固并检测学生本堂课所学词汇与句型。 通过模拟表演练习，让学生本堂课所学词汇与句型能够迁移到常见岗位中，同时训练学生主动求教和熟练掌握工作流程的口头表达能力，并培养学生遵守工作流程的职业习惯。）
Step Four Summary
Make a short summary of what we’ve learned in this period.
Key vocabulary:
find out the problem stick a label welcome the customer seal the plastic bag replace the parts help open an account put the product into a bag deliver the product to dealers misplace different size and colors
Sentence Patterns for asking and explaining the work task:
What are we going to do exactly We are going to work as … on …
How do we … First,… Then, … After that, … Finally, …
Is that all … said that we were going to …
What else … … told us (not) to …
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Make a dialogue about asking and explaining the work task you need to know. Try to perform your dialogues with your partners.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Phrases: find out the problem stick a label welcome the customer seal the plastic bag replace the parts help open an account put the product into a bag deliver the product to dealers misplace different size and colors Sentence patterns: Asking the task Explaining the task What are we going to do exactly We are going to work as … on … How do we … First,… Then, … After that, … Finally, … Is that all … said that we were going to … What else … … told us (not) to …Unit 5 We are going to work as packagers on the assembly line
Language in Use教学设计
一、教材分析
教学内容
本课包括Language in use部分，具体内容为：直接引语和间接引语的转换（转述）。
教学重点、难点
（1）教学重点
间接引语转述陈述句、祈使句、一般疑问句和特殊疑问句的基本句型及常见用法。
（2）教学难点
转述中句型、人称、时态、指示代词、时间状语和地点状语的相应变化。
二、教学目标
知识目标
（1）学会并能套用间接引语的基本句型
（2）学习间接引语的常见用法
能力目标
（1）能套用祈间接引语的基本句型并熟练运用。
（2）能根据不同情境正确使用间接引语。
情感目标
了解正确使用间接引语的不同场合，培养学生日常工作中形成恰当使用语言的良好习惯。
三、教学步骤
Step One Lead-in
Check the homework in last period. Ask Ss to read their tasks layout aloud in class.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Ask Ss to read the text in Activity 8 on P50-51 altogether and translate the following sentences:
The director said that you would cooperate with suppliers and sign contracts with them.
主任说你们要跟供货商合作，并且跟他们签订合同。
The director told you to collect data and make online sale analysis.
主任告诉你们要收集数据，并且作好网上销售分析。
The director said that first you were going to take photos of the pear and the village, after that you were going to put them on the online store with some introduction, and then you would design some attractive logos.
主任说，首先你们要给梨子和村庄照相，此后你们要把照片配好介绍放在网店上，然后你们要设计一些吸引人的图标。
（设计意图：翻译这些间接引语，为学生学习转述的句型及用法做铺垫。）
Step Two Language in use
Grammar focus.
Ask Ss to read Grammar focus on P53, pay attention to the structure of the indirect speech. Ss read aloud the example sentences altogether.
Structure:
Indirect speech: （主语）+ said + that +(宾语从句主语)+ V.（时态相应变化） +其它成分
eg.“You are going to work as packagers on the assembly line today,” the instructor said.
The instructor said that we were going to work as packagers on the assembly line
that day.
“E-commerce has brought a new market to the local farmers,” said the director.
The director said that e-commerce had brought a new market to the local farmers.
Indirect speech: （主语）+told +（宾语）+（not） to + V. （原形）+其它成分
eg.“Don’t misplace different flavors.” said Mr Zhang.
Mr Zhang told us not to misplace different flavors.
Indirect speech: （主语）+asked +（宾语）+（直接引语原疑问词）+（宾语从句主语）+ V. （时态相应变化）+其它成分
eg. “What do the students do in the training center ” the reporter asked.
The reporter asked what the students did in the training center.
Indirect speech: （主语）+asked +（宾语）+ if/whether+（宾语从句主语） + V.（时态相应变化）+其它成分
eg.“Will we pack the moon-cake ” a girl asked.
A girl asked (me) if they would pack the moon-cake.
