資源簡介

Unit 5 We are going to work as packagers on the assembly line
Lead-in + Listening and speaking教學設計
一、教材分析
教學內容
本課包括Lead-in & Listening and speaking兩部分，具體內容為：復習常見崗位工作指令的詞匯與短語，聽懂并掌握就工作任務進行詢問和部署的簡單對話，能準確地表達工作任務的各個步驟并進行轉述。
教學重點、難點
（1）教學重點
復習常見工作指令的詞匯與短語；聽懂就工作任務進行詢問、部署和轉述的句型；聽懂就工作任務進行詢問和部署的簡單對話，準確地表達工作任務的各個步驟并進行轉述。
（2）教學難點
就工作任務進行詢問和部署的簡單對話，準確表達工作任務的各個步驟并進行轉述。
二、教學目標
知識目標
（1）學習并識記常見的崗位工作指令的詞匯與短語，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）學會并能套用對工作任務進行詢問、部署與轉述的句型，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 …
能力目標
（1）能聽懂對工作任務進行詢問和部署的對話。
（2）能準確地表達工作任務的各個步驟并進行轉述。
（3）能記住常見崗位工作指令的相關詞匯與短語，并熟練運用就工作任務進行詢問、部署和轉述的句型。
情感目標
（1）讓學生了解詢問工作流程、部署工作任務和轉述工作要求的方法，培養學生良好的職業素養。
（2）培養學生形成良好的英語學習策略，提高他們對英語學習的興趣。
三、教學步驟
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.
（設計意圖：通過本單元的題目引入本單元的話題，讓學生了解本單元所涉及的內容。）
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
（設計意圖：復習常見崗位指令的相關短語，為完成后面的聽、說、讀、寫等活動做詞匯準備。）
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
（設計意圖：復習生產實踐地點的詞匯，為完成后面的聽、說、讀、寫等活動做好鋪墊。）
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
（設計意圖：先就對話內容有一整體印象，然后再聽對話，了解大意，為理解對話內容做相應準備。）
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.
（設計意圖：進一步聽懂對話部分細節，了解對話內容，培養學生聽細節的聽力技巧。）
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.
（設計意圖: 找出對話的細節差異，培養學生聽細節的聽力技巧。）
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.
（設計意圖: 通過逐句跟讀與集體朗讀，訓練學生正確的語音語調，培養學生模仿英美原音語音語調的學習習慣。）
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 …
（設計意圖: 通過讓學生自己發現詢問工作流程、部署工作任務和轉述工作要求的句型，訓練學生的歸納能力，培養學生自主學習的能力。）
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.
（設計意圖: 在引導下練習詢問工作流程、部署工作任務和轉述工作要求的句型，進一步鞏固所學詞匯與句型。）
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.
（設計意圖: 通過進一步練習，鞏固并檢測學生本堂課所學詞匯與句型。 通過模擬表演練習，讓學生本堂課所學詞匯與句型能夠遷移到常見崗位中，同時訓練學生主動求教和熟練掌握工作流程的口頭表達能力，并培養學生遵守工作流程的職業習慣。）
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 …
（設計意圖: 總結回顧本堂課所學內容，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.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
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教學設計
一、教材分析
教學內容
本課包括Language in use部分，具體內容為：直接引語和間接引語的轉換（轉述）。
教學重點、難點
（1）教學重點
間接引語轉述陳述句、祈使句、一般疑問句和特殊疑問句的基本句型及常見用法。
（2）教學難點
轉述中句型、人稱、時態、指示代詞、時間狀語和地點狀語的相應變化。
二、教學目標
知識目標
（1）學會并能套用間接引語的基本句型
（2）學習間接引語的常見用法
能力目標
（1）能套用祈間接引語的基本句型并熟練運用。
（2）能根據不同情境正確使用間接引語。
情感目標
了解正確使用間接引語的不同場合，培養學生日常工作中形成恰當使用語言的良好習慣。
三、教學步驟
Step One Lead-in
Check the homework in last period. Ask Ss to read their tasks layout aloud in class.
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
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.
主任說你們要跟供貨商合作，并且跟他們簽訂合同。
The director told you to collect data and make online sale analysis.
主任告訴你們要收集數據，并且作好網上銷售分析。
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.
主任說，首先你們要給梨子和村莊照相，此后你們要把照片配好介紹放在網店上，然后你們要設計一些吸引人的圖標。
（設計意圖：翻譯這些間接引語，為學生學習轉述的句型及用法做鋪墊。）
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: （主語）+ said + that +(賓語從句主語)+ V.（時態相應變化） +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: （主語）+told +（賓語）+（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: （主語）+asked +（賓語）+（直接引語原疑問詞）+（賓語從句主語）+ V. （時態相應變化）+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: （主語）+asked +（賓語）+ if/whether+（賓語從句主語） + V.（時態相應變化）+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:
間接引語的作用是用自己的話轉述別人的話，用賓語從句來表達，相應地直接引語變為間接引語會發生句型、人稱、時態、指示代詞、時間狀語和地點狀語的變化。根據直接引語有陳述句、祈使句、一般疑問句和特殊疑問句等句型，間接引語也有4種結構。
句型變化
直接引語 變間接引語時 主句的謂語動詞 連接詞 間接引語/賓語從句
陳述句 say, tell sb. that 陳述句
祈使句 tell, ask, order sb. (not)to do sth.
