Unit 3 Paying the price-Grammar activity 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 3 Paying the price-Grammar activity 教学目标和重难点 教学目标 It focuses on language ability by mastering passive voice in past continuous and past perfect tenses. It cultivates cultural awareness by linking with unit themes of consumption and business. It develops thinking quality through logical analysis and error correction. It enhances learning ability via independent and cooperative exploration. 教学重难点 Key points: Master the structures of past continuous passive (was/were being done) and past perfect passive (had been done), and their basic usages. Difficult points: Distinguish their contextual applications and correctly use special passive structures. 教学过程 Lead-in: Contextual Activation & Prior Knowledge Review The teacher starts the class by presenting a short passage closely related to the unit theme "Paying the price", which mainly describes the production process of a piece of fair-trade clothing. The passage contains simple passive voice sentences that students have learned before, such as "Cotton is picked by farmers." and "The cloth is made in a factory." After asking students to read the passage silently, the teacher raises questions: "What is this passage about?" "Which sentences describe actions done to something or someone?" "What tense are these sentences in?" After students answer the questions, the teacher writes the key passive sentences on the blackboard, then guides students to review the basic structure of passive voice (subject + be + past participle) and the usages of passive voice in simple present and simple past tenses. Then the teacher presents two new sentences related to the passage: "When we visited the factory, the clothes were being made by workers." and "By the time we arrived, the cotton had been sent to the factory." The teacher asks students to observe the differences between these two sentences and the previously reviewed ones, and invites them to guess the meanings of the new sentences. Design Intention: The lead-in is closely linked to the unit theme "Paying the price", which not only helps students review the learned passive voice knowledge but also naturally leads to the new grammar points (past continuous passive and past perfect passive) through contextual sentences. By asking guiding questions, it stimulates students' curiosity and enthusiasm for learning, activates their prior knowledge reserve, and lays a solid foundation for the subsequent grammar exploration. At the same time, combining the context of fair-trade clothing production, it subtly infiltrates cultural awareness related to business activities. Grammar Exploration: Observation, Discussion & Rule Summarization Observation and Group Discussion The teacher presents a group of typical sentences involving the target grammar points, which are closely combined with the unit theme of consumption, business and social responsibility. The sentences are as follows: The fair-trade fashion show was being held when the reporter arrived. (Past Continuous Passive) All the products had been tested before they were put on the market. (Past Perfect Passive) The workers were being trained to improve their skills last month. (Past Continuous Passive) By the end of last year, the company had been praised for its fair trade practices. (Past Perfect Passive) The teacher divides students into groups of 4-5, and assigns them discussion tasks: First, observe the structure of each sentence, mark the subject, the predicate verb and the past participle; Second, discuss the time adverbials in each sentence and what kind of action each sentence describes; Third, try to summarize the structure and usage of the two new passive tenses. During the group discussion, the teacher walks around the classroom, listens to the students' discussions, answers their questions in time, and guides them to focus on the key points, such as the differences in the auxiliary verbs of the two tenses and the corresponding time signals. For example, if students have difficulty distinguishing the time adverbials, the teacher can remind them to pay attention to "when", "while" for past continuous passive and "by the time", "by the end of + past time" for past perfect passive. Design Intention: Group discussion is adopted to let students explore the grammar rules independently, which conforms to the student-centered teaching concept. By observing typical sentences closely related to the unit theme, students can connect grammar learning with real context, avoiding mechanical memory of rules. The teacher's guidance in the discussion process can help students grasp the key points accurately, cultivate their logical thinking ability and cooperative learning ability, and lay the foundation for the mastery of grammar rules. Rule Summarization and Explanation After the group discussion, each group sends a representative to share their discussion results. The teacher listens carefully, affirms the correct views of the students, corrects the wrong understandings, and finally summarizes the structure and usage of the two tenses clearly and systematically with the help of the blackboard or multimedia courseware. For the Past Continuous Passive Voice: Its structure is "Subject + was/were + being + past participle (+ by + agent)". The teacher explains that this tense is used to describe an action that was being carried out passively at a specific moment or during a period of time in the past. It emphasizes the ongoing state of the passive action at a certain point in the past. Common time adverbials include "at 8 o'clock yesterday morning", "when", "while", etc. The teacher also gives examples related to the unit theme to help students understand, such as "At this time yesterday, the prices of the products were being discussed by the managers." For the Past Perfect Passive Voice: Its structure is "Subject + had been + past participle (+ by + agent)". This tense is used to describe a passive action that had been completed before another action or a specific time in the past. It emphasizes the sequence of two actions in the past—the passive action is completed first, and then another action happens. Common time adverbials include "by the time", "by the end of last week/year", "before + past simple tense", etc. The teacher also supplements examples, such as "Before the new policy was issued, many unfair trade practices had been stopped." In addition, the teacher emphasizes the key points for attention: First, the past participle of the verb must be used correctly, and irregular verbs should be remembered firmly; Second, the auxiliary verbs "was/were" and "had" should be matched with the subject in number; Third, "by + agent" can be omitted if the doer of the action is not important or unknown in the context, which is often used in objective descriptions in business and formal occasions, conforming to the cultural characteristics of objective expression in English. Design Intention: On the basis of students' independent