Usage:
间接引语的作用是用自己的话转述别人的话，用宾语从句来表达，相应地直接引语变为间接引语会发生句型、人称、时态、指示代词、时间状语和地点状语的变化。根据直接引语有陈述句、祈使句、一般疑问句和特殊疑问句等句型，间接引语也有4种结构。
句型变化
直接引语 变间接引语时 主句的谓语动词 连接词 间接引语/宾语从句
陈述句 say, tell sb. that 陈述句
祈使句 tell, ask, order sb. (not)to do sth.
一般疑问句 ask sb. if/whether 陈述句
特殊疑问句 ask sb. 直接引语原疑问词 陈述句
人称变化
“一随主，二随宾，第三人称不更新”。
时态变化
1. 主句的谓语动词是一般过去时
直接引语 间接引语
一般现在时 一般过去时
一般将来时 过去将来时
现在进行时 过去进行时
一般过去时 过去完成时
现在完成时
过去完成时
2. 主句的谓语动词是一般现在时或者客观真理，间接引语的时态一律不变。
指示代词、时间状语和地点状语的相应变化
直接引语 间接引语
指示代词 this/these that/those
时间状语 Now Then
today/ tonight that day/ that night
this week (month…) that week (month…)
Yesterday the day before
last week (month…) the week (month…)before
two weeks (month)ago two weeks (months)before
Tomorrow the next day
next week (month…) the next week (month…)
地点状语 Here There
动 词 Come Go
Bring Take
（设计意图：通过间接引语的介绍及例句，了解直接引语变间接引语的基本句型。）
Ask Ss to find out the indirect speech in the text in Activity 5 and 11. Instruct Ss to attend to the structure.
… said that we were going to …
… told us (not) to …
（设计意图：让学生在课文和练习中找出间接引语，进一步熟悉间接引语的基本句型。）
Activity 12. Ask Ss to do Activity 12. Check the answers and ask the reason why Ss choose so.
Keys: 1. b 2. b 3. a 4. b
（设计意图：通过学生完成间接引语的练习，进一步明确间接引语的主句谓动词和宾语从句谓动词的时态相应变化的规律。）
More examples.
Give more examples and ask Ss to think about when and how we used the indirect speech. Explain the usage of indirect speech by giving more examples if necessary.
eg. “Mr. Wang is in charge of workshop 2,” the manager said. （直接引语为陈述句）
----The manager said that Mr. Wang was in charge of workshop 2.
“Please sign your name here,” said the bank clerk. （直接引语为祈使句）
----The bank clerk asked me to sign there.
“Will we pack the moon-cake ” a girl asked. （直接引语为一般疑问句）
----A girl asked (me) if they would pack the moon-cake.
“What are we going to do exactly ” a boy asked. （直接引语为特殊疑问句）
----A boy asked (me) what they were going to do exactly.
Explain the structure of the indirect speech. Emphases that Ss only need to master usual structures of indirect speech. Don’t worry about so much knowledge about it.
（设计意图：给出更多例子让学生对间接引语的句型结构有进一步的认识和了解。）
Activity 13.
Ask Ss to match the questions on the left with the the answers (indirect speech sentences) on the right according to different situationa. Check the answers with them.
Keys: 1. e 2. c 3. a 4. b 5. d
（设计意图：引导学生关注间接引语使用的情境，进一步了解间接引语的用法。）
Step Three Production：Activity 14.
Show the indirect speech sentences in the text in Activity 5 &11 once more. Instruct Ss that we may use indirect speech when we report what our leaders say about the tasks.
（设计意图：加深对间接引语用法的了解，为下一步练习做准备，巩固间接引语的句型及用法。）
Divide Ss into groups and show the map on P54. Each group fills the blanks beside the map by discussion.
（设计意图：分组看图讨论，为练习对话做准备，以进一步巩固学生所学句型和用法。）
Ss work in pairs to complete Activity 14, play roles in the class.
A (work as the one who can assign the tasks): Tell B the 4 steps working on the robots on the assembly line by using “First, Next, Then, and Finally”. Also tell B what the director said by using “He said that…” or “He told us to …”.
B (work as the other one who is a new comer): Listen and take notes. Help A put the work steps into the right order.
Key: First, he said that we should open the cover on its back. Next, he told us to install a PCB. Then, he said that we should press a button to check. Finally, he told us to stick a sign of attention.
