高二英语：Unit4 big business-grammar学案(教学设计)
高二英语选修六_Unit4_Grammar_公开课教学设计(一)
Knowledgeaims:
1.ToenablestudentstolearnthreeimportantstylesofEmphasis:
(1)用very，only,just,such,so,really,indeed等修饰名词或形容词来加强语气(2)用助动词“do（does／did）＋动词原形”表示强调
Minority high school /Students in low level
七、板书设计
Unit 4 Grammar and usage
Emphasis
1.用very，only, just, such, so, really, indeed等修饰名词或形容词来加强语气.
2.用助动词“do（does／did）＋动词原形”表示强调：
Step5 Performance
Ask the students to show their answers.
The students will participate the activity very
actively.
It’s a good chance to show the students’ talent
Unit4语法课名师教学设计
教学基本信息
课题
NSEFCBook6Unit4GlobalwarmingLearningaboutlanguage
学科
英语
学段
高二
设计者
孙望辉
教材
普通高中课程标准实验教科书
英语6
出版社
人民教育出版社
版次
2007年4月第2版
一、设计与施教理念
在新课标理念的指导下，根据学生的实际水平，采用多媒体教学，创新学生活动，充分发挥学生的创造力，激发学生的语法学习兴趣，加强学生的语言运用能力和自我展示的能力。
高二英语big business教案
Unit4 big business-grammar学案一．快捷识记I．过去分词作状语所表示的意义：过去分词短语作状语，可表示时间，原因，条件等，可发展为一个状语从句。
过去分词作状语可分为：一般式(done) 表示分词动作与谓语动作同时发生或分词动作发生于谓语动作之前。
完成式(having been done) 强调分词动作发生在谓语动作之前。
例如：Scolded (As she was scolded) by the teacher, the girl sat there without lifting her head.由于被老师批评了，那个女孩低着头坐在那儿。
II．过去分词作状语时的具体用法：1．过去分词作时间状语相当于一个时间状语从句。
例如：Asked (When he was asked) what had happened, he lowered his head.当他被问问题的时候,他低下了头。
2．过去分词作原因状语相当于一个原因状语从句。
例如：Frightened (=Because / As she was frightened) by the tiger, the girl didn't dare to sleep alone.因为害怕老虎, 这个女孩不敢单独睡觉。
3．过去分词作条件状语相当于一个条件状语从句。
例如：Grown (If these seeds are grown) in rich soil, these seeds can grow fast.如果种在肥沃的土壤里，这些种子能长得很快。
Given (If we were given) more time, we could do it better.如果给我们更多时间的话，我们可以做得更好。
注意：此句中的given在许多语法书中作为介词处理。
4．过去分词作让步状语相当于一个让步状语从句。
例如：Left (Although he was left) at home, John didn't feel afraid at all.虽然John被单独留在房间里, 他一点都不害怕。
人教课标版高中英语必修4 Unit4_Grammar_名师教学设计(一)
Unit4 Grammar 名师教学设计Module 4 Unit 4 Body LanguagePeriod3 GrammarTeaching Material AnalysisThe previous lessons include Warming-up, Pre-reading from Page 25 to Page 27 and Language points on Page 28. And this is the third lesson of Unit 4. It is mainly about t he usage of v.ing form as adverbial.In Unit 3 the students have learnt the usage of v.ing form as the object complement, pr edicative or attribute. As the understanding of an adverbial is quite unfamiliar to the st udents, the teacher intends to help the students to sense the structure via Free Talk, fin d it out in the reading passage, observe and understand how to use it via Exercise 2 on Page 29. Step by step, following the general understanding, there are three tasks. Task 1, Speaking while watching the videos, aims to inspire students to express what happe ned in everyday life, using v.ing form. Task 2, Acting it out, aims to judge whether stu dents can understand others using v.ing form. Task 3, Making a change in the composi tion, aims to help students use v.ing form to paraphrase the previous writing of themse lves.Analysis of the studentsIt is a new way for the students to learn Grammar by reading, speaking and writing. T hey should find out the rules on their own by observing and trying. After nearly one y ear’s learning, some of them are brave to make mistakes; some hold different views th ough sometimes strange; some are eager to express themselves in English; and becaus e of their limited vocabulary and practice some are afraid of learning Grammar points through English.Above all, what the students have in common is their curiosity and inspiration to stud y Grammar Points in a new way.Teaching aims1. Knowledge aimsBy the end of the lesson, the Ss will be able to:master how to use the basic V.ing form to describe a verb;tell the difference between the usage of a V.ing as adverbial and attribute;2. Ability aimsBy the end of the lesson, the Ss will be able to: describe a common scene using V.ing form; act out what others describe using V.ing form.3. Emotional aimsBy the end of the lesson, the Ss will be able to: try to make their composition better us ing V.ing form; cooperate with their team members expressing themselves; be braver t o express themselves freely and accurately.Teaching important pointsHelp the students to sense the structure of V.ing form via Free Talk, find it out in the r eading passage, observe and understand how to use it via Exercise 2 on Page 29. And put it into practice through three tasks.Teaching difficult pointsTell the difference of the usage of V.ing form as adverbial and attribute; how to put th e verbs together within one sentence using V.ing form.Teaching ApproachesTask-based