新职业英语基础篇Unit4教案

Unit 4 Product

Teaching objectives:

1) Grasp the main idea and structure of the text;

2) Master the key language points and grammatical structures in the text;

3) Reading strategy and methods

4) How to make a catalog ?

Teaching contents:

Reading A & B

Teaching focuses:

1) the main idea of the reading A & B;

2) the key language points and grammatical structures in the text;

3) How to make a catalog ?

Teaching methods: Task-based Approach;

Communicative Language Teaching;

Activity Teaching Approach;

Question-answer Teaching Approach.

Teaching aids: blackboard, multimedia, tape

Teaching procedures:

Step 1 Greetings and revision

1) Check the homework

2) Dictation (Unit 3)

Step 2 Warming-up

1) work in pairs. Choose one product from each pair and explain why.

2) Ask Ss to role-play their dialogs.

3) Discuss: what factors do you need to consider before you buy a product ?

which one is the most important for you ? why ?

Suggested answers:

Before you make purchase of any product, there are some factors you should consider.

Necessity : Do you really need this?

Property: Do I really like this? Am I really satisfied with the quality ,color, shape, packaging, etc.

Price: Do I have any spare money right now? is it a bargain or is it too much money?

Brand : What brand is the best choice for my purchase?

After-sales service: Does it come with a warranty?

Shipment: How can it be sent to house?

Step 3 Reading A

1) New words and phrases

A) Read aloud the new words and the text.

B) Ask students to read the words and phrases after the teacher.

2) Skimming

A) Ask students to read the text as quickly as they can and tried to get the main idea

of this passage.

B) Ask students to read the text again , then finish Task1 on P52

3) Language points

① I’d design an alarm clock with a moving snooze button that would be an easy target the first time I hit it. Then it becomes harder to locate after each attempt, so that it would keep ringing until I’m fully awake.

alarm n. 警报，警告器；惊慌

e.g. 1. I felt a growing sense of alarm when he didn't return that night.

2. She decided to sound the alarm. 她决定发出警报。

vt. 警告；使惊恐

snooze v. n. 小睡，打盹 e.g. I often have a snooze after lunch.

target n. an aim; objective

e.g. I’ve set myself a target of saving $200 a month.

v. to make something have an effect on a particular limited group or area

e.g. The advertisement was designed to target a mass audience.

locate v. to find the exact position of something

e.g. We couldn’t locate the source of the radio signal.

location n. be located in 位于；坐落于

attempt n. an act of trying to do something make an attempt at/to do sth

e.g. He made one last attempt at the world record.

v. to try to do something that is difficult, dangerous, etc.

e.g. The book attempts to explain the origins of the war.

② As industrial designers, our job is to design products—anything and everything that's mass-produced, from Ferraris to toasters, from furniture to television sets. We dream up products through drawings, sketches, even doodles, presenting to the manufacturing client their vision of what a certain product

should look like.

industrial a. connected with industry 工业的，产业的 an industrial accident 工伤事故

industrialise v. +ism +ation the industrial revolution 工业

mass-produce v. to produce in large numbers using machinery

e.g. Mass-produced furniture is cheaper than furniture made by hand.

dream up 设计，制造

sketch n. a simple picture that is drawn quickly and does not have many details 素描

e.g. The artist is making sketches for his next painting.

幽默短剧，小品；简报，速写

v. 画素描

doodle v. (尤指厌烦或心不在焉时)乱涂，胡写乱画

vision n. 1) imagination version 版本，译文

e.g. Have you ever had visions of great success?

2) idea

e.g. She had the same vision of him as I had.

3) sight

e.g. With my new glasses my vision is perfect!

③ The inside of an industrial designer's sketchbook usually looks like some kind of flattened mad scientists' laboratories, filled with doodles of various types of products. We industrial designers also create ideas with our hands, using studio materials like clay and modeling foam to show what a product should feel like.

flatten v. to become or make sth flat or flatter 使变平；把....弄平

e.g. He flattened gis hair with gel. 他用发胶把头发弄平。

studio n. 录音室，录像室，演播室 a recording studio 录音棚

④ Michelangelo “discovered” his sculptures inside blocks of marble; industrial designers find the shape of the latest Walkman inside a chunk of clay, or foam, or occasionally with the help of computer software. Whatever the studio material may be, designers may spend hours at a time forming it, touching it, holding it, carving and recarving the lines that will soon be an actual working

product, touched and held by millions of users. When you take a brand-new product out of the box and touch it, the designer's hands and eyes have already run over the surface, in one way or another, hundreds of times.

block n. 块；街区；大厦；障碍物

vt. 阻止；阻塞；

adj. 成批的，大块的；交通堵塞的

a chunk of a large piece of something that does not have an even shape; a large part or amount of

something

e.g. 1. a chunk of cheese

2. A huge chunk of the audience got up and left before the show.

occasional a. 偶然的，临时的

at a time 一次；每次；在某时

brand-new a. new and not yet used

e.g. She bought a brand-new car for her brother as the wedding gift.

