Lesson 1. Measuring and Comparing R&D Activity (Selected from Unit 1)

Teaching Plan

Target Text

The 20 sections are based on the teaching materials for “English for Science and Engineering”, which is published by Shanghai foreign language education press, and is especially for students who are majored in Science and Engineering.

Target Students

Students are sophomores (second year college students) who major in Science and Engineering. They have already grasped the basic skills of English, but they are lack of the understanding on the culture background and the ability to understand the text as a whole context.

Teaching Period

45 minutes

Lesson 1. Measuring and comparing R&D activity (Selected from Unit 1)

Teaching objectives:

1) to help the students understand the cultural background;

2) to figure out some keywords of this text;

3) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1)The indicator of R&D activity;2)Language point

Difficulties: What is R&D indicator?

Teaching procedures:

Step 1: Lead-in (15 minutes)

Why iPhone is so popular?

Why iPhone is so popular according to the video?

Step 2: How to measure R&D activity?(30 minutes)

Listening Exercise:

Listen to the video and find out the five indicators of R&D activity

Language Point: Peer

Listening Exercise:

Listen to the video and find out how companies spend on R&D?

Review and Assignment:According to your own major, please introduce a company which can be considered as a R&D intensive company.

Please present your findings next week.

Lesson 2. Coordinating the members of the team (Selected from Unit 1)

Teaching objectives:

1) to enhance the students motivation on discussing the topic;

2) to figure out the qualities that an R&D scientist need today;

3) to encourage the students to connect the idea with their own major and to develop their critical thinking;

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) What qualities should R&D scientists have today? 2) language point.

Difficulties: What qualities should a project leader have today.

Teaching procedures:

Step 1: Lead-in (10 minutes)

What is the stereotype of scientists?

Video-watching: spot the keywords from the video: lonely, alone.

Step 2: How about the R&D scientists today? (25 minutes)

Reading exercise: skim the text and answer the question, what sort of people make up an R&D project team nowadays?

Language Points:

Scan the text, and cycle the compound words from the text.

cost-effective

cross-functional,

time-consuming,

up-to-date,

decision-making,

problem-solving

Step 3: Critical thinking (10 minutes)

Listening Exercise:

What qualities should a project leader have today?

Review and Assignment: Synthesize the ideas from both sides, and think about what are the qualities should a project leader have.

Lesson 3. No single, unified style of industrial design(Selected from Unit 2)

Teaching objectives:

1) to help the students understand what is industrial design;

2) to figure out the four trends of industrial design;

3. to encourage the students to think critically on the four trends.

Teaching focus and difficulties:

Focus: 1) what is industrial design; 2) four trends of industrial design; 3) languagepoint.

Difficulty: the positive and negative sides of industrial design.

Teaching procedures:

Step 1: Lead-in(10 minutes)

Show pictures of certain product, ask students to guess the function of those products according to its appearance.

Ask students about their preferences of different products, and then discuss the criteria of industrial design.

Step 2: The Four Trends of Industrial Design (25minutes)

Listening Exercise: The Four Trends of Industrial Design

First time listening: ask students to choose the four trends they have heard out of the eight choices

Second time listening: ask students to pay attention to the positive review that the speaker has given in her presentation.

Language Points:

Impersonality

Packaging

Streamlining

Artificially accelerate obsolescence

Step 3: Critical thinking(10 minutes)

Are the four trends as good as the speaker describes?

Listening Exercise: Listen to another speaker and take notes about his opinion on the four trends.

Review and Assignment: After listening to two parties of opinion on the four trends of industrial design, which side do you agree with?

Lesson 4. Value Engineering(Selected from Unit 2)

Teaching objectives:

1) to encourage students to think why iPhone SE is much cheaper;

2) to figure out what is value engineering;

3) to figure out how to do value engineerin;

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) what is value engineering; 2) how to do value engineering

Difficulty: the understanding of the video.

Teaching procedures:

Step 1:Lead-in (10 minutes)

Watch video and find out: what is the difference between iPhone 6 and iPhone SE? Why iPhone SE is much cheaper with similar functions?

Step 2: What is value engineering? (25minutes)

Listening Exercise:

1) What is value engineering?

2) What is value?

3) The Origin of the Concept

4) How to apply value engineering?

Then finish the True or False questions for the listening exercise.

Language Points:

ratio

percentage

proportion

rate

Step 3: How to improve value? (10 minutes)

What are the specific methods can be applied in Value Engineering?

What methods has iPhone SE applied to improve its value?

Review and Assignment: In terms of your own major, please present a successful example (case) of value engineering.

Lesson 5. Choosing to performance-test products (Selected from Unit 2)

Teaching objectives:

1) to help the students understand what is performance-test;

2) to figure out what is comparative test;

3) to inspire students to design a performance-test by themselves;

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) what is performance-test; 2) how to conduct a performance-test.