（设计意图：结合本单元所学句型，练习使用间接引语，以检查学生对所学内容的掌握情况。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Indirect speech structures.
（主语）+ said + that +(宾语从句主语)+ V.（时态相应变化） +其它成分
（主语）+told +（宾语）+（not） to + V. （原形）+其它成分
（主语）+asked +（宾语）+（直接引语原疑问词）+（宾语从句主语）+ V. （时态相应变化）+其它成分
（主语）+asked +（宾语）+ if/whether+（宾语从句主语） + V.（时态相应变化）+其它成分
Indirect speech usage.
间接引语的作用是用自己的话转述别人的话，用宾语从句来表达，相应地直接引语变为间接引语会发生句型、人称、时态、指示代词、时间状语和地点状语的变化。根据直接引语有陈述句、祈使句、一般疑问句和特殊疑问句等句型，间接引语也有4种结构。但我们的同学主要需要掌握这两个基本句型结构：
… said that we were going to …
… told us (not) to …
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Write down the tasks assignment of Activity 14 as homework and try to read the short passage aloud to your partners to check if it is clear and accurate.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
（直接引语为陈述句）变为间接引语that 引导 “Mr. Wang is in charge of workshop 2,” the manager said. ----The manager said that Mr. Wang was in charge of workshop 2. （直接引语为祈使句）变为间接引语ask sb. (not) to do sth. “Please sign your name here,” said the bank clerk. ----The bank clerk asked me to sign there. （直接引语为一般疑问句）变为间接引语if/whether引导 “Will we pack the moon-cake ” a girl asked. ----A girl asked (me) if they would pack the moon-cake. （直接引语为特殊疑问句）变为间接引语w-/h-引导 “What are we going to do exactly ” a boy asked. ----A boy asked (me) what they were going to do exactly. Basic sentence patterns: … said that we were going to … … told us (not) to …Unit 5 We are going to work as packagers on the assembly line
Vocabulary practice + Supplementary Reading教学设计
一、教材分析
教学内容
本课包括Vocabulary practice及Supplementary Reading部分，具体内容为：复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。
教学重点、难点
（1）教学重点
复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。完成同步练习中相对应的练习。
（2）教学难点
读懂拓展阅读中的文章内容并完成相关阅读练习。
二、教学目标
知识目标
（1）熟记本单元有关安全软件安装和运行的词汇与短语。
（2）学习拓展阅读短文中出现的词汇和短语，如：
installing instructions security software search for real-time protection USB flash disk run a system scan interface connect … to … do web browsing update infected files delete call for a restart boot scan
follow these steps top quality regularly In a couple of minutes be impressed with …
能力目标
（1）复习本单元词汇与短语及操作指令的基本用法，能熟练运用这些词汇及句型，完成相关练习。
（2）能读懂拓展阅读中的短文并完成相关阅读练习。
情感目标
了解电脑安全软件安装和运行的指令和术语，培养学生良好的电脑操作习惯和职业习惯，帮助他们更合理高效地完成常见工作岗位中的一些任务。
三、教学步骤
Step One Lead-in
Check the homework in last period. Show the maps. Ask Ss to work in pairs on Activity 14 and direct the way with indirect speech. Report with the following patterns:
First, … Next, … Then, … Finally, …
He said that … He told us to …
（设计意图：检查上一课时布置的作业，复习所学内容。）
Ss read the words and expressions on P56-57 after the teacher, then read in groups or altogether.
（设计意图：进一步熟悉本单元所学词汇与短语，巩固所学内容。）
Step Two Vocabulary practice
Activity 15. Ss read the expressions on the right and get their meaning, then match them with the words on the left.
Keys: 1. d 2. c 3. b 4. e 5. a
（设计意图：通过词汇含义的英文解读，复习前面学过的重点词汇。）
Activity 16. Ask Ss to match the words on the left with the ones on the right to complete useful phrases.
Keys: seal the plastic bag; stick sales slips; sign a contract; pack the parcels; upload photos
（设计意图：让学生搭配前面所学的重要固定短语，复习本单元词汇，巩固词义。）
Activity 17.
Ss read the phrases in the block and tell the meaning of these phrases.
Ask Ss to read the sentences and fill in the blanks according to the context, then translate them into Chinese. Pay attention to indirect speech.
