Unit 13 (a) Production
I. Teaching Objectives:
i. To enable Ss to talk about production processes and problems
at work
ii. To practise listening for specific information
iii.To review the passive
II. Materials needed: Cassette-Pass Cambridge BEC
Preliminary
III. Teaching Process:
i.Unit overview
·Bread production
Listening 1: Ss order the stages of the baguette making
process before listening to the Production
Manager to check the order. Ss then listen again
and label the machinery in the bakery.
Speaking: Ss say what happens at each of the machines in the
production line.
Language focus: Ss review the passive.
Vocabulary: Ss match verbs and nouns taken from the tape
script. Ss think of another noun to go with each
verb.
Speaking: Ss describe a process using as many verbs as
possible.
·Production problems
Listening 2: Ss work in pairs and decide which type of
problems would be most common at the bakery.
Ss then check their answers. Ss listen again and
complete sentences halves with when and if.
Languages focus: Ss review the difference between when and
if. Ss match sentence halves and complete
them with when/ if .
·Self-study
Language focus: Transformation exercise (passive)
Writing: Describing a process (from a flow chart)
Vocabulary: Word fields
Exam practice: Memo writing
ii.Detailed study of this unit
Step 1. Bread production
Warmer: 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 1
Ss 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 information
The sentences from the previous exercise give examples of
active 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 Vocabulary
Ss 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 Speaking
Ss work in pairs and think of the description of a process
involving as many of the verbs as possible. (homework)
Step 2. Production problems
EX 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 2
Ss 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 Grammar
Ss match the sentences halves using the Don’t forget！section to
help them choose when or if. T allows the class to correct each
other before offering feedback.
Ex. 4 Speaking
Ss 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-study
Help Ss finish self-study exercises.
Unit 13 (b) Quality control
I. Teaching Objectives:
i. To enable Ss to discuss quality control
ii. To practise listening for specific information
iii.To review Conditional 1 and language for making
suggestions
II. Materials needed: Cassette-Pass Cambridge BEC
Preliminary
III. Teaching Process:
i.Unit overview
·Bread production
Warmer: 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 talk
about monitoring quality in a factory and
complete a table. Ss listen again and answer
more detailed comprehension questions.
Speaking: Ss discuss QC processes at their place of work.
·Improving quality
Listening 2: Ss listen to a discussion of quality problems and
answer general questions followed by
multiple-choice questions.
Languages focus: Ss look at the tape script and underline and
categorise uses of the present simple. Ss then
review Conditional 1. Ss write conditional
sentences from prompts.
·Self-study
Vocabulary: 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 unit
Step 1 Monitoring quality
Warmer: 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 1
Ss 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 hotel
punctuality of public transport
Step 2 Improving quality
Before 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 is
added.
(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 sensors
Change the cooking oil more often
Jack 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 Grammar
The 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 Grammar
This exercise is simply to practise the form of conditional
sentences to refer to real possibilities.
Step 3 Self-study
Help Ss finish Self-study exercises.