剑桥商务英语》授课教案Unit 13

Unit 13 (a) ProductionI. Teaching Objectives:i. To enable Ss to talk about production processes and problems at workii. To practise listening for specific informationiii.To review the passiveII. Materials needed: Cassette-Pass Cambridge BECPreliminaryIII. Teaching Process:i.Unit overview·Bread productionListening 1: Ss order the stages of the baguette makingprocess before listening to the ProductionManager to check the order. Ss then listen againand label the machinery in the bakery.Speaking: Ss say what happens at each of the machines in theproduction line.Language focus: Ss review the passive.V ocabulary: Ss match verbs and nouns taken from the tapescript. Ss think of another noun to go with eachverb.Speaking: Ss describe a process using as many verbs aspossible.·Production problemsListening 2: Ss work in pairs and decide which type ofproblems would be most common at the bakery.Ss then check their answers. Ss listen again andcomplete sentences halves with when and if.Languages focus: Ss review the difference between when andif. Ss match sentence halves and completethem with when/ if .·Self-studyLanguage focus: Transformation exercise (passive)Writing: Describing a process (from a flow chart)V ocabulary: 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 ofactive 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 V ocabularySs 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 Don’t forge t！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 BECPreliminaryIII. Teaching Process:i.Unit overview·Bread productionWarmer: 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 talkabout monitoring quality in a factory andcomplete a table. Ss listen again and answermore detailed comprehension questions.Speaking: Ss discuss QC processes at their place of work. ·Improving qualityListening 2: Ss listen to a discussion of quality problems andanswer general questions followed bymultiple-choice questions.Languages focus: Ss look at the tape script and underline andcategorise uses of the present simple. Ss thenreview Conditional 1. Ss write conditionalsentences from prompts.·Self-studyV ocabulary: 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 检查供货商提供的原料makes sure that name , type and order quantities of the raw materials are correct 确保原料的品名，类型和订单数量都无差错monitoring the production process to make sure the operation meets the requirements 监督生产过程，确保操作符合要求to see whether the equipment is in order 看看设备是否符合规定to see whether the additives are excessive 看看添加剂是否过量to inspect freshness /taste / the amount of flavouring 检查新鲜程度，味道和调料的用量to reduce reject levels 减少不合格产品数量whether the packaging meets the requirements 包装是否符合要求to reject any materials / products of poor quality 退回劣质的原料和产品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.所有已到达的货物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 hotelpunctuality 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 isadded.(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 high.The oil temperature in the cookers keeps rising and falling so the samples don’t always pick up high fat levels.Keith : Increase the sampling rate.Pauline : Change the cooker temperature sensorsChange the cooking oil more oftenJack decides to try all three things for two weeks on a trial basis: change the oil more often and monitor the sensors, he also wants to increase the sampling rate by just 10 %.Ex. 2. Listening 2.Ss listen again for more details and answer the multiple-choice questions.Ex. 3 GrammarThe objective of this exercise is to lead Ss into an awareness of Conditional 1 forms. T asks Ss to underline all examples of the present simple but not to describe the use of every example. T draws Ss’ attention to the comments in the Don’t forget！section. Ex. 4 GrammarThis exercise is simply to practise the form of conditional sentences to refer to real possibilities.Step 3 Self-studyHelp Ss finish Self-study exercises.。