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。

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 (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。

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。

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。

Unit 4 Big businesses (A)Reading: The hamburger businessbusiness n. ①商业, 生意（常为不可数名词）；商行，商店，公司（可数名词）→businessman n. 商人be opened for business开张营业business card名片business computer商用［事务］计算机business contact业务往来business day营业日business department 营业部business hours 营业时间business trip商务旅行②事务，事情，个人私事It's none of my / your business. 这不关我/你的事。

今年生意很糟糕。

Business has been bad this year.他在城里有一家商店。

He has a business in the town.bought not one but eight of these expensive machines. Surprised by this, Kroc decided to go and visit it.drive-in adj. 免下车的，服务到车上的: drive-in banks / cinema n. 免下车餐馆/银行/影院等stand 货摊，摊子: a newsstand 报摊水果摊a fruit stand我忍受不了你嘲笑他。

（stand）I can‟t stand your laughing at him.现在为妇女说话的人越来越多。

(stand up for) More and more people stand up for women these days.这汽车经得起这儿冬天的气候条件吗? (stand up to) Will this car stand up to winter conditions here?(stand up to / face up to 勇敢地抵抗，勇敢面对，顶得住。

GrammarGrammar条件状语从句的引导词状语从句由从属连词if(如果), unless(除非), as long as(只要), on condition that, in case, once等领导。

例如:You can not learn a language well unless you work hard.除非你努力学习, 否则学不好语言。

I will come on condition that Mary is invited too.如果也邀请玛丽, 我就会来。

If you wake up before me, give me a call.如果你醒的比我早, 请叫我一声。

I will give you the money as long as you go with your elder bother.只要你同你哥哥一块去, 我就会给你钱。