一般疑問句 ask sb. if/whether 陳述句
特殊疑問句 ask sb. 直接引語原疑問詞 陳述句
人稱變化
“一隨主，二隨賓，第三人稱不更新”。
時態變化
1. 主句的謂語動詞是一般過去時
直接引語 間接引語
一般現在時 一般過去時
一般將來時 過去將來時
現在進行時 過去進行時
一般過去時 過去完成時
現在完成時
過去完成時
2. 主句的謂語動詞是一般現在時或者客觀真理，間接引語的時態一律不變。
指示代詞、時間狀語和地點狀語的相應變化
直接引語 間接引語
指示代詞 this/these that/those
時間狀語 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…)
地點狀語 Here There
動 詞 Come Go
Bring Take
（設計意圖：通過間接引語的介紹及例句，了解直接引語變間接引語的基本句型。）
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 …
（設計意圖：讓學生在課文和練習中找出間接引語，進一步熟悉間接引語的基本句型。）
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
（設計意圖：通過學生完成間接引語的練習，進一步明確間接引語的主句謂動詞和賓語從句謂動詞的時態相應變化的規律。）
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. （直接引語為陳述句）
----The manager said that Mr. Wang was in charge of workshop 2.
“Please sign your name here,” said the bank clerk. （直接引語為祈使句）
----The bank clerk asked me to sign there.
“Will we pack the moon-cake ” a girl asked. （直接引語為一般疑問句）
----A girl asked (me) if they would pack the moon-cake.
“What are we going to do exactly ” a boy asked. （直接引語為特殊疑問句）
----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.
（設計意圖：給出更多例子讓學生對間接引語的句型結構有進一步的認識和了解。）
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
（設計意圖：引導學生關注間接引語使用的情境，進一步了解間接引語的用法。）
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.
（設計意圖：加深對間接引語用法的了解，為下一步練習做準備，鞏固間接引語的句型及用法。）
Divide Ss into groups and show the map on P54. Each group fills the blanks beside the map by discussion.
（設計意圖：分組看圖討論，為練習對話做準備，以進一步鞏固學生所學句型和用法。）
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.
（設計意圖：結合本單元所學句型，練習使用間接引語，以檢查學生對所學內容的掌握情況。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Indirect speech structures.
（主語）+ said + that +(賓語從句主語)+ V.（時態相應變化） +其它成分
（主語）+told +（賓語）+（not） to + V. （原形）+其它成分
（主語）+asked +（賓語）+（直接引語原疑問詞）+（賓語從句主語）+ V. （時態相應變化）+其它成分
（主語）+asked +（賓語）+ if/whether+（賓語從句主語） + V.（時態相應變化）+其它成分
Indirect speech usage.
間接引語的作用是用自己的話轉述別人的話，用賓語從句來表達，相應地直接引語變為間接引語會發生句型、人稱、時態、指示代詞、時間狀語和地點狀語的變化。根據直接引語有陳述句、祈使句、一般疑問句和特殊疑問句等句型，間接引語也有4種結構。但我們的同學主要需要掌握這兩個基本句型結構：
… said that we were going to …
… told us (not) to …
（設計意圖: 總結回顧本堂課所學內容，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.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
（直接引語為陳述句）變為間接引語that 引導 “Mr. Wang is in charge of workshop 2,” the manager said. ----The manager said that Mr. Wang was in charge of workshop 2. （直接引語為祈使句）變為間接引語ask sb. (not) to do sth. “Please sign your name here,” said the bank clerk. ----The bank clerk asked me to sign there. （直接引語為一般疑問句）變為間接引語if/whether引導 “Will we pack the moon-cake ” a girl asked. ----A girl asked (me) if they would pack the moon-cake. （直接引語為特殊疑問句）變為間接引語w-/h-引導 “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教學設計
一、教材分析
教學內容
本課包括Vocabulary practice及Supplementary Reading部分，具體內容為：復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。
教學重點、難點
（1）教學重點
復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。完成同步練習中相對應的練習。
（2）教學難點
讀懂拓展閱讀中的文章內容并完成相關閱讀練習。
二、教學目標
知識目標
（1）熟記本單元有關安全軟件安裝和運行的詞匯與短語。
（2）學習拓展閱讀短文中出現的詞匯和短語，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 …
能力目標
（1）復習本單元詞匯與短語及操作指令的基本用法，能熟練運用這些詞匯及句型，完成相關練習。
（2）能讀懂拓展閱讀中的短文并完成相關閱讀練習。
情感目標
了解電腦安全軟件安裝和運行的指令和術語，培養學生良好的電腦操作習慣和職業習慣，幫助他們更合理高效地完成常見工作崗位中的一些任務。
三、教學步驟
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 …
（設計意圖：檢查上一課時布置的作業，復習所學內容。）
Ss read the words and expressions on P56-57 after the teacher, then read in groups or altogether.
