劍橋商務(wù)英語》授課教案Unit 13.doc

大家學(xué)習(xí)網(wǎng) Unit 13 (a) ProductionI. Teaching Objectives:i. To enable Ss to talk about production processes and problems at work ii. To practise listening for specific informationiii.To review the passiveII. Materials needed: Cassette-Pass Cambridge BEC PreliminaryIII. Teaching Process: i.Unit overviewBread production Listening 1: Ss order the stages of the baguette making process before listening to the Production Manager to check the order. Ss then listen again and label the machinery in the bakery.Speaking: Ss say what happens at each of the machines in the production line.Language focus: Ss review the passive.Vocabulary: Ss match verbs and nouns taken from the tape script. Ss think of another noun to go with each verb.Speaking: Ss describe a process using as many verbs as possible.Production problemsListening 2: Ss work in pairs and decide which type of problems would be most common at the bakery. Ss then check their answers. Ss listen again and complete sentences halves with when and if.Languages focus: Ss review the difference between when and if. Ss match sentence halves and complete them with when/ if . Self-studyLanguage focus: Transformation exercise (passive)Writing: Describing a process (from a flow chart)Vocabulary: Word fieldsExam practice: Memo writingii.Detailed study of this unitStep 1. Bread productionWarmer: Before Ss open their books, T introduces the subject off making bread and tries to elicit some of the vocabulary by asking Ss whether they have ever made their own bread and what the ingredients are.Ex. 1 Listening 1. T asks Ss to read the seven stages of making baguettes and order them. T offers no feedback but plays the cassette when Ss are ready. Ss check their own answers before T offers feedback.Ex. 2 Listening 1Ss listen again and label the machines on the ground plan of the backery.Ex. 3 Speaking. Ss say what happens at each of the machines listed in the previous exercises. T puts the answers on the board to set up the next exercise.Suggested answer:mixer: Machine where the ingredients are mixed.divider: The machine that is used to divide dough into pieces/the machine where dough is divided into pieces.first prover: The machine where dough proves. former: the machine where dough is formed into baguettes .circuit: The machine /equipment that is used to take baguettes along the production line.second prover: The machine where the baguettes prove again.oven: The machine where the baguettes are backed.cooler: The machine where cool air is blown over the baguettes to cool them.Ex. 4 Complete the informationThe sentences from the previous exercise give examples of active and passive sentences. These can be highlighted by T, who elicits reasons for using the passive ( subject unknown, subject unimportant, subject obvious, style, genre). Ss then complete the description of how to form the passive voice.Ex. 5 VocabularySs complete the table, which includes verbs and nouns taken from the unit. The table offers Ss the chance to refine their understanding of the meaning of the verbs by checking if they can be used with each noun. After completing the table, Ss think of another noun which each verb could be used with. During feedback, Ss give example sentences using the verbs and nouns.Ex. 6 SpeakingSs work in pairs and think of the description of a process involving as many of the verbs as possible. (homework)Step 2. Production problemsEX 1. Listening 2. Ss predict which type of problems would be the most common at the bakery and then listen to the Production Manager to check their answers. T plays the cassette to check the answers.Suggested answer:Human problems: Not often. The mixerman can forget to put in yeast and additives.Electronic problems: A lot of problems with sensors, sometimes there are problems with mixers.Mechanical problems: Occasionally an old tray can jam in a prover or oven.Ex 2. Listening 2Ss listen again and complete the sentences. T tells Ss to make notes the first time, then give Ss a moment to expand their notes before playing the cassette again. Ss complete the sentences with a logical meaning.Suggested answer:when a sensor stops working properly.we have to clean it all out of the mixer.we lose the whole mix.it can jam in an oven or prover.if we have a really bad day.Ex. 3 GrammarSs match the sentences halves using the Dont forget！