Difficulty: to design a performance-test by themselves.

Teaching procedures:

Step 1: Lead-in(10 minutes)

Watch the pictures, and discuss which product you are going to buy. Then explain your reasons.

Step 2: What is performance test?

Listening Exercise

1) Difference between safety testing and performance testing

2) Reasons for conducting performance testing

internal test data:

comparison with competitors’ products:

marketing claims:

endorsements:

retailers:

Blank-filling Exercise

After knowing the meanings of performance testing, how does a performance test work?

After filling the blanks, please skim the text and answer the question: whether the tests are standardized or not?

Step 3: Case study: How to design a unique test for a product?

Reading: Read the following comparative test program and figure out what appliance is being tested? P27 E

Review and Assignment: In groups, devise, a series of tests to apply to one of the following items. (a microwave oven, a hairdryer, a camping stove, a lawn mower, a photocopier)

Lesson 6. Expert knowledge in a variety of fields (Selected from Unit 3)

Teaching objectives:

1) to help the students to know some famous people;

2) to figure out what is industrial engineer;

3) to encourage the students to think critically on how to obtain various knowledge.

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) What is industrial engineer; 2) Language points

Difficulty: Think critically on how to obtain various knowledge.

Teaching procedures:

Step 1: Lead-in(10 minutes)

Ask students about what are Da Vinci, Franklin, and Zhao Yuanren famous for.

Step 2: What does industrial engineer do?(25 minutes)

Listening exercise:

What field should an industrial engineer know?

Ask students to know the meaning of each subject. Then, listen to the video, and choose the ones that are mentioned in the video.

More Exercise:

Blank-filling exercise: complete the text about the work and role of industrial engineers with nouns from the box. Then, please list the areas of expertise that are particularly relevant for an industrial engineer?

Language Point: profitability

reliability

durability

acceptability

stability

affordability

Step3: Critical thinking (10 minutes)

How we can adopt various capabilities to be an industrial engineer?

Watch the video, and think about what can students in Deep Spring learn from raising cows and sheep?

Review and Assignment: In order to obtain the various capabilities of the industrial engineer, what can we do as a student?

Lesson 7. Describing chemical engineering tasks (Selected from Unit 3)

Teaching objectives:

1) to help the students to think how chemistry is related with our daily life;

2) to figure out what is chemistry engineering;

3) to figure out some keywords of this text;

4) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Teaching procedures:

Step 1: Lead-in (10 minutes)

Brainstorming: where can apply chemistry in your life?

Clothes

Love

….

Step 2: What is Chemical Engineering? (25 minutes)

Reading Exercise: Scan the article and find out what does chemical engineer do?

Language Points: How to describe these chemical reactions in simple language?

crystallization

dissolution

distillation

filtration

polymerization

solvent extraction

Step 3: More exercise (10 minutes)

Team project: How to describe the following chemical reactions in a simple language that can be understood by a layperson.

evaporation

absorption

humidification

adsorption

Review and Assignment:

Describe a chemistry process happened in daily life.

For example:

1. What is it in onions that makes them burn your eyes?

2. How does soap clean your dirty hands?

3. How does sunscreen work? What does an SPF rating really mean?

Lesson 8. What caused the explosion? (Selected from Unit 4)

Teaching objectives:

1) to help the students understand accident;

2) to figure out what happen to the Challenger and how did they learn from the accident;

3) to figure out some keywords of this text;

4) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) what happen to the Challenger; 2) what did they learn from the accident.

Difficulty: Understanding of what happen to the Challenger

Teaching procedures:

Step 1: Lead-in(10 minutes)

What major accident do you know in the history?

Cultural Notes of the space shuttle “Challenger”.

Step 2: Explore more about the Challenger. (25 minutes)

Skim the article about the Challenger and answer the following questions.

1) Match the names with the parts of the shuttle on the picture.

2) What happen to the Challenger? Draw a series of diagrams to explain exactly what caused the Challenger accident.

More Exercise: What do they learned from this accident?

Listening Exercise: Listen to the interview and complete the notes.

Language Points: launch

Step 3: Critical thinking (10 minutes)

The Challenger accident can be concluded as mechanical failure. What other accidents has learned.

Review and Assignment: Research and prepare a report about another accident. Describe what caused the accident (mechanical failure, electrical failure, materials failure, human error, etc.), how the accident could have been avoided, and what happened as a consequence the accident.

Lesson 9. The Prevention of Accident (Selected from Unit 4)

Teaching objectives:

1) to help the students understand the safety signs;

2) to figure out what is safety engineer;

3) to encourage the students to practice on safety issue;

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) What is safety engineer; 2) how to discover the safety problems;

Difficulty: how to understand and to discover the safety problems.