approach, situational approach and communicative approachTeaching aidsSlide Multi-media, blackboard, guided learning plan for SsTeaching procedureStep 1: Lead-inFree Talk: Who is in each picture? What is he/she doing?Picture1: Charlie, eat, sit, entertain…Picture2: Henry, sit, ordering…Picture3: Wang Peng and Yong Hui, combine, get married, lead a …life…Put those verbs together within one sentence using “and”Is there another way to put them together?...Step 2: PresentationFirstly, choose one verb to be the primary action, that is to say, to be the center of the sentence. Then, the other verbs are secondary actions. Finally, add -ing to the secondary actions to describe the primary action.Eg: Sitting at the table, Charlie ate his shoe , entertaining the audience.Step 3: ReadingRead the text on Page 26 again, finding out as many V.ing form as adverbial as the stu dents can.Check the answers one by one. Explain the difference between an adverbial and attrib ute.Step 4: Further understandingFinish off Exercise 2 on Page 29 to better understand the use of V.ing form.Count how many of them are used as adverbial?Discuss the usage of each one.Step 5: PracticeTask 1: Speak using V.ing form as adverbial while watching the videos chosen from st udents’daily routine.Task 2: Act it out. A group leader reports the sentence they made up using v.ing form, the next group members just act it out. Start a competition.Task 3: Make a change in the students’previous composition, inspiring them to put wh at they have just learnt into use.Step 7: Homework1. Use v.ing form to rewrite some sentences of your previous compositions;2. Fish off P56-57 of the Exercise Book, thinking about where to put “not” and how to use the Passive V oice of the V.ing form.附：板书设计：教学设计思路：本课为本单元的第三课时，语法（Ｖ.ing 作状语）。
2019-2020年高中英语《unit4 the Burger business-grammar》教案 牛津上海版S2A
2019-2020年高中英语《unit4 the Burger business-grammar》教案牛津上海版S2A一、章节分析（一）综述本章节主要语法——被动语态是本章节的一项重要语法项目，它是动词的一种形式，表示主语是动作的承受者。
学生对于动词的使用能力，无论是时态还是语态，相对来说较弱，因此在指导学生学习这一部分时，应该让学生首先牢记被动语态的总结构be + done，在此基础上多操练各种时态的被动语态，多识记一些常用句型。
（二）目标学习各种时态的被动语态及一些常用句型。
（三）教学方法归纳法。
（四）重点和难点1. A 部分简单复习一般现在时和一般过去时的被动语态，然后归纳出被动语态的总结构bedone;在此基础上将结构运用到其它时态。
此外归纳出不用被动语态的情况。
2. B部分归纳一些常用句型，是重点。
3. C部分可带领学生学习书中所给例词。
4. D部分可以通过练习稍加巩固。
二、教学设计（Teaching Designs）[链接1]Teaching procedures:Step One Leading in●Present students some pictures (图片可扫描书上Page64A1)T: What is this called?S: It’s called a safety razor.T: What is it used for ?S: It’s used to shave safely.T: When was it invented?S: It was invented in 1895.●Ask the students to work in pairs and ask about the rest inventions .●Questions:How can we make these passive forms?(By using the verb be and the past participle)Step Two Practice:●Ask students to change each sentence into the passive.1.The cashier takes your order.(Your order is taken by the cashier.)2.He sold over 100 million cubes.( Over 100 million cubes were sold by him.)3.The salesman is offering me a special deal.( I am being offered a special deal by the salesman.4.At 6 p.m. Gary was washing the potatoes.( At 6 p.m. the potatoes were being washed by Gary.)5.The doctor has cured the little boy.( The little boy has been cured by the doctor.)6.By the end of last week, we had covered three units.( Three units had been covered by the end of last week.)7.The professor will give a lecture on history.( A lecture on history will be given by the professor.)8.We heard that they would sell clothes of the latest fashion in the store the nextweek.( We heard that clothes of the latest fashion would be sold in the store the next week.)9.The doctor is taking good care of the little girl.( The little girl is being taken good care of.)●After the practice above, the teachers can sum up the following points forstudents:1)不及物动词没有被动语态2)系动词没有被动语态3)短语动词的被动语态，不可丢掉动词后面的介词或副词。
unit 4 Big businesses reading the hamburger business 教案22