exploration, the teacher summarizes and explains the grammar rules systematically, which can help students form a clear knowledge framework and avoid confusion between the two tenses. Combining the unit theme to give examples can make the grammar rules more vivid and practical, help students understand the application scenarios of the grammar, and at the same time infiltrate cultural awareness, letting students understand the language habits of objective expression in English formal occasions. Emphasizing the key points for attention can help students avoid common mistakes and lay a foundation for accurate application. Distinction Between the Two Tenses To help students further distinguish the usage of the two tenses, the teacher presents a pair of contrastive sentences closely related to the unit theme: When the customer arrived, the goods were being packed. (Past Continuous Passive: The packing action was ongoing when the customer arrived.) When the customer arrived, the goods had been packed. (Past Perfect Passive: The packing action had been completed before the customer arrived.) The teacher asks students to analyze the differences between the two sentences from the aspects of time relationship, action state and meaning. Then the teacher summarizes the key points of distinction: The past continuous passive focuses on the "ongoing" state of the passive action at a specific moment in the past; The past perfect passive focuses on the "completion" of the passive action before another past action or time. The teacher also guides students to summarize the common time adverbials of the two tenses again, so as to help them distinguish and use the two tenses according to the context and time signals. Design Intention: Through contrastive analysis, students can clearly understand the differences between the two tenses in usage and meaning, avoiding confusion in practical application. The contrastive sentences are closely combined with the unit theme of commodity trading, which makes the distinction more vivid and practical, and helps students connect grammar learning with real life scenarios, thus improving their logical thinking ability and accurate language application ability. Grammar Practice: Layered Training & Error Correction To help students consolidate the learned grammar rules and improve their ability to use them accurately, the teacher designs layered practice activities, which are divided into three levels: basic practice, intermediate practice and advanced practice. Each level of practice is closely combined with the unit theme of "Paying the price", ensuring the pertinence and practicality of the practice. Basic Practice: Fill in the Blanks with Correct Forms The teacher distributes practice sheets, and the exercises are mainly to fill in the blanks with the correct forms of the given verbs (using past continuous passive or past perfect passive). The topics of the exercises are closely related to the unit content, such as fair trade, product production, business activities, etc. For example: By the time we finished the survey, many problems about unfair trade ____________ (solve). At 9 o'clock last night, the report about product safety ____________ (discuss) by the leaders. The new products ____________ (test) many times before they were launched. While the workers were on strike, the production line ____________ (not operate). After students finish the exercises independently, the teacher invites several students to report their answers on the blackboard, then corrects the mistakes uniformly, and explains the reasons for the mistakes in detail. For example, if a student uses "was being solved" in the first question, the teacher should remind them that the time adverbial "by the time" indicates that the action is completed before another past action, so the past perfect passive "had been solved" should be used. Design Intention: The basic practice focuses on examining students' mastery of the basic structure of the two tenses, helping them consolidate the grammar rules and form basic application ability. The exercises closely combined with the unit theme can let students feel that grammar learning is closely related to the unit content, improving their learning interest and pertinence. Independent completion and collective correction can help students find their own mistakes in time, deepen their understanding of grammar rules, and cultivate their independent learning ability. Intermediate Practice: Sentence Transformation The second level of practice is sentence transformation, which requires students to change the active voice sentences into passive voice sentences (using past continuous passive or past perfect passive) according to the requirements. The sentences are all related to the unit theme, such as: The workers were making the clothes when the inspector came. (Change into past continuous passive) The company had tested the new material before it was used. (Change into past perfect passive) The manager was discussing the price with the customer at that moment. (Change into past continuous passive) We had finished the market research by the end of last month. (Change into past perfect passive) Students complete the transformation in pairs, then exchange their answers with each other for correction. The teacher walks around to guide, and selects several typical transformation cases to explain to the whole class, especially the attention points in the transformation process, such as the change of subject, the correct use of auxiliary verbs, and the handling of "by + agent". For example, when transforming the first sentence, the teacher should remind students that the object "the clothes" in the active voice becomes the subject in the passive voice, the verb "were making" is changed into "were being made", and the doer "the workers" is retained with "by". Design Intention: Sentence transformation practice can help students master the conversion method between active voice and passive voice, and further consolidate the structure and usage of the two tenses. Pair work can promote students' communication and cooperation, let them learn from each other, find mistakes in time, and improve their cooperative learning ability. The practice closely combined with the unit theme can help students apply the grammar rules to specific language scenarios, laying a foundation for the subsequent comprehensive application. Advanced Practice: Error Correction The third level of practice is error correction, which presents some common mistakes made by students when using the two tenses, and requires students to find the mistakes and correct them. The mistakes are mainly concentrated on the structure of the tenses, the collocation of auxiliary verbs, the use of past participles, and the distinction between the two tenses. The sentences are also related to the unit theme, such as: By the time he arrived, the meeting was being held for 30 minutes. (Error: The past continuous passive cannot be used with "for + period of time" to indicate the duration