单元名称

Customer Service

授课内容

Warm-Up

Reading

授课课时

2

教学目标

1.能够掌握关于常见服务人员及其工作职责的常用英文表达；能够根据提示问题，分享自己体验过的优质服务；初步建立服务品质概念，激发对提升服务品质的兴趣。

2.能够读懂在北京烤鸭店就餐和在Neo’s网店购物的客户服务故事，从顾客的体验中了解什么是卓越的客户服务，察知和理解不同客服故事所体现的优秀服务品质的一致性。

3.能够掌握由多个并列关系的独立案例围绕一个主题构成记叙文的语篇结构；理解每个案例按照事件发生的时间顺序进行记叙，由不同人称进行叙述的文体特征。

4.形成以客户为中心的服务理念，感知优质服务对于企业生存和发展的重要性；理解优秀客户服务跨越国界、行业和文化的普遍价值。

5.能够运用略读的阅读策略以及语篇标题和小标题，预测和理解语篇主题和主要内容；能够运用扫读的阅读策略，提炼关于在北京烤鸭店就餐和在Neo’s网店购物的服务经历的关键信息。

6.能够掌握语篇中的重要语言点，在具体语境中运用单词和短语表达意义。

教学重点

1.阅读并理解在北京烤鸭店就餐和在Neo’s网店购物的服务经历和关键信息。

2.阅读并分析语篇结构，理解文体特征。

3.阅读重点语句，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.了解什么是优质服务，理解优质服务对于企业生存和发展的重要性。

2.理解优质服务跨越国界、行业和文化的普遍价值。

3.能够结合自身的生活感受，介绍所体验过的优质服务。

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

10’

1. Matching service personnel with duties

(1) T shows pictures of service personnel and expressions of job titles and duties. Ss read the expressions after T. T asks Ss to interpret the expressions and provides assistance if needed.

(2) T asks Ss to match the pictures with the expressions.

(3) T asks some Ss to give answers and gives explanations when needed.

借助图片和短语帮助学生熟悉服务人员及其职责的表达，帮助学生认识服务行业和优质服务职责；通过回忆和分享体验过的最好的客户服务，初步感知优质服务，树立以客户为中心的服务理念，明确个人职业目标和方向，为后续整个单元的学习活动做准备。

2. Sharing best customer service experience

(1) T asks Ss to share the best customer service they’ve ever experienced and provides Ss with some questions for consideration.

(2) Ss share the experience with their partners.

(3) T invites a volunteer to share the experience with the whole class.

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

Step 2

Pre-reading

3’

Introduction and prediction

Situation: Customer satisfaction starts with meeting basic needs, but the success lies in exceeding expectations. Read to discover how exceptional customer service can transform ordinary transactions into memorable experiences.

T asks Ss to read the situation and title of the text and make a prediction: Where did these outstanding customer service stories take place?

导入语篇标题“优秀客户服务的故事”和语篇小标题，引导学生通过已有信息预测优质服务故事的发生地，引发学生思考和阅读兴趣，引出课文主题。

Step 3

While-reading

36’

1. Skimming and prediction checking

Ss skim the text and check if they’ve made the right prediction.

1.通过略读的阅读策略，检测读前预测。

2.通过扫读的阅读策略，获取在北京烤鸭店就餐和在Neo’s网店购物的服务经历的主要信息。

3.通过精读的阅读策略，判断文本的细节信息。

4.通过提出两个问题，让学生思考是什么定义了优质服务及一线员工如何提供优质服务，培养学生对于优质服务的追求，提升职业素养。

5.通过归纳文章结构，并指出本篇记叙文是由两个并列关系的独立案例围绕一个主题构成的记叙文语篇结构和文体特征，帮助学生更好地把握文章的主要内容和逻辑脉络，理解文章的内容和作者的意图。

2. Scanning and chart completing

(1) T asks Ss to scan the text and finish activity 1 by completing the chart with appropriate words.

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

3. Careful reading and statements ticking

(1) T asks Ss to read the text carefully and finish activity 2 by ticking the statements that are true according to the text.

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

4. Discussion

(1) T poses two questions: “What defines exceptional customer service?” “How could frontline service personnel deliver excellent customer service?”

(2) Ss discuss with their partners and try to answer the questions according to the text.

(3) T invites some Ss to share their ideas.

(4) T evaluates the volunteer students’ ideas and asks Ss to make comments on his/her ideas.

5. Text analysis──

structure and features

(1) T asks Ss to find out the structure of the text, which is a typical general-specific-general structure, including the introduction, two parallel stories of excellent customer service and the conclusion.

(2) T introduces the features of the narrative text: the two paragraphs in the middle are parallel, telling two different stories of excellent customer service separately, and maybe there is no obvious logical connection between the individual stories, but they all revolve around a common theme, making the text clearly structured and easy to understand.

Step 4 Post-reading

26’

1. Retelling

(1) T encourages Ss to retell the text to their partners by referring to the chart in activity 1 and the statements in activity 2.

(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 their 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。

4.通过选词填空，在语境中学习短语的含义。

5.通过范例，学习“re-”前缀表示重复或向后的动作或过程的含义和功能，熟悉此类构词法，增加词汇量。

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 correct 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 answers and makes explanations when needed.

4. Words Circling

(1) T asks Ss to circle the correct words to form a phrase and complete each sentence.

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

5. Word Formation

(1) T introduces the meaning of the prefix re-: indicating a repeating or backward action or process.

(2) Ss complete each sentence by adding re- to the given word.

(3) T asks some Ss to give the answers and explain the meanings of the sentences and the changed words.

(4) T asks Ss to think of other examples of adding the pefix “re-” to a noun or a verb, which means a repeating or backward action or process.

Step 5

Summary

3’

1. What makes excellent customer service.

2. How frontline service personnel can deliver excellent customer service.

3. Language focuses in the text.

Step 6

Homework

2’

1. Copy and recite the new words and expressions.

2. Find more excellent customer service stories. Upload your answers onto the platform.