Take some money in case you may need it.带点钱万一你需要。

Once you give it to him, you will never get it back.一旦他把东西得到手, 你就再也要不回来了。

Period 4Function; Grammar 2; Pronunciation; SpeakingThe General Idea of This PeriodIn this period first we will deal with Function part. The teacher may order the students to read the pieces of advice in Listening and vocabulary Activity 4 again and underline the modal verbs in them. Then work in groups of four to discuss in which conditions or situations people use the modal verbs should or must to give advice. In Grammar 2 part, we will further learn adverbial clause of condition. In Pronunciation part we will listen to two speakers with an American accent and a British accent respectively. The teacher may encourage the students to listen very carefully and then ask them to sum up the differences between the two accents. The Speaking part exposes a dialogue. The students get a chance to perform a role-play, which raise the students’ awar eness of cooperation. Meanwhile, they can also practise how to ask and give advice.Teaching Important PointsTo motivate the students to work together.Teaching Difficult PointsHow to enable the students to master the differences between an American English accent and a British English accent.Teaching MethodsListening and discussion.Pair work as well as group work.Teaching Aidsa blackboard, a tape recorder and a multimediaThree Dimensional Teaching AimsKnowledge and SkillsTo let the students know the differences of an American accent and a British accent clearly and can use them freely in the future studies.To train their listening skills.To train their speaking skills.Process and StrategiesEncourage the students to speak in class through organizing some practice.Feelings and ValueThrough listening to and making comparisons between an American accent and a British accent, train the student’s cooperation concept and deepen their understanding of American English and British English.Teaching ProceduresStep 1 Revision and lead-inT: Good morning, class! In last period we have learned adverbial clause of condition and two subordinate conjunctions when and if. In addition, we did some listening practice and improved our listening skill. Meanwhile, we learned some pieces of advice, right?(Show the following on the screen.)·You should shake hands when you meet new people.·You should bring some flowers or a bottle of wine.·You should open gifts immediately.·You shouldn’t use family names.·You shouldn’t arrive too late.·You shouldn’t talk about politics or religion.·You mustn’t leave as soon as you finish the meal.·You must thank your host for a wonderful evening.·You mustn’t arrive early.Step 2 FunctionT: Now look through these sentences again and underline the modal verbs. Then discuss with your partners to see in which situation people use them to give advice.(The teacher gives the students a few minutes to prepare.)T: (A few minutes later.) Are you ready?Ss: Yes.T: Well. According to your discussion, complete the following sentences. (Show the following on the screen.)1. We use the modal verb __________ to give advice.2. We use the modal verb __________ to give strong advice.3. You __________ means It’s a good idea to. . .4. You __________ means It’s very important to. . .T: Let’s do this together. Fill in the blanks one by one. No. 1? Which word? Ss: Should.T: Completely true. What about the second one?Ss: Must.T: Well done. Sentence 3?Ss: Should.T: Good job. How about the last one?Ss: Must.Suggested answers:1. should2. must3. should4. mustT: Through Activity 1, we’ve got something about two modal verbs used to give advice. In the following activity, you can know more about how to use them to give advice. On the screen are five sentences about customs. Work in pairs and complete them with should, must and their negative forms by guessing. Do you know. . . ?1. In France you __________ shake hands every time you say hello and goodbye.2. In Thailand you __________ touch someone on the head, even by accident.3. In Spain you __________ wait until 10 pm before you have dinner.4. In Japan you __________ give a pen-knife as a present.5. In Russia you __________ make a toast every time you take a sip from youglass.(Give the students a few minutes to discuss and guess.)T: (When time is up.) Stop here, please, are you ready?Ss: Yes.T: Well. (The teacher can ask volunteers to do this one by one.). . .T: (After finishing this exercise.) In these customs, which one do you think is surprising or interesting? If you have your own distinguished opinion, would you like to share it with others?Ss: (Different students have different opinions so this is an open topic which can interest the students in other country’s customs and culture. In this way could they strengthen their communication ability.)Suggested answers:1. should2. mustn’t3. should4. shouldn’t5. mustStep 3 Grammar 2T: In last period we have learned something about adverbial clause of condition and two subordinate conjunctions when and if. As we have known, both of them introduce situations whose results are explained in the other part of the sentence. In addition, it usually uses the present simple tense. The following Grammar 2 part will lead you to further more information about adverbial clause of condition. Here are three sentences with adverbial clause of condition. Read them through and answer the questions below.(Show the following sentences and questions on the screen.)a)If you meet someone you usually shake his or her hand.b)What should I do if I’m invited to dinner?c)Unless you’re unlucky you’ll soon think of something.1. Which sentence refers to a normal everyday situation?2. Which sentence refers to a possibility in the future?3. Which word in the third sentence means if. . . not?(Give the students a few minutes to prepare this and then ask a few good pairs to give answers by such means as one ask the questions and the other reads thesentences or gives answers.)T: You performed well just now. In order to consolidate what you learned, I prepare an exercise for you.(Show the exercise on the screen.)1. If you __________ a cake you host __________ very pleased. (take, be)2. Unless the weather __________ better, I __________ at home. (get, stay)3. He __________ home early if he __________ well. (go, not feel)4. What __________ I __________ if they __________ about politics?(do, talk)5. If you __________ your hand the taxi __________. (raise, stop)6. I __________ anything unless he __________ me. (not say, ask)(Give the students some time to prepare.)T: (A few minutes later.) Are you ready?Ss: Yeah.T: Now check the answers according to what are shown on the screen.Suggested answers:1. take; will be2. gets; will stay3. will go; doesn’t feel4. shall; do;do talk 5. raise; will stop 6. will not say; asksStep 4 PronunciationT: You all give wonderful performances in the last steps. In the following section we will practice our pronunciation. Here is a short passage about giving advice which comes from the listening activity. You may be familiar with it. First read it through, meanwhile pay much attention to your intonation and pronunciation, OK?(Show the following dialogue on the screen.)When you’re invited to someone’s home, it’s a good idea to bring a gift for you host. It doesn’t have to be something expensive, perhaps some flowers or a bottle of wine.If you have a meal, don’t start eating before everyone else is served. And whatever you do, don’t leave immediately after the meal is finished.T: Stop here. Now listen to a speaker with an American accent and compare hispronunciation with your own.(The teacher plays the tape.)T: Now listen to a speaker with another accent, that is, a British accent. Listen more carefully and pay attention to the differences existing between the American and British accents.(Once more the teacher plays the tape through.)T: Work in pairs and discuss the differences in both accents you have heard.T: (A short while later. ) Who wants to show your opinion?S a: /t/ in American English sounds more like /d/.T: Good. Just this one? Different opinion?S b: I think that // in American English sounds like /Λ/.T: Absolutely true. The third one?S c: In my opinion, when /r/ is pronounced in an American accent, the stress is usually put in the front of the tongue.T: Right. What about the last one?S D: I heard that /ɑ: / is more like / æ /.T: This practice really shows that your listening ability is greatly improved and your pronunciation sounds wonderful.Now you practice reading this short passage again with an American accent.T: (A little while later.) You may have learned how to pronounce a word in an American accent. Next let’s have anothe r kind of practice to see if youreally master it. Look at the following three short passages and listen tothe tape as well as follow the reading. Then check what kind of accent theyare read with.(The teacher shows the passages on the screen.)It’s bes t to avoid any heavy-going conversation topics. So avoid politics or religion completely. If your mind goes blank, try not to panic.And it’s usual for people to open gifts when they receive them, so don’t be surprised. That’s the way we do things. . .But when you leave, be sure to thank your host for a wonderful evening. Oh, and one last thing to remember: Have a great time!(The teacher plays the tape after the students.)T: Are you clear what accent the speakers use to read them with?Ss: Not definitely yet.T: OK. Another chance to hear again.(The teacher plays the tape again.)T: Are you sure of your answers now? If not, have a short discussion with your partner.(Then the teacher shows the answer on the screen for them to check.)Suggested answers: UK UK USStep 5 SpeakingT: So much for our pronunciation practice. Now let’s come to the next part: Speaking. In this part we will perform a role-play game. First please lookat the instructions and ensure that you know what to do.T: Now I divide you into groups of four to prepare the same role play together.Ss: (Preparing the role play. )T: Have you prepared well yet?Ss: Yes.T: Since you have made a full preparation, pair students of different groups, come on! Give a performance before the class. Any volunteer pair?Group A: Let’s have a try.T: Welcome.(Circulate and monitor their performances.)Step 6 Summary and homeworkT: Today first we further practiced how to give advice by summarizing some modal verbs we usually use to express our opinion. Through the study of this section your spoken English surely has been improved. Then we further study and consolidate adverbial clause of condition by filling in the blanks exercise.In addition, we listened to short passages about giving advice and knew something about the differences existing in pronunciation between an American accent and a British accent. This practice improves your accuracy of pronunciation. Meanwhile we have also acted out a role-play to practice our speaking ability. Your homework today is to practice the American accent after class. That’s all for today. You are dismissed!The Design of the Writing on the Blackboard Module 3Body Language and Non-verbal CommunicationThe fourth period1. It’s a good idea to do. . .2. It’s important to do. . .3. Every time sb. do. . .4. Your mind goes blank.5. by accident6. by chance7. make a toast8. take a sip9. refer toRecord after Teaching_________________________________________________________________________________________________________________________________________________________________________________Activities and Research1. Find two cities to make comparisons.2. Find out more listening materials to practice.Reference for TeachingGrammar条件句可分为真实条件句和非真实条件句假设的情况有可能发生的条件句叫真实条件句, 使用陈述语气; 如果主句是将来时, 从句就用一般现在时。