run over v. 辗过；匆匆看；复查

⑤We also try not to make the product a pain in the neck. Some products may look cool and work well—a wonderful collection of objects that subtly enhance your life, while other products may have annoying qualities that nearly outweigh their usefulness, like coffee tables with corners that draw blood and remote controls that look like maps of Manhattan. The difference is in the way they're designed, in the way they look and feel. And it's industrial design that makes all that difference.

a pain in the neck a person or thing that is very annoying

e.g. What's wrong with Dave? He’s becoming a total pain in the neck.

a collection of 一批，一些；收藏的；许多的；集…为一体的

subtly adv. 精细地；巧妙地；敏锐地

e.g. Not very subtly, he raised the subject of money. 他没有拐弯抹角，直接提出了

钱的问题。

subtle a. 不易察觉的，不明显的；机智的，机巧的；巧妙的

enhance v. to increase or further improve the good quality, value or status of

something

e.g. This is an opportunity to enhance the good reputation of the company.

annoy v. 使恼怒，使生气 e.g. It really annoy me when people forgets to say thank you. 有人连

谢谢都忘记说时我确实感觉不愉快。

annoying a. 令人厌烦的 annoyed 恼怒，生气 annoyance n.

outweigh v. to be more important or valuable than something else

e.g. The advantages of the plan far outweigh the disadvantages.

weigh v. vt. 权衡；考虑；称…重量

weight n. 重量 overweight a. lose weight

remote a. far away from places where other people live; far away in time

e.g. 1. The farmhouse is remote from any other buildings.

2. remote database/remote access/remote control. 远程数据库/访问/控制

4）Exercises

5) Business Know-how making a Catalog

Step 4 Reading B

1) New words and phrases

A) Ask several students to read these new words and phrases

B) Ask students to read the words and phrases after their teacher

2) Skimming

A) Ask students to read the text as quickly as they can and tried to get the main idea

of this passage.

B) Ask students to read the text again , then finish Task1on P55

3) Language points

manual 手册 component n. 零件，组件 a. 组成的，构成的

ease n.容易，不费劲 v. 放松，使安心 at ease 安逸，自由自在；舒适

normal 正常的 unplug v. 拔掉 plug n. n. 插头；塞子；栓 v. 插入

available a. 可以获得的 moisture n. 水分，湿气

result in 导致 in relation to 相对于

4) Exercise (Task 2)

Step 5 Homework

1) To finish the Language Lab on P60

2) To preview Listening & speaking、writing etc.

Unit 4 Product

Teaching objectives:

1) Improve students' Listening, Speaking and Writing abilities;

2) Listening strategy and methods;

3) Writing of catalogs.

4) Subject-Verb Agreement

Teaching contents:

Listening & Speaking, Writing & Self-study Room

Teaching focuses:

1) Describing products ;

2) Writing of catalogs;

3) Subject-Verb Agreement

Teaching methods: Task-based Approach;

Communicative Language Teaching;

Activity Teaching Approach;

Teaching aids: blackboard, multimedia, tape

Teaching procedures:

Step 1 Greetings and revision

Step 2 Listening & Speaking

1) Listening (Task1-5)

Ask Ss to listen the materials carefully and finish the exercises, then check the answers

2) Speaking (Task6)

① Introduce some useful expressions about making an appointment to the Ss

② Work in pairs to complete the chart and then ask several groups to perform it.

Step 3 Writing

1) Teach Ss the writing of a catalog.

2) Ask Ss to finish the exercises(Task1-2)

3) Check the answers

Step 4 Mini-project

1) Divide the whole class into several groups

2) Ask Ss to complete it after class

3) Ask some groups to present their homework

Step 5 Self-study Room

1) write some passive voice sentences and some active voice ones on blackboard

2) Structure analysis

主语

谓语

例句

不定式，动名词，从句

单数

To stay at office is her choice.

Growing flowers needs watering.

What he said is true.

THE加形容词表示一类人，如the old, the rich, the poor 等

复数

The young are the future.

不定代词

单数

Is here?

Someone needs to do something.

No one is more qualified to do this job than he is.

Either of us spesks english

表示时间，重量，长度，数目，金额等名词的复数（通常被看成一个整体）

单数

Twenty minutes isn’t enough for her to finish the test.

Two hundred miles is very far for a man to walk.

A one-million-pound note is unreal.

分数或百分比+单数名词

单数

分数或百分比+复数名词

复数

Fifteen perceent of the teachers in this school are women.

集体名词，如machinery, equipment,furniture, merchandise等

单数

The merchandise has arrived undamaged.

All the machinery in the factory is made in china.

The suite of furniture he bought was cheap.

单数主语后跟with,along with, together with, as well as, as much as, no less than, rather than, more than, like, besides, but, except, in addition to 等

单数

No one except two customers was with her.

He, like his brothers, has a hobby of hiking.

Helen, rather than her sister, is going to the party.

More than one worker has been dismissed.

3)Use the form below and let Ss make some sentences .

4) Ask students to finish Task 1-2, then check the answers.

Step 6 Homework

1) To finish exercise book of unit 4

2) To preview Unit 5