资源简介

Unit 5 We are going to work as packagers on the assembly
line.
（第二课时教学设计）
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）第五单元的第二课时，包括reading and writing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assembly line, poster, director of the workshop, plastic bag, divide into groups, social practice, sales training, environment-friendly bags, mobile phone chains, manager of the company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
Divide the class into six groups to help Ss complete the tasks of the class. Use the competition method to arouse Ss’ interest of studying.
Step I Lead-in
1. Brain-storming
Review and learn the words and phrases by looking at the pictures.
Teacher shows different pictures on the screen to review the words and phrases appeared in this lesson: assembly line, poster, director of the workshop, plastic bag, divide into groups, sales training, environment-friendly bags, mobile phone chains, manager of the company, social practice.
Ss who knows the meaning of each word or phrase can just stand up and answer, if the answer is right,the group which the student stay in can get a star.
2. Show us the homework — the social practice that each group took part in before.
According to the last phrase “social practice”, ask Ss to show the social practice that each group took part in before, and then all Ss evaluate the best group.
（设计意图：通过头脑风暴游戏来复习和学习词汇，激发学生学习的兴趣，同事要求学 生展示上节课课后作业，即展示每组学生曾参加过的社会实践活动，并根据内容进行评 价，承接上节课内容关于社会实践活动的相关知识，同时也自然衔接到本课时内容。）
Step II Reading
1. Skimming (go through the text quickly)
T: Since you have taken part in so many social practice, let’s look at a report about students in Beijing Xinxing Vocational School.
First, go through the text quickly and find out one sentence to conclude the report. (If Ss can’t understand it, ask another question “What’s the main idea of the report ” . The answer is the first sentence of the text.)
Then, match the main idea with each part.
(Teacher divided the report into 4 parts by himself and show the main idea of each part on the screen, then ask Ss to match. Ss can discuss it in the group, then give the answer by
one student.)
Part one (para1) Students took part in different activities.
Part two (para2-5) Beijing Xinxing Vocational School students participated a social practice.
Part three (para6-para8) Beijing Xinxing Vocational School has organized such social practice for 3 times.
Part four (para9) The social practice is meaningful.
（设计意图：通过文章主题和段落大意的匹配，初步了解文章的意思，训练略读技 能。）
2. Scanning (read the text carefully)
(1) Ask Ss to list social activities Ss in Beijing Xinxing Vocational School participated in by reading paragraph 2 to 5.
According to the match exercise on the screen, teacher points out paragraphs from 2 to 5 in the report tell us different activities that Ss took part in. So here ask Ss to list these social activities by reading these four paragraphs carefully.
Then discuss it in the group.
After it, teacher asks each group to show their answers on the blackboard.
(2) Ask Ss to do true or false exercises by reading the text again.
( ) (1) The students made their sales plan before they went out to sell the bags. ( ) (2) They competed to see who sold the most plastic bags.
( ) (3) Students all welcome such social practice. ( ) (4) Lu Yiyan is manager of the company.
( ) (5) Li Kai said his communication skills had been improved after taking part in the social practice.
When answering true of false questions, Ss should tell the reasons. While Ss doing it, teacher can tell them to find out the sentences which associated with these sentences. Then they can judge true of false.
（设计意图：通过对活动内容的提取及排序，对错题的练习及给出理由的描述，让学生 进一步掌握文章具体意思，同时训练精读能力。）
3. Help Zhang Ming complete the report
T: Since Zhang Ming thought the social practice was important for him he decided to write a report about the social practice. But he has some difficulty in doing it, can you help him to complete the report
Show the passage of activity 13 on the screen.
Ask Ss to read the text again and discuss it in the group first. Three minutes later, asks Ss to tell the answers one by one.
（设计意图： 在这里让学生撰写概要超出了他们的能力，因此采用补全概要的方式让 学生感受概要写作的要点，同时进一步理清整个语篇与课文的关系，为下面写作做准 备。）
Step III Writing
1. Describe the pictures with the given key sentences.
Suppose the following pictures shows us Zhang Ming’s another social practice this summer. Show pictures on the screen and ask Ss to describe each picture in the group. While doing it, teacher walks around the classroom to see whether Ss can do it or not. If Ss have difficulty in doing it, teacher can ask some questions, such as “Where are
they Who are they What are they doing or what is he doing ” to help Ss complete the sentences.
Then teacher asks some groups to tell the answers and put the pictures in a right order. After it, teacher tells Ss it is a working process in a bank.
（设计意图：设置具体情景，通过小组讨论的形式，用所给信息来描述图片内容，将写 作活动中的关键句呈现出来，降低下面的习作难度，同时也让学生熟悉一个银行开户的 工作流程，扩大知识面。）
2. Complete the report.
After doing the social practice, teacher asks Zhang Ming to write a report. So Zhang Ming again write the following report, but he asks us to help him fill in some blanks according to what he did above.
Teacher shows the above pictures again and asks Ss to describe it with complete sentences. (To some students who are poor in studying, just ask them to give the main keywords or phrases.)
Teacher shows the answers on the screen as Ss answer it one by one. (The answer can be seen in the reference book.)
At last teacher asks all Ss to read it together.
(设计意图：通过对活动15银行工作流程的表达，要求学生根据文中所给提示，运用表 实践顺序的词将活动15中的句子整合成一个实习报告，针对不同学习程度的学生，运用 分层次教学理念设计不同要求，激发不同学习程度学生的学习成就感。)
Step IV Homework
According to the social practice that you have participated in before, write a social practice report. You can imitate the report in the text.
（设计意图：让学生根据自己的社会实践事例，模仿课文中的实践报告，写一篇类似的 实践报告。一方面可以让学生再次去认真阅读课文，另一方面提高学生描述某个工作流 程的写作能力。）
四、板书设计
Unit 5 We are going to work as packagers on the assembly line.
two reading methods:
skim: go through (略读)
scan: read carefully (细读)
useful words and expressions:
social practice sales training
environment-friendly bags mobile phone chains
manager of the company

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