section to help them choose when or if. T allows the class to correct each other before offering feedback.Ex. 4 SpeakingSs ask each other about typical things that go wrong at work and how they deal with these situations. Feedback could lead to general discussion or the class deciding which problems are the most serious and how they could be dealt with.Step 3 Self-studyHelp Ss finish self-study exercises. Unit 13 (b) Quality controlI. Teaching Objectives:i. To enable Ss to discuss quality controlii. To practise listening for specific informationiii.To review Conditional 1 and language for making suggestionsII. Materials needed: Cassette-Pass Cambridge BEC PreliminaryIII. Teaching Process: i.Unit overviewBread production Warmer: T elicits three verbs related to quality control.Speaking: Ss discuss the work of a quality control manager.Listening 1: Ss listen to the Head of Quality Control talk about monitoring quality in a factory and complete a table. Ss listen again and answer more detailed comprehension questions.Speaking: Ss discuss QC processes at their place of work.Improving qualityListening 2: Ss listen to a discussion of quality problems and answer general questions followed by multiple-choice questions.Languages focus: Ss look at the tape script and underline and categorise uses of the present simple. Ss then review Conditional 1. Ss write conditional sentences from prompts.Self-studyVocabulary: Matching exercise followed by a gap-fill exercise with the same words.Language focus: Gap-fill exercise.Exam practice: Matching exercise.ii.Detailed study of this unitStep 1 Monitoring qualityWarmer: Before Ss open their books, T writes QC on the board and elicits that it stands for quality control. T asks Ss to think of three verbs connected with quality control. Ss open their books and compare with the verbs in Ex. 1. T need to point out that although the noun control is used with the idea of checking ( quality control, passport control etc.), the verb is not. In English the verb control has the idea of being in charge or in power; it does not mean check.Ex 1 Speaking. T explains the meaning of the verbs in the box. Ss talk about their understanding of the job of a quality control manager using the verbs.Useful expressions: inspect the raw materials from suppliers 檢查供貨商提供的原料 makes sure that name , type and order quantities of the raw materials are correct 確保原料的品名，類型和訂單數(shù)量都無差錯(cuò)monitoring the production process to make sure the operation meets the requirements 監(jiān)督生產(chǎn)過程，確保操作符合要求to see whether the equipment is in order 看看設(shè)備是否符合規(guī)定to see whether the additives are excessive 看看添加劑是否過量to inspect freshness /taste / the amount of flavouring 檢查新鮮程度，味道和調(diào)料的用量to reduce reject levels 減少不合格產(chǎn)品數(shù)量whether the packaging meets the requirements 包裝是否符合要求to reject any materials / products of poor quality 退回劣質(zhì)的原料和產(chǎn)品Ex 2. Listening 1. T introduces Coopers and elicits from Ss quality problems there might be with snacks ( crispness, flavor/taste, freshness, hygiene, size) to feed in essential vocabulary. Ss then listen and complete the table.Note: We inspect all goods in on arrival at our factory. 所有已到達(dá)的貨物Ex 3. Listening 1Ss listen again and answer more detail questions.Suggested answers:Because if Coopers are not happy with their hygiene, they will cancel the supply contract.Because if the packaging is damaged, the warehouse shelf-life can be reduced.If the snacks are too oily, they go soft.By eating them. Also by doing chemical analysis to check things like fat levels.Ex 4. Speaking. Ss discuss QC processes. For example, it is a system to ensure accuracy and timeliness in an accounts department.Note: customer satisfaction in a hotel punctuality of public transportStep 2 Improving qualityBefore beginning this section, T elicits the process of making such snacks I order to base the listening in a firmer context. T does not need to do this, but should T want further information, the process is as follows:(1) Ingredients are mixed (maize, water, additives).(2) The mix if formed into shapes.(3) The snacks are cooked in oil.(4) They are then put into a flavour drum, where flavouring is added.(5) The snacks are put into bags, and boxed.Ex 1. Listening 2. Ss answer the four questions which check their general understanding of the situation.Suggested answer:Reject levels are