Teaching procedures:

Step 1:Lead-in (10 minutes)

Match the names with the pictures of safety signs.

Step 2: What does safety engineer do? (25 minutes)

Reading Exercise: Read the interview and write the questions that you think the interviewer asked.

More Exercise: What are the common safety hazards?

Reading Exercise: Skim the text, and spot the common safety hazards in the text.

Language Points:

compensation

initial

safeguard

hazardous

modification

likelihood

Step 3: Practice (10 minutes)

Look at the picture, and try to find out the safety hazards in the picture.

Review and Assignment: Work as an safety engineer for your school, take pictures of the safety hazards in your school, and write a proposal on them.

Lesson 10. Wearing special clothes (Selected from Unit 4)

Teaching objectives:

1) to help the students understand the importance of safety wear;

2) to figure out what safety wear there are;

3) to encourage the students to connect the idea with their own major and to develop their critical thinking;

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) safety wear; 2) daily wear

Difficulty: the names of different safety wear

Teaching procedures:

Step 1: Lead-in (10 minutes)

Video-watching: What did happen to the first responders of Chernobyl? Why?

Can you recognize the following wears? (show students the pictures of the different special wear, and let them guess the names and the use of those wears.)

Step 2: What do they wear? (25 minutes)

Listening Exercise: Listen to the speakers and complete the notes with the correct information. Then listen again and circle the statements True or False.

Language Points:

prohibited

obligatory

not obligatory

permitted

Step 3: What about the daily wear? (10 minutes)

Formal

Black Tie/Semi-Formal

Smart Casual

Business Casual

Casual

Street wear

Review and Assignment:According to your major and future job, what should people wear in work?

Lesson 11. Quality and a finished item (Selected from Unit 4)

Teaching objectives:

1) to help the students understand the cultural background, which are mass production and piecework;

2) to figure out what is quality control;

3) to encourage the students to connect the idea with their own major and to develop their critical thinking;

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) what is quality control; 2) language point

Difficulty: the connection between mass production and poor workmanship.

Teaching procedures:

Step 1: Lead-in (10 minutes)

Cultural Notes: mass production and piecework.

Ask student to watch a video-clip and to summarize the features of mass production and piecework.

Step 2: What is quality control?(25minutes)

Reading Exercise:

1) Read the text and number the paragraphs in the correct order;

2) Skim the text with the correct order again and answer the questions of “What benefits do you think the introduction of mass production brought to the companies?” and “Why would the introduction of piecework increase the chances of poor workmanship being passed on to an assembly line?”

3) Scan the text, and underline the words with the root of “inspect”.

Language Point:

inspect (spet)

More Exercise: What paradigm do they apply for quality control?

Listening Exercise: What is PDCA?

Step 3: Critical thinking

Quality problems today (we also have problems of food quality, air quality, etc.)

Review and Assignment: How do you think the paradigm of PDCA can help the quality problems we have today? Pick one problem, and present your idea next week.

Lesson 12. A “total quality control” approach (Selected from Unit 4)

Teaching objectives:

1) to help the students understand the quality problem;

2) to figure out what is total quality control;

3) to encourage the students to connect the idea with their own major and to develop their critical thinking;

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) what is total quality control; 2) language point

Difficulty: understanding the difference of statistical quality control and total quality control

Teaching procedures:

Step 1: Lead-in (10 minutes)

What did happen in the pictures?

Show the students picture of the accident of Korean Humidifier and Toyota Call-back. And ask them their opinions on them.

Step 2: What is total quality control (25 minutes)

Statistical quality control

Listening to the video and figure out what is Statistical quality control.

Total quality control

Case study: EZ-Kleen vacuum cleaner

1)Skim the report from a quality engineer about “EZ-Kleen vacuum cleaner”, and summarize what suggestions the engineer has made.

more up-to-date information

clear specification

replacing workers with poor performance

inspections and tests

listening to customer feedback

2)Brainstorming: skim the report again, what other recommendations can be made.

Language Points:

Scan the text again, and underline the verbs that are followed by other verbs in the gerund (-ing) form.

Step 3: Critical thinking(10 minutes)

The quality problems we have in China

Review and Assignment:

Group Project: Find a product in the field of your major, and inspect the process of manufacturing this product. Then, make some suggestions on improving this product.

Lesson 13. Computerization and its role (Selected from Unit 5)

Teaching objectives:

1) to help the students understand what is computerization;

2) to figure out what can computer do today;

3) to encourage the students to connect the idea with their own major and to develop their critical thinking;

4) to figure out some keywords of this text;

5) to enhance their interest and motivation in learning English.

Teaching focus and difficulties:

Focus: 1) what is computerization; 2) Language point

Difficulty: think critically on what consequences computerization may bring to us.

Teaching procedures:

Step 1: Lead-in(10 minutes)

What is computerization? (Video watching)