名称 | 项目 | Unit 7 | 课时 | 课时分配 | |||||||||||||||||||||||||||
基础课 | Safety Is Everyone’s Responsibility | 6 | 1，2 | Warming-up，listening and speaking | |||||||||||||||||||||||||||
3，4 | Reading | ||||||||||||||||||||||||||||||
课型 | New | 特点 | 5,6 | Real life skills &writing | 我找回了勇气|||||||||||||||||||||||||||
授课班级 | 地点 | 5号楼 | |||||||||||||||||||||||||||||
教学目标 | 电脑蓝屏怎样修复能力（技能）目标 | 知识目标 | 素质目标 | ||||||||||||||||||||||||||||
1. To improve Ss' ability of getting information through reading ＆ listening. 2. To talk about office-related injuries. | 1。 To master new words and phras； to finish exercis。 2。 To get the main idea of the whole passage. | 1。 To identify and prevent safety hazards. 2。 To write a notice。 | |||||||||||||||||||||||||||||
重点难点 及解决方法 | Key points： to get the main idea of the reading passage. 全面理解阅读材料，了解“安全工作，人人有责”。 Difficult point：to u the patterns to talk about common office-related injuries. 听懂所听材料，并能够谈论与工作相关的伤害，防患于未然。 | ||||||||||||||||||||||||||||||
干柠檬片泡水的功效和作用教学策略 与方法 | 帮助学生从发现身边小的安全隐患入手，结合学生的专业特色，提高安全意识,并能尝试提出解决办法,提高学生应对突发状况的能力，为学生今后安全的生存和生活以及工作打下良好的基础. | ||||||||||||||||||||||||||||||
教学资料 及教学准备 | Exerci book and students’ books Test papers Some example ntences | ||||||||||||||||||||||||||||||
板书设计 | Unit Six New words and expressions: language points： | ||||||||||||||||||||||||||||||
教学后记 | 本单元旨在帮助学生发现工作场所常见的安全问题级安全隐患，并就此问题展开讨论，找到解决常见安全问题的方法,并能提出自己的意见和建议.在组织教学点过程中，应适当创设情景，从学生身边的安全问题入手,通过情境教学,引导并激发学生发现安全问题的能力以及寻求解决安全问题的方法，培养安全第一的意识，为今后进入职场后能够安全生产和生活做好准备。 | ||||||||||||||||||||||||||||||
教学过程 | |||||||||||||||||||||||||||||||
教学程序与内容 | 教师活动—导 | 学生活动-演 | 设计意图 | ||||||||||||||||||||||||||||
Unit Seven 第一课时 (识别常见安全警示标志) Warming—up＆ Speaking A | Step One: Warm-up I。 Below are some common symbols。 Match them with what they mean。 1。 A green square or rectangle indicates where safety emergency equipment is stored。 2. A blue circle indicates that safety equipment must be worn。 3. A yellow triangle indicates a danger or health risk。 4。 A red square or rectangle gives information about fire equipment。 5. A red circle with a line through it indicates that you should not do something. II. Discuss with your partner the meaning of the signs below. 1。 Be careful of the slippery surface。 2. No smoking here. 3. First aid station。 4。 Fire alarm. Step Two： Listening A Work—related Injuries Activity 1: Listen to the conversation and tick the posture the man usually adopts at work. Look at how you are slouching over your keyboard。 Activity 2： Listen again. Then underline the caus of injuries to the man. ＊Slouch over your keyboard ＊Stare at your computer monitor all day Step Three： Practice Activity 1: Circle the trip hazards in the picture。 Activity 2： Suppo you work at the restaurant as shown in the picture. Give warnings of the hazards you’ve found。 ＊Water on the floor。 ＊Stairs with no handrail。 ＊Tables too clo together。 ＊A single unmarked step. Step Four： Summary Common Caus of Office-related Injuries ＊ Tripping over an open desk drawer ＊ Bending while ated on an unstable chair ＊ Slipping on wet floors ＊ Improper lifting ＊Bumping into doors， desks… ＊Striking against sharp objects ＊ Fingers caught in a drawer *Improper storage of materials Step Five: Homework 夜晚英语怎么读Try to remember the new words and expressions。 Notes: 1.Safe adj. 安全的 Safety n. 安全 2.Emergency n。 突发事件，紧急情况 3.Injure vt. 伤害,损害 Injured adj. 受伤的，受损害的 Injury n。 伤害，损害 4.Rethink vt. 重新考虑；再想 5.Workspace n. 工作场所 Workplace n。工作场所 6.All day 整天 7.Poor posture 不良姿势 8.Over time 随着时间的推移 9.Complain about抱怨；发牢骚 10.Stare at盯着看 11.Computer monitor电脑显示器 12.Suffer from遭受……之苦 13.No wonder 难怪 | 图形与文字的信息匹配 通过图形、颜色以及日常生活经验，用正确的语句表达每一个标志的含义 Look at the picture & listen to the tape Listen ＆ Underline 用简单、易懂的祈使句型，提醒客人注意所面临的潜在安全隐患，以免造成不必要的人身伤害。 总结常见的与办公室工作相关的伤害 作业布置 知识点梳理，掌握重点单词用法,做好课后复习。 | 帮助学生通过颜色和图形识别常见的工作场所的安全警示标志，并能说出他们的意义，为下个活动做准备。 为听说部分提供词汇和句型的保障. 听对话录音，根据对话内容辨析所匹配的图片。 再听对话录音，根据对话中人物的语音、语调及对话的内容判断在日常工作和生活中，不正确的姿势所可能对人体带来的伤害。 培养学生的安全意识和关注他人安全和健康的意识。巴国 及时掌握课堂所学知识。 扫清听力材料中的词汇障碍，培养学生预测单词意思的能力,加强其对课文内容的理解。 | ||||||||||||||||||||||||||||