unit 4 Big businesses (teaching plan)Reading The hamburger business ( I )Teaching Aims:By the end of the lesson, students will have1)understood the rough idea of the history and development ofMcDonalds .(knowledge objective)2)developed the ability of reading & speaking better by skimming andscanning.(ability objective)3) developed the awareness of the management of big business.Teaching Focus: understanding of the textTeaching methods: task-based, discussionTeaching procedures:I.Lead-inBrainstorming:If we refer to fast food, what words can you think of ? present as many related words as you can.(eg. hamburger, ice-cream, drinks, junk food, good service, delicious, tasty, nutritious, hamburger, KFC, McDonalds, etc)II. pre-reading●Have students look at the pictures and ask them a question: What are your favourite fast foodrestaurants?●What kinds of fast food are sold in these restaurants?Western fast food:Chips/French fries,Fried chicken wings,hamburger,ice cream,milk shake, drinksChinese fast food:porridge,steamed buns,flapjacks (thick pancakes,dumplings,rice dumplings,spring rolls,deep-fried dough sticks, noodlesMcDonald’s Menu Items：Sandwiches，Chicken Mc Nuggets，French Fries，Desserts/Milk Shake，BeveragesIII. while-reading●SkimmingRead the magazine article quickly and then do the exercises.1.Where is this article from?2.What’s the main idea of this article?3.What does ‘ the hamburger business’ refer to?4. Which three persons were involved in the history of McDonald’s?●Scanning➢Find the names of these places in the article and match them with the relevant information (on page 48). Write the letters in the blanks.1. More than 40,000 customers on the opening day c2. The largest ever McDonald’s d3. One of the Hamburger Universities e4. Ray Kroc’s first McDonald’s b5. The hamburger stand Ray Kroc visited a➢Try to find the typical years and events in t he development of McDonald’s and then fill in the table.➢Read the text again and answer the following questions to get some important information in the history of McDonald’s.IV. post-readingDiscussion:Why are the fast-food restaurants popular in many big cities?Referenceservice ----The employees there•greet you warmly as soon as you enter the restaurant;•look into your eyes and smile when they speak to you;•take your order efficiently;•say ‘Thank you. Please come again.’ after you get the foodenvironment---- clean and tidy, bright, relaxing, appetizingmore----convenience/you can take the food away easily …V. Assignments•Read the text fluently and remember the new words•Do exercise D on page 50•Search more information about McDonald’s。
高二英语选修六_Unit4_Grammar_公开课教学设计(二)
Unit4 语法课名师教学设计Step 1 As leading-in, students will have a short quiz as a diagnostic tool to see whether students have had some knowledge about the Emphatic Pattern. After doing that, the right answer will be shown on PPT and the students will discuss anything difficult or puzzling with the other people on their tables. Finally, students try to summarize the basic sentence structure of the Emphatic Pattern.Step 2 Students try to describe the picture shown on PPT, in a team with 4 or 5 students, using different emphatic sentences. The number of the sentences will be counted, and the team with the largest number will win. The teacher gives help whenever necessary. At last, Each team presents their sentences; the teacher writes down the different sentences on the blackboard, and correct the common errors at the same time. If students present the sentence structure it is not until....that/who...in the last activity, this step will be omitted; if this one has not been presented in the last activity, the teacher will elicit the students to describe the picture using the pattern not...until..., then have them rewrite the sentence with the Emphatic Pattern. Anyhow, it is not until....that/who... will be discussed and practiced as a key point.Step 3 Students will do another small quiz to check and consolidate learning of the Emphatic Pattern. Students check according to the answers on PPT; and discuss anything difficult or puzzling with the people on the same table, or ask the teacher for help. Test 1Emphasize the black part in each sentence.1 Lily and Lucy want to see the film.2 She wanted to win a gold medal.3 Did your friend send you the gift?4 When did you call me yesterday?5 His friends are going to Beijing.Test 2Rewrite the following sentences.1 She didn’t know her mother was ill in bed until she came home from work.________________________________________________________she knew hermother was ill in bed.2 Did his father die during the Second World War?_____________________________________________________________his father died?3 In the village where they spent their holiday, they fell in love.__________________________________________________________they fell in love.4 Please tell me where I can get this type of radios.Please tell me _______________________________________________________I can get this type of radios.5 I became so crazy about the games because I had no confidence in my study.__________________________________________________________________I became so crazy about this games. 6 Women are playing more and more part in society._________________________________________________________________playi ng more and more part in society. 7 When and how did you go to the Great Wall?______________________________________________________________you went to the Great Wall?。