Keys: 1. turn out 2. deal with 3. is in charge of
4. purchase order 5. cooperate with 6. made a difference
（设计意图：引导学生关注本单元重点固定搭配的词汇，复习本单元词汇、短语和语法。通过理解短语意思，能够在句子中运用。）
Step Three Supplementary Reading
Ss read the passage on P57, underline the new words and get the meaning from the word list on P58-59. Explain the meaning if there are still new words.
installing instructions security software search for real-time protection USB flash disk run a system scan interface connect … to … do web browsing update infected files delete call for a restart boot scan
follow these steps top quality regularly In a couple of minutes be impressed with …
install; installation; installing
eg. The security software is easy to install and free of charge.
Installation of the new system will take some days.
connect to
eg. You can connect the machine to your hi-fi.
These appliances should not be connected to power supplies.
He asked to be connected to the guest room.
call for
eg. Your plan will call for a large sum of money.
More work calls for more men.
I heard somebody calling for help.
be impressed with …
You'll be impressed with the brightness and the beauty of the colors on the plates.
Visitors will be impressed with the enormous range of collections on the show.
（设计意图：通读短文，熟悉生词，扫清阅读障碍。）
Ss read the words and phrase in the word list on P58-59 after teacher, then read first in groups then together.
（设计意图：熟悉拓展阅读中的生词，为进一步阅读短文做铺垫。）
Ss read the sentences of Read and decide, then read the passage once more and decide true or false by giving the reason to the class after reading.
Keys: 1.F 2. F 3. T 4. F
（设计意图：学生带着问题阅读文章，理解短文。）
Ss read the sentences of Read and answer, then read the passage the third time and answer the questions.
Keys:
Anti-malware, also called anti-virus, anti-spyware, and anti-spam programs.
First, pay for real-time protection by security software. Second, download the installation files of security software and then wait for a while or do it by using another computer and a USB flash disk. Then, without connecting to the Internet, install it, start it and then run a complete system scan. Finally, do web browsing carefully online and update it regularly through its developer’s site.
You’ll be advised to delete it to keep your computer in good working condition. It may also call for a restart and boot scan of all the files.
（设计意图：对文章的细节进行了解，进一步理解短文。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Key words and phrases:
installing instructions security software search for real-time protection USB flash disk run a system scan interface connect … to … do web browsing update infected files delete call for a restart boot scan
follow these steps top quality regularly In a couple of minutes be impressed with …
Indirect speech usage.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Production
Ss do the exercises of Part I in Exercise Book. Make comments after Ss complete.
（设计意图：完成本单元的练习，进一步巩固本单元所学内容。）
Step Five Homework
Complete the exercises of Part II and Part III in Exercise Book.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
installing instructions security software search for real-time protection USB flash disk run a system scan interface connect … to … do web browsing update infected files delete call for a restart boot scan follow these steps top quality regularly In a couple of minutes be impressed with … First, … Next, … Then, … Finally, … He said that … He told us to …Unit 5 We are going to work as packagers on the assembly line.
Reading and writing教学设计
一、教材分析
教学内容
本课包括Reading and writing部分，具体内容为：阅读关于电子商务工作任务和成果进展的短文，能根据短文的描述收集整理出关于电子商务员工作流程的词汇与短语，能仿照分组任务表和任务部署的短文整理出自己相关专业某个部门或者团队的工作分组任务表并进行简短的任务部署，转述领导对工作任务的要求。让学生掌握分组部署任务的方法，培养学生思维清晰、有逻辑有条理的职业性和语言能力。
教学重点、难点
（1）教学重点
收集整理出关于电子商务员工作流程的词汇与短语，能仿照分组任务表和任务部署的短文整理出自己相关专业某个部门或者团队的工作分组任务表并进行简短的任务部署，转述领导对工作任务的要求。
（2）教学难点
能仿照分组任务表和任务部署的短文整理出自己相关专业某个部门或者团队的工作分组任务表并进行简短的任务部署，转述领导对工作任务的要求。
二、教学目标
知识目标
（1）学习电子商务员工作流程的词汇与短语，如：
build/establish/open/set up an online store take photos of commodities and upload the photos deal with purchase orders pack the parcels and stick sales slips cooperate with … sign a contract design attractive logos collect data make online sale analysis contact … and provide customer service
其它词汇和短语，如：
make a difference to … turn out to … be in charge of … with one’s efforts
training center practical experience local farming/specialties naturally-grown pollution-free netizen bestseller data collection
（2）学会并能套用转述上级领导对工作部署特别要求的句型，如：
The director said that you would cooperate with suppliers and sign contracts with them.
