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Unit 5 We are going to work as packagers on the assembly
line.
（第一课时教学设计）
一、学情分析
本教案的授课对象为职业高中学校高二年级电商班的学生。通过一年的学习，这些学生已 经有了一定的英语基础，能听懂和说出一些单词和词组，但大多数的学生还不能用完整的语句 表达个人观点，缺乏综合运用语言的能力；能参与一些让他们感兴趣的课堂活动，但课后较少 主动复习，缺少学习的延续性。
针对此现象，教师可以考虑通过图片展示、讨论与他们学生生活息息相关的主题等教学手 段，组织多样化的课堂活动来分解和降低教学难度，调动学生的参与积极性，激发学生英语学 习的兴趣，让学生在有目的的情景活动中，培养语言的运用能力。同时，可以采用分层教学 法，以适合不同程度的学生，培养学生的合作能力和自主学习能力。
二、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）第五单元的第一课时，包括lead-in 和 Listening and Speaking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。
三、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, assembly line, workshop, social practice, wrap, dress up, seal。
(2) 通过对话听和说的练习，学生能用first, then, after that, the last 来描述生产线上的工作 过程，并能掌握基本句型：
What are we going to do What / How should we ... First, you should ... Then ... What’s next Is that it
After that, ... Finally, ... That’s all.
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。
四、教学步骤
Step I Lead-in
1. Free talk:
T: What did you do on your summer vacation
Have you ever done a part-time job What are they
(Present some pictures of part-time jobs to enlarge Ss’ vocabulary, such as: work as a guide / a salesman, work in a shop or a supermarket or a factory, and serve in the railway station ...)
2. Show the pictures of Activity 1 and some other pictures of social practice one by one, and ask:
“What did they do ” “Where did they do the social practice ” Picture 1: work on the assembly line
Picture 2: serve at the bus station
Picture 3: go to a factory to help make posters
Picture 4: work as waiters / waitresses in a restaurant Picture 5 ...
(When Ss can’t speak out more about social practice, present some words and phrases to help them.)
After discussing, ask students to read the new words and phrases above.
3. Show a video of working on the assembly line and ask students:
“What words can we use to describe the orders of the work ”
(Encourage Ss to express themselves together, and show the words “First, then, after that, at last” on the screen.)
（设计意图：大量图片展示和视频的直观教学与词汇教学相结合，形象生动，降低了词 汇教学的难度，增加了词汇教学的趣味性。这三个连贯性的活动涉及的词汇是为下文的
听力教学作铺垫。）
Step II Listening
1. (Activity 4) T: Now, let’s listen to a dialogue and think about the question: “What are the Ss going to do ”
Ss listen to the dialogue and then answer the question. If Ss can’t answer it, T can ask them other questions: Where are they going What are they going to do in the factory To reduce the difficulty of the activity.
2. (Activity 5) T: Here are four pictures about working process. Can you describe them in simple sentences
If Ss have some difficulty in doing it,T plays the tape to help Ss complete it.
Then ask Ss to listen to the tape again and order the pictures. T can tell Ss to pay attention to the key words about order, such as: first, then, after that, at last and so on to help Ss
complete the activity perfectly.
At last, ask Ss to check the answers.
3. (Activity 6) T: Just now, we know the working process on a doll factory. In order to make it clear, Zhang Ming want to write a memo. First, let’s look at it. Do you know how to write a memo All right, use the keywords and main phrases to fill in the blanks.
Then, let’s listen to the tape again, and try to write down the keywords and phrases. At last, check the answers one by one and T shows the answers on the screen.
When Ss do it, T can play the tape of main information for several times to help Ss do it easily.
(设计意图：导入中的第三个活动能够与听力的第一个活动很好的衔接。通过不同听力 目标的设定，训练学生根据问题和图表等信息，预测听力内容的能力以及在听的过程中 提取信息的能力，同时，为学生说的活动提供语言铺垫。)
Step III Speaking
1. Ask Ss to read aloud after the tape and underline the words and sentences for working process. (Activity 7)
2. Ask Ss to point out the sentences and teacher writes them down on the blackboard. What are we going to do
What / How should we ... First, you should ... Then ... What’s next Is that it
After that, ... Finally, ... That’s all.
3. Ask Ss to read these sentences aloud together.
4. Pair work: (Activity 8)
(1) Present some pictures of working places and some sentences about working process,
and let Ss make up a short dialogue about working as packagers on the assembly line. (Teacher can make a dialogue with one of the students first as a model. Ss make up their own dialogues with the help of the above sentence structures on the blackboard.)
(2) Let Ss work in pairs and make a dialogue about one working process, and then ask some pairs to act out the dialogues.
5. Discuss and act.
(Divide the class into eight groups and ask Ss to perform the dialogue according to the groups.)
First, ask Ss to discuss the detailed process about serving the customers in a restaurant and in a hotel to check in the guests in the group.
Then, ask Ss to show their serving process on the blackboard. Evaluate which group is the best by all the Ss and tell the reasons.
Thirdly, ask Ss to prepare the dialogue according to the best serving process and choose two Ss of each group to perform the dialogue in front of the blackboard.
All Ss evaluate the best performers to inspire them.
（设计意图：画线是为了培养学生归纳、总结学习重点的能力，Pair work中的根据所给 图片信息和句子编对话是为了分解和降低Speaking对话练习的难度，两者都是为了进一 步加深学生对表达工作顺序的句型的印象。通过最后的开放性口语输出活动，让学生能 结合时机生活中的事例进行练习，从而增强学生的学习成就感。）
Step IV Summary
Ask Ss to review the words and phrases they have learned in class, and then summarize the sentence structures of giving suggestions. Read them together.
（设计意图：通过听和说的大量练习，学生已经对本节课的重点知识有了一定的掌握， 在这里由老师引领学生再次归纳本课的重点句型和词汇，让学生进一步明确重点，理清 思路。）
Step V Homework
1. Ask Ss to recite the dialogue of listening after class.
2. Ask Ss to copy the new words and phrases of this part.
3. Ask Ss to write down more information about their social practice after class and show them on the next class.
（设计意图：单词和词组是本单元后续活动的基础，通过课后的抄写和背诵让学生熟悉 和掌握这些词汇是最基本的任务。本课的重点是对话的听说，因此让学生通过背诵对话 从而来掌握本单元中的重点句型。课后搜集有关实习的信息可以为下节课的内容做铺 垫。）
五、板书设计
Unit 5 We are going to work as packagers on the assembly line.
packager, assembly line, workshop, social practice, wrap, dress up, seal
What are we going to do What / How should we ... First, you should ... Then ... What’s next Is that it
After that, ... Finally, ... That’s all.

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