高中英语选修Unit4 Grammar教案
高中英语选修Unit4 Grammar教案南外仙林分校邱东Teaching aims:(1) To help the students review and master the usage of v-ing and v-ed formsfunctioning as adjectives and adverbs.(2) To help the students to learn the usage of the passive, perfect and negativeforms of v-ing and v-ed forms(3) To enable the students to know the differences between participles andgerunds and the infinitives.Teaching important points & difficult points:(1) Differences between verb-ing and verb-ed forms.(2) Differences between “doing” and “having done”.(3) Differences between “doing” and “to do”.Teaching procedure:Step 1 Lead-inWarming up:Step 2 Usage of v-ing and v-ed forms functioning as adjectives and adverbs.As adjectives:1. 单个的v-ing形式可以作前置定语，表示所修饰的人或物的动作或状态，在意思上接近一个定语从句，可以表示正在进行的动作，也可表示经常性动作或当时的状态。
developing countries = countries that are developing 发展中国家an ordinary-looking house = a house that looks ordinary 看起来很普通的房子a puzzling problem = a problem that puzzles somebody 困扰人的问题2. 作定语的v-ing形式如是一个短语，则应放在被修饰词的后面。
牛津上海版高二Unit 4 Big businesses -More Reading 教案
The rise of chain stores in China( Oxford English, S2A , Module 2, Unit 4 More Reading )Teaching objectives:1.To help students achieve a understanding of the rise of chain stores.2.To guide students to pay attention to the writing structure by finding out the phenomenon and the reasons; to learn thekey words and sentences.3.To encourage students to apply what they learn to practice by simulating the establishment of some chain stores; tocultivate team spirit.教学设计：一、教材分析：牛津英语教材高二上第二模块的主题是Aspects of modern life, 它通过UNIT 3Contemporary style 和UNIT4 Big businesses两个单元进行描述，两篇单元的文章无论是关于时尚还是快餐、连锁店，都与学生的日常生活紧密贴近。
本节课涉及的The rise of chain stores in China 也是学生耳闻目睹，深切体会得到。
编者的意图是通过The rise of chain stores in China 传递当代的生活方式，学生可以有广泛的发挥想象的余地（top-down processing）。
The apprehension of the sense of a discourse is the result of the interaction of Top-down and Bottom-up language processing. 以top-down processing为主的图式理论(schema)是阅读中整体教学的理论基础，它包含学习者过去的知觉环境的经验，动机和文化背景。
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( 英语教案 )
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高二英语：Unit4 big business-grammar学案(教学设Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.
高二英语：Unit4 big business-grammar
学案(教学设计)
unit4 big business-grammar学案
一．快捷识记
i．过去分词作状语所表示的意义：
过去分词短语作状语，可表示时间，原因，条件等，可发展为一个状语从句。
过去分词作状语可分为：
一般式 (done) 表示分词动作与谓语动作同时发生或分词动作发生于谓语动作之前。
完成式 (having been done) 强调分词动作发生在谓语动作之前。
例如：
scolded (as she was scolded) by the teacher, the girl sat there without lifting her head.
由于被老师批评了，那个女孩低着头坐在那儿。
ii．过去分词作状语时的具体用法：
1．过去分词作时间状语相当于一个时间状语从句。
例如：
asked (when he was asked) what had happened, he lowered his head.
当他被问问题的时候,他低下了头。
2．过去分词作原因状语相当于一个原因状语从句。
例如：
frightened (=because / as she was frightened) by the tiger, the girl didn't dare to sleep alone.
因为害怕老虎, 这个女孩不敢单独睡觉。
3．过去分词作条件状语相当于一个条件状语从句。
例如：
grown (if these seeds are grown) in rich soil, these seeds can grow fast.
如果种在肥沃的土壤里，这些种子能长得很快。
given (if we were given) more time, we could do it better.
如果给我们更多时间的话，我们可以做得更好。
注意：此句中的given在许多语法书中作为介词处理。
4．过去分词作让步状语相当于一个让步状语从句。
例如：
left (although he was left) at home, john didn't feel afraid at all.
虽然john被单独留在房间里, 他一点都不害怕。
5．过去分词作状语表示伴随动作或状态。
例如：
the teacher entered the classroom, (and he was) followed by a group of students.
老师进入教室，后面跟着一帮学生。
二. 练一练：
1. ____ in the queue for half an hour, tom suddenly realized that he had left his wallet at home.
a. to wait
b. have waited
c. having waited
d. to have waited
2. ____ by the beauty of nature, the girl from london decided to spend another two days on the farm.
a. attracting
b. attracted
c. to be attracted
d. having attracted
3. the research is so designed that once ____ nothing can be done to change it.
a. begins
b. having begun
c. beginning
d. begun
4. ____ to sunlight for too much time will do harm to one's skin.
a. exposed
b. having exposed
c. being exposed
d. after being exposed
5. price of daily goods ____ through a computer can be lower than store prices.
a. are bought
b. bought
c. been bought
d. buying
参考答案： 1—5 cbdcb
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