The director told you to collect data and make online sale analysis.
The director said that first you were going to take photos of the pear and the village, after that you were going to put them on the online store with some introduction, and then you would design some attractive logos.
能力目标
（1）能读懂关于电子商务工作任务和成果进展的短文。
（2）能根据短文的描述收集整理出关于电子商务员工作流程的词汇与短语。
（3）能仿照分组任务表和任务部署的短文整理出自己相关专业某个部门或者团队的工作分组任务表并进行简短的任务部署，传达领导对工作任务的特别要求。
情感目标
（1）让学生掌握分组部署任务的方法，培养学生思维清晰、有逻辑有条理的职业性和语言能力。
（2）培养学生在日常工作中运用英语的习惯，提高他们对英语学习的兴趣。
三、教学步骤
Step One Lead-in
Show the picture of assembly line of orange juice factory. Ask Ss to perform the dialogue about asking and explaining the task which they have completed in their homework of last period.
build/establish/open/set up an online store take photos of commodities and upload the photos deal with purchase orders pack the parcels and stick sales slips
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Activity 7. Show the task table of the position of e-commerce majors. Let’s talk about what e-commerce majors will do if they need to run an online store. Choose the right verb above and fill in the blanks to match the phrases. Put them into the right order and read them aloud to master the words and phrases better.
Keys: 1. First b. build 2. Next d. take 3. Then c. deal 4. Finally a. pack
（设计意图：直入主题，复习巩固电子商务员的工作任务和流程，引入本课时即将学到的内容，为阅读短文扫除一些障碍，为降低后面任务的难度做了铺垫。）
Step Two Reading and writing
Activity 8.
Ss go through the text in Activity 8 on P50 quickly and mark the new words. Write the new words on the blackboard. Ask Ss to read aloud and pay attention to devide them into 3 parts. Explain them with more examples if necessary.
cooperate with … sign a contract design attractive logos collect data make online sale analysis contact … and provide customer service
make a difference to … turn out to … be in charge of … with one’s efforts
training center practical experience local farming/specialties naturally-grown pollution-free netizen bestseller data collection
make a difference (to …)
eg. The new digital time could make a difference to the bottom line.
Eating a balanced diet can really make a difference.
A little knowledge can make a difference at a time of death.
turn out to …
eg. It is not strange that a sunny morning will turn out to be a cloudy day.
I thought the film would be boring, but it just turned out to be so exciting!
be in charge of …
eg. He will be in charge of all hiring and firing at the company.
If one is too slow to react, he shouldn’t be in charge of a bus.
with one’s effort
eg. He spoke in English with his effort, but still could hardly be understood.
She was sad to hear it but she smiled with effort.
（设计意图：先就短文内容有一整体印象，扫清生词障碍，为理解短文内容做准备。）
Ss read the text, underline what the e-commerce majors do to make a difference to the local farming.
First, they need to open an online store. Next, they take photos of commodities and upload the photos. Then, they deal with purchase orders. Finally, they pack the parcels and stick sales slips. In the beginning, they sold clothes and small items, but it turned out to be bad sales. Then they decided to sell local specialties.
Crisp pears from Wanguo Village were the bestseller and were even sold to Southeast Asia. So the training center started cooperating with some farmers in the village and signed a contract for 1,500-acre grove of crisp pears.
Some students took photos of the pear and the village, and put them on their online store with some introduction. They also designed some attractive logos. Some students were in charge of data collection to make online sale analysis. And others contacted the farmers and provided customer service, including packaging and sticking sales slips. With their efforts, the farmers had a wider market and sold more than 1,000,000 kilograms of crisp pears last year.
E-commerce has brought a new market to the local farmers and the training center is planning to do more in the near future.
（设计意图：了解短文大意，初步理解短文，能就所需信息搜索相关内容，培养学生搜索关键信息的阅读技巧。）
Ask Ss to tell what they have underlined and list the phrases about the work and task Ss do in the text on e-commerce major on the blackboard. Then check the answer.