（設計意圖：進一步熟悉本單元所學詞匯與短語，鞏固所學內容。）
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
（設計意圖：通過詞匯含義的英文解讀，復習前面學過的重點詞匯。）
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
（設計意圖：讓學生搭配前面所學的重要固定短語，復習本單元詞匯，鞏固詞義。）
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
（設計意圖：引導學生關注本單元重點固定搭配的詞匯，復習本單元詞匯、短語和語法。通過理解短語意思，能夠在句子中運用。）
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.
（設計意圖：通讀短文，熟悉生詞，掃清閱讀障礙。）
Ss read the words and phrase in the word list on P58-59 after teacher, then read first in groups then together.
（設計意圖：熟悉拓展閱讀中的生詞，為進一步閱讀短文做鋪墊。）
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
（設計意圖：學生帶著問題閱讀文章，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.
（設計意圖：對文章的細節進行了解，進一步理解短文。）
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.
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Production
Ss do the exercises of Part I in Exercise Book. Make comments after Ss complete.
（設計意圖：完成本單元的練習，進一步鞏固本單元所學內容。）
Step Five Homework
Complete the exercises of Part II and Part III in Exercise Book.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
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教學設計
一、教材分析
教學內容
本課包括Reading and writing部分，具體內容為：閱讀關于電子商務工作任務和成果進展的短文，能根據短文的描述收集整理出關于電子商務員工作流程的詞匯與短語，能仿照分組任務表和任務部署的短文整理出自己相關專業某個部門或者團隊的工作分組任務表并進行簡短的任務部署，轉述領導對工作任務的要求。讓學生掌握分組部署任務的方法，培養學生思維清晰、有邏輯有條理的職業性和語言能力。
教學重點、難點
（1）教學重點
收集整理出關于電子商務員工作流程的詞匯與短語，能仿照分組任務表和任務部署的短文整理出自己相關專業某個部門或者團隊的工作分組任務表并進行簡短的任務部署，轉述領導對工作任務的要求。
（2）教學難點
能仿照分組任務表和任務部署的短文整理出自己相關專業某個部門或者團隊的工作分組任務表并進行簡短的任務部署，轉述領導對工作任務的要求。
二、教學目標
知識目標
（1）學習電子商務員工作流程的詞匯與短語，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
其它詞匯和短語，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）學會并能套用轉述上級領導對工作部署特別要求的句型，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.
能力目標
（1）能讀懂關于電子商務工作任務和成果進展的短文。
（2）能根據短文的描述收集整理出關于電子商務員工作流程的詞匯與短語。
（3）能仿照分組任務表和任務部署的短文整理出自己相關專業某個部門或者團隊的工作分組任務表并進行簡短的任務部署，傳達領導對工作任務的特別要求。
情感目標
（1）讓學生掌握分組部署任務的方法，培養學生思維清晰、有邏輯有條理的職業性和語言能力。
（2）培養學生在日常工作中運用英語的習慣，提高他們對英語學習的興趣。
三、教學步驟
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
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
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
（設計意圖：直入主題，復習鞏固電子商務員的工作任務和流程，引入本課時即將學到的內容，為閱讀短文掃除一些障礙，為降低后面任務的難度做了鋪墊。）
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.
（設計意圖：先就短文內容有一整體印象，掃清生詞障礙，為理解短文內容做準備。）
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.
（設計意圖：了解短文大意，初步理解短文，能就所需信息搜索相關內容，培養學生搜索關鍵信息的閱讀技巧。）
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
（設計意圖：了解短文細節，進一步理解短文，通過學生搜索相關細節的過程，培養學生分類歸納能力。）
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.
（設計意圖：通過閱讀理解檢測學生對短文的理解程度，配合齊聲朗讀，進一步熟悉短文結構、工作流程和工作進展過程。）
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
（設計意圖: 通過學生以表格形式掌握分組部署任務的方法，培養學生思維清晰、有邏輯有條理的職業性和語言能力，進一步鞏固并檢測所學詞匯與句型。）
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.
（設計意圖: 通過表格的幫助學習進行簡短的任務部署，轉述領導對工作任務的要求。培養學生思維清晰、有邏輯有條理的職業性和語言能力，進一步鞏固并檢測轉述句型。）
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.
（設計意圖: 學生以書面及口頭形式訓練任務部署及轉述領導要求，鞏固并檢測所學詞匯與句型。）
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.
（設計意圖: 總結回顧本堂課所學內容，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 …
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
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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