of the completed action; Correction: By the time he arrived, the meeting had been held for 30 minutes.) The goods were being sent to the store yesterday afternoon. (Error: The time adverbial "yesterday afternoon" is a general past time, and the simple past passive should be used; Correction: The goods were sent to the store yesterday afternoon.) The problem had been solving when we found it. (Error: The past participle of "solve" is incorrect; Correction: The problem had been solved when we found it.) While the report was being written, the power went out. (Correct) Students complete the error correction independently first, then discuss in groups to confirm the answers. The teacher then explains each error in detail, analyzes the reasons for the errors, and summarizes the common mistakes and precautions, helping students avoid making the same mistakes again. For example, the teacher emphasizes that the past continuous passive is used to describe the ongoing action at a specific moment in the past, and cannot be used with "for + period of time" to indicate the duration of the completed action; the past perfect passive must use the past participle of the verb, and irregular verbs should be remembered firmly. Design Intention: Error correction practice can help students identify common mistakes in the use of the two tenses, deepen their understanding of grammar rules, and improve their ability to use grammar accurately. Independent completion and group discussion can cultivate students' critical thinking ability and cooperative learning ability. By analyzing the reasons for errors, students can not only correct the mistakes but also understand the essence of grammar rules, laying a solid foundation for the comprehensive application of grammar. Comprehensive Application: Contextual Writing & Group Presentation To test students' comprehensive ability to use the target grammar points in real contexts, the teacher designs a contextual writing activity. The task is: Suppose you are a reporter, and you have interviewed a fair-trade factory. Please write a short report (about 80-100 words) to introduce the production process of the factory's products, requiring the correct use of at least 3 sentences of past continuous passive and past perfect passive. The report should be closely related to the unit theme "Paying the price", reflecting the concept of fair trade and social responsibility. Before writing, the teacher gives some tips: First, determine the logical sequence of the production process, such as raw material purchase, processing, testing, packaging, etc.; Second, reasonably use the two target tenses according to the time relationship of the actions; Third, pay attention to the correct use of grammar structures and the coherence of the passage; Fourth, combine the unit theme to reflect the characteristics of fair trade, such as "the raw materials had been purchased from fair-trade farmers" and "the workers were being trained to improve their skills". Students complete the writing independently, then exchange their reports in groups, and each group selects the best report to present to the whole class. When presenting, the student needs to read the report aloud and explain the use of the target grammar points in the report. The teacher makes comments on each group's report, affirming the advantages, pointing out the existing problems, and focusing on evaluating the correct use of the target grammar points, the coherence of the passage and the connection with the unit theme. For example, if a student's report uses the two tenses correctly and closely reflects the fair trade concept, the teacher should give full affirmation; if there are mistakes in grammar structure, the teacher should correct them and guide the student to revise. Design Intention: Contextual writing combines grammar learning with practical writing, which can test students' comprehensive ability to use grammar in real contexts, and realize the integration of grammar learning and language application. The writing task closely related to the unit theme can let students deeply understand the connotation of "Paying the price", infiltrate cultural awareness and social responsibility, and cultivate their language expression ability and logical thinking ability. Group exchange and presentation can promote students' communication and cooperation, let them learn from each other's strengths, and improve their learning interest and confidence. The teacher's comments can help students find their own shortcomings and improve their writing level and grammar application ability. Summary & Homework Arrangement Summary The teacher guides students to summarize the key points of this lesson together: First, the structures of past continuous passive (was/were being done) and past perfect passive (had been done); Second, the usages of the two tenses and their distinction (focusing on ongoing state vs. completion before another past action); Third, common time adverbials and key points for attention. The teacher emphasizes that grammar learning is not about mechanical memory of rules, but about flexible application in real contexts, and encourages students to use the target grammar points actively in daily communication and writing related to the unit theme. Design Intention: Letting students summarize independently can help them sort out the knowledge framework of this lesson, deepen their understanding and memory of grammar rules, and cultivate their ability to summarize and sort out knowledge. The teacher's emphasis on the flexible application of grammar can help students establish the correct concept of grammar learning, and lay a foundation for their long-term language learning. Homework Arrangement The homework is designed in a layered way to meet the needs of different students: Basic Homework: Complete the grammar exercises in the textbook related to this lesson, focusing on consolidating the basic structure and usage of the two tenses. Intermediate Homework: Write a short passage (about 60-80 words) about an event related to shopping or business, using at least 2 sentences of past continuous passive and 2 sentences of past perfect passive. Advanced Homework: Interview your classmates about their recent shopping experience, and write a short interview report (about 100 words), using the target grammar points correctly and reflecting the concept of rational consumption related to the unit theme. Design Intention: Layered homework can meet the learning needs of different levels of students, help students consolidate the learned knowledge according to their own situation, and improve their grammar application ability. The homework is closely combined with the unit theme and real life, which can let students apply the grammar rules to practical scenarios, realize the integration of learning and application, and at the same time infiltrate the concept of rational consumption, promoting the all-round development of students' core literacy. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $