单元名称

Unit 6 Work Safety

授课内容

Warm-Up

Reading

授课课时

2

教学目标

1.能够准确识别并描述常见的安全标识的形状、颜色及其所代表的安全意义；能够结合个人经验，说出常见安全标识在实际工作和生活环境中的意思，初步树立安全意识，认识安全的重要性。

2.能够读懂关于职场中由分心导致安全事故的相关内容，理解分心的含义、两种类型和具体表现、及其对职场安全的潜在危害，并明确在工作场所保持专注的重要性。

3.能够理解说明文的基本篇章结构，掌握其说明的逻辑顺序，并能分析和区分现象、原因、类别和相应的行动举措。

4.能够分析分心导致工作场所安全问题的原因，能够识别视觉分心和精神分心等不同分心类型之间的差异，探究安全风险的根源；能够通过讨论和分享，思考如何克服分心干扰，提高专注力，增强安全意识。

5.能够运用略读、扫读和精读阅读策略，快速浏览文章进行读前预测，获取关键信息并准确理解细节。

6.能够掌握语篇中重要语言点，理解-ty, -ity词缀的意义和用法，并能够在具体语境中灵活运用。

教学重点

1.阅读并理解分心导致的安全事故的内容，理解分心的含义、类型和具体表现，深入理解分心的潜在致命性。

2.阅读并识别说明事物现象、原因、类别和相应举措的典型说明文语篇结构，理解文体特征。

3.精读重点语句，理解掌握重要语言点并能够在具体语境中运用。

教学难点

1.能理解视觉分心和精神分心两种分心类型的内涵、特征及其危害性，增强安全意识。

2.能根据分心干扰的具体情况，提出强化专注力的相应的措施。

教学过程

教学环节

时间分配

主要内容

教学活动

设计意图

Step 1
Warm-Up

15’

1. Understanding safety signs

(1) T shows 4 pictures of safety signs and ask Ss to describe shapes and colour of them.

(2) T asks Ss to guess the meanings of these signs.

(3) T asks Ss to match each pictures with its description.

(4) Ss share their answers and T provides guidance and assistance when necessary.

通过互动和视觉辅助的方式激活学生对安全标识的认识，同时增强他们的观察能力和语言描述技巧，为建立安全意识和语言技能应用奠定基础。

2. Telling the meaning of safety signs

(1) T displays four safety signs to Ss and ask them to categorize them based on characteristics.

(2) Ss try to write down the meanings of each safety signs, focusing on the key elements.

(3) Ss share their answers and T offers guidance and assistance when necessary.

(4) T ask Ss to design an original safety sign according to the rules they have learned.

Step 2

Pre-reading

3’

Introduction and prediction

Situation: Workplace safety is paramount. Always remember that safety is the top priority. Even minor distractions can have severe consequences and result in accidents.

(1) T asks Ss to read the situation and title of the text to answer questions：

Ø  What does “paramount” mean?

- Very important, of the utmost importance.

(2) T asks Ss to predict:

Ø  How many different types of distractions may be discussed in the text?

Two types of distractions are discussed in the text: visual distractions and mental distractions.

创设情境，通过词汇理解检查学生对关键词汇的理解，预测活动激发学生的好奇心，激活他们的背景知识。

Step 3

While-reading

32’

1. Skimming and prediction checking

Ss skim the text to verify their pre-reading predictions.

1.通过略读策略，检测读前预测。

2.通过扫读策略，获取主要信息。

3.通过精读策略，抓取细节信息。

4.通过深入思考，学生向同伴表述自己的对分心和专注的理解，并根据所给具体情况讨论得出如何克服分心干扰的解决办法。

5.引导学生找到并总结说明文的引言（现象）、原因、类型和总结举措的文章结构，以及作者使用故事以吸引读者兴趣的写作技巧。

2. Scanning and table filling

(1) T asks Ss to scan the text and finish activity 1 by finding out key information on examples of two different distractions.

(2) T asks some Ss to share their answers and starts a discussion and provides explanations when needed.

3. Careful reading and statements ticking

(1) T asks Ss to read the text carefully and finish activity 2 by finding details of the passage.

(2) T asks some Ss to share their answers and provides explanations when needed.

4. Brainstorm and writing

(1) T encourages Ss to paraphrase the sentence “Starve your distractions, feed your focus”.

(2) Ss discuss with their partners how to understand this principle in the given situation.

(3) T gives some sentence patterns can be used in the writing.

(4) Ss write down their understanding of the sentence and give a basic solution to the given situation. They share answers within groups.

(5) T invites some Ss to share their opinions.

5. Text analysis──

structure and features

(1) T asks Ss to draw a mind map of the structure of the text based on the segmentation of introduction, cause, types, and conclusion.

(2) T asks the following questions to lead them to find out the writing techniques of the text.

Ø  Why the writer starts the passage with a story?

Ø  Which structure does the writer apply when explaining visual and mental distractions, cause and effect or problem and solution?

Ss discuss and share their opinions.

(3) T encourages Ss to sum up the features of the text and provides necessary guidance when needed.

Step 4 Post-reading

25’

1. Retelling

(1) T encourages Ss to retell the text to their partners by referring to the mind map of the text.

(2) T invites a volunteer to retell the text to the whole class.

(3) T evaluates the volunteer student’s retelling and asks Ss to make comments on his/her performance.

1.通过文章复述，检验学生对语篇结构和内容的掌握程度。

2.通过教授语篇中的语言点，提高学生对语言知识的掌握和运用能力。

3.通过选词填空，在语境中学习短语的含义。

5.通过范例，学习后缀“-ty”和 “-ity”表达条件、状态和品质的含义。熟悉此类构词法。

2. Language focuses

T explains the important words, expressions and grammar focuses in the text.

3. Words filling

(1) T asks Ss to choose the right word to complete each sentence, changing the form if necessary.

Tips: T can ask Ss to look for the key words or phrases in the sentence, which will help them get the answer.

(2) T asks some Ss to give the answers and makes explanations when needed.

4. Words circling

(1) T asks Ss to circle the right word to form a verbal phrase and complete each sentence.

(2) T asks some Ss to give the answers and makes explanations when needed.

5. Word formation

(1) T introduces basic rules of adding suffixes “-ty” and “-ity” to indicate a condition, state or quality. Ss complete each sentence by following the example.

(2) T asks some Ss to give the answers.

(3) T asks Ss to think of other words that can be ended with “-ty” and “-ity”.

Step 5

Summary

3’

1. What incident is described in the text, and what was its outcome?

2. How do distractions relate to workplace safety?

3. How to prevent distractions in workplace.

4. Language focuses in the text.

Step 6

Homework

2’

1. Copy and recite the new words and expressions.

2. Choose a workplace (an office, a factory, a construction site), then do a brief research project that includes: statistics related to workplace accidents caused by distractions, tips for maintaining focus. Upload your answers onto the platform.