Verb phrases on e-commerce major Noun phrases on e-commerce major Other important phrases
build an online store(/establish/open/set up) take photos of commodities upload the photos deal with purchase orders pack the parcels stick sales slips cooperate with … sign a contract design attractive logos collect data make online sale analysis contact … provide customer service training center practical experience local farming/specialties naturally-grown pears pollution-free fruit netizen bestseller data collection make a difference to … turn out to … be in charge of … with one’s efforts
（设计意图：了解短文细节，进一步理解短文，通过学生搜索相关细节的过程，培养学生分类归纳能力。）
Activity 9.
Ask Ss to read the text in Activity 8 once plete Activity 9 by Ss themselves.
Help Ss to check the answer. Keys: 1. B 2. C 3. A 4. D
Ss read the text aloud altogether.
（设计意图：通过阅读理解检测学生对短文的理解程度，配合齐声朗读，进一步熟悉短文结构、工作流程和工作进展过程。）
Activity 10.
Ask Ss to read the text for the third time and pick up the every words to fill in the blanks to complete the tasks of different groups.
Ask Ss to talk about the tasks of each group and think about usual tasks of different groups or departments of their major.
Keys: 1. contracts 2. data, analysis 3. orders, parcels, slips
4. the pear and the village / commodities, introduction, logos
（设计意图: 通过学生以表格形式掌握分组部署任务的方法，培养学生思维清晰、有逻辑有条理的职业性和语言能力，进一步巩固并检测所学词汇与句型。）
Activity 11.
Ask Ss to read the short passage on tasks assignments and fill in the blanks according to the tasks of different groups in Activity 10.
Ask Ss to talk about usual tasks layout of their major. Pay special attention to the following assignments from the director:
The director said that you would cooperate with suppliers and sign contracts with them.
The director told you to collect data and make online sale analysis.
The director said that first you were going to take photos of the pear and the village, after that you were going to put them on the online store with some introduction, and then you would design some attractive logos.
（设计意图: 通过表格的帮助学习进行简短的任务部署，转述领导对工作任务的要求。培养学生思维清晰、有逻辑有条理的职业性和语言能力，进一步巩固并检测转述句型。）
Step Three Production
Show the pictures of the working conditions of your major. Help list usual groups or departments of your major and discuss usual tasks of each.
Ask Ss to write down a short passage of tasks layout with the help of the sample.
Ask Ss to read aloud what they have written about the route in the class, ask another student to listen and take notes in order to check whether others can make the tasks clear.
（设计意图: 学生以书面及口头形式训练任务部署及转述领导要求，巩固并检测所学词汇与句型。）
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
build/establish/open/set up an online store take photos of commodities and upload the photos deal with purchase orders pack the parcels and stick sales slips cooperate with … sign a contract design attractive logos collect data make online sale analysis contact … and provide customer service
make a difference to … turn out to … be in charge of … with one’s efforts
training center practical experience local farming/specialties naturally-grown pollution-free netizen bestseller data collection
Sentence Patterns for reporting what the leader said about the tasks:
The director said that you would cooperate with suppliers and sign contracts with them.
The director told you to collect data and make online sale analysis.
The director said that first you were going to take photos of the pear and the village, after that you were going to put them on the online store with some introduction, and then you would design some attractive logos.
（设计意图: 总结回顾本堂课所学内容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Design another set of tasks layout and write down a tasks assignment with the following useful expressions:
First,… Then, … After that, … Finally, …
… said that we were going to …
… told us (not) to …
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
Phrases: build an online store(/establish/open/set up) take photos of commodities upload the photos deal with purchase orders pack the parcels stick sales slips cooperate with … sign a contract design attractive logos collect data make online sale analysis contact … and provide customer service make a difference to … turn out to … be in charge of … with one’s efforts training center practical experience local farming/specialties naturally-grown pollution-free netizen bestseller data collection Sentence patterns: The director said that you would cooperate with suppliers and sign contracts with them. The director told you to collect data and make online sale analysis. The director said that first you were going to take photos of the pear and the village, after that you were going to put them on the online store with some introduction, and then you would design some attractive logos.

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