Unit Seven 第二课时 （提出安全建议） Listening &Speaking B | Listening B: We’ll Hurt Our Backs Step One： Revision Review some uful expressions about complaints。 Step Two： Listening Activity 1： Listen to the conversation and tick the speakers are dealing with. Could you give me a hand with this box of books? Activity 2: Listen again and tick true or fal. 1Rick thinks they need one more person to lift the books. (Fal) 2The books must be on the shelf by 3:00。 （Fal) 3Lifting things improperly may hurt one’s back。 （True) 4Rick thinks they need more training on safety。 (Fal) 5The woman will go to get a trolley for help. （Fal) Activity 3: Listen again and complete the warnings about lifting given in the training. 1 Always lift things properly. 2Don’t pick up stuff that is too heavy. Step Three: Discussion Discuss in groups: In your internship， what hazards have you found in the workplace， and what can be done to correct the hazards?
Step Four： Role-play Suppo you're reporting the hazards you’ve found to your supervisor. Role—play a conversation with your partner. 婚姻不是爱情的坟墓Step Five: Summary & Homework 1。 New words 2。 Uful expressions Notes： 1.give sb. a hand 帮助某人 help sb.帮助某人 do sb. a favor帮助某人 2。 No way! 决不！没门！ 3。 for sure无疑 4. pick up拿起；提起 5. finish up结束；完成 6。 warn sb. 警告某人 Warn sb。 to do sth. 告诫某人做某事 Warn sb。 not to do sth。 警告某人不要做某事 | reciting 匹配练习 正误判断 听写 讨论 角色扮演 Practice & try to remember the key points. | 及时复习,查漏补缺. 通过听录音材料，捕捉所听材料的主要信息. 再听对话，捕捉更详细的信息，训练学生捕捉听力材料中更详细细节的能力. 训练学生捕捉关键信息并听写的能力。 根据前面所接受到的语言输入，并结合自身现有的生活或见习、实习的经历，寻找并呈现工作场所中所存在的安全隐患及解决方案，并用正确的语言进行表达和交流，同时为下个活动提供充足的语料支撑。 训练和检测学生对语言的综合运用能力。 扫清听力障碍，训练学生对文中具体信息的理解和捕捉能力。 | ||||||||||||||||||||||||||||
Unit Seven 第三、四课时 (树立“安全第一"的意识） Reading | Reading: Safety at Work Step One： Lead— in Discuss in groups： What hazards usually occur in an office？ Step Two： Reading Activity 1：Skimming Skim the passage and answer the question. What is the topic ntence of the passage? Safety on the job is everyone’s responsibility. Activity 2: Scanning Scan the passage and tick true or fal. ① Office jobs never cau any injury。 (Fal) ② Industrial jobs have more risks than office jobs. (True) ③ When we e something that may cau injury， we should do something about it。 （True) ④ We should try to complete tasks by our own in any ca, so as to reduce the cost. (Fal) ⑤ Safety on the job is the responsibility of the Security Department, it has nothing to do with individuals. （Fal) Step Three: Exercis ① She always feels sick when looking down from a great height. ② Due to computer problems, the reports cannot be mailed today. ③ Smith is a very common last name in England。 ④ We asked the bank for an additional ￥100,000. ⑤ Keep in mind that we will only have 20 minutes to work out the answer. ⑥ The employee walked into the table and hurt his knee。 ⑦ The two girls look very similar but they are not sisters。 ⑧ He went on and on about me being late for work again。 Step Four： Practice ① Are desk and file drawers clod immediately after u？ （Y N n/a） ②Are all chairs stable， without any loo part？ （Y N n/a) ③ … Step Five: Homework Review the important words and expressions in the reading text, as well as the safety checklist. Notes： 1。 walk into 走动时无意中撞上 2。 in the long run 从长远来看 3.rule of thumb较通用的原则，经验法则 4。 keep in mind 记住 5. paper knife 裁纸刀 6. due to 由于；因为 7。 pull out拉出;拉开 8。 chemical leak 化学品泄漏 9. get ud to习惯于 10. think about考虑 11. have nothing to do with 与……无关 12。 in any ca无论如何;不管怎样 13。 Security Department 安全部门 14。 in good condition 状况良好 15. free of 没有；免于……的伤害 16. be responsible for对……负责任 17。 first aid急救 | 促消费 问答导入 略读 查读 学生分析每个答案的原因或说出判断的理由 练习 Translate the given s 运用 知识点梳理 | 本活动旨在通过提问的方式,引导学生思考，顺势导入阅读部分的内容,让学生熟悉与本阅读材料有关的词汇和话题，迅速进入阅读的状态。 帮助学生理解全文，并加深文中细节部分的理解，更为透彻的理解作者的观点和意图，培养学生“安全生产，人人有责”的观念。 帮助学生掌握重要词汇的含义和用法;通过关键词概括文章大意，提高学生捕捉关键信息，归纳总结的能力。 熟练运用本单元所学的词汇和语言;从身边小的安全隐患入手,培养“安全生产，人人有责"的意识和观念。 | ||||||||||||||||||||||||||||
Unit Seven 第五课时 (书写通知） Writing | Step One： Revision Review the language points of reading. Step Two： Writing Activity 1: Read the notice below, paying attention to the format。 Activity 2： Summarize the 5 Ws which a well-written notice must inform the readers about. ●What is going to happen ●Where it will take place ●When it will take place ●Who can apply or is eligible for it ●Whom to contact or apply to Step Three： Homework The Security Department of Jinling Hotel is going to hold a fire drift on Wednesday (December 12) from 10a.m。 to 12 noon in the Main Building. Plea write a notice to inform the staff and the guests of the event.
Notes: 1. a fire drill消防演习 2。 inform sb。 of sth告知某人某事 3. passive voice被动语态 4. be eligible for 适合于 | 阅读一则通知的范文,总结一般工作通知的基本写作格式和内容要素. 仿写 Practice & try to remember the key points. | 帮助学生了解并掌握一般工作通知的基本写作格式和内容要素，为下个活动的写作做准备。 根据所提供的内容,模仿范文的格式和表达方式，书写通知。 让学生掌握重点单词的读音，意义及其用法。 注意总结,帮助学生查漏补缺。 | ||||||||||||||||||||||||||||
Unit Seven 第六、七课时 （发现并解决安全问题 Real Life Skills & Further Reading | Step One： Look at the pictures of hazards in hotel houkeeping. Match them with the words on the right. Step Two: What accidents may be cau by the hazards above? Complete the table below。
Step Three： Look at the pictures below。 What suggestions does Sam, Houkeeping Manager， give the houkeeper？ ① Plea put on your gloves。 ②Don’t mix the two products. ③ Don't u this vacuum。 The cord is frayed. ④ Sweep up the broken glass， plea。 Step Four: Sam is training new employees on workplace safety. What issues do you think should be included in the training？ Discuss in groups to create a list of Safety Advice.
Further Reading Step One: Pre-reading Do you know what hazards there exist in cleaning hotel rooms. Step Two： While-reading With the above question， scan the whole text and find out what they are and what you can do to avoid getting hurt。 (T can give some explanations to students to help them know better about the text。) Step Three： Post-reading Ask students to read the passage again and summarize the ways that you can adopt。 Step Four: Discussion Discuss in groups to work out the hazards that exist in your workspace and find out what measures you can adopt to avoid them. Step Five ：惋惜是什么意思 Homework 1。 Review uful phras 2. How to avoid hazards in cleaning hotel rooms。 | 图文匹配练习 学生分组讨论后，每个小组汇报自己的答案，并说出理由 分组活动，角色扮演 学生阅读投诉信，查询相关信息，完成表格。 学生结合专业特点对文中提出的建议进行讨论，提出自己具体的想法和做法。 Skip the difficult ntences and try to find the general idea o f the passage. Practice ＆ try to remember the key points。 | 通过将图片与文字信息相匹配,创设情境，帮助学生熟悉词汇，激发想象熟练运用本单元所学的语言知识，培养必要的职业安全意识和自我保护能力。 让学生对整个单元所学的内容进行复习巩固和灵活运用. 培养学生获取信息、解决问题的能力。 让学生了解售后服务的一个重要环节—做好投诉记录。 引出话题，激发学生学习兴趣。 带着问题有针对性的阅读课文，提高阅读技巧和效率. 将课本知识转化为实际运用,培养其实践能力. | ||||||||||||||||||||||||||||
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