高中英语：Unit 1 Women of achievement Grammar(新人教必修4)
高一英语同步练习：必修4 Unit1 Women of achievement第3课时Grammar基础练习本课语法呈现主谓一致Agreement知识要点：在英语的句子中，谓语动词的形式应与主语的人称和数保持一致。
如何判定，则要看句子的意思。
多数情况下，根据句子的主语形式就能判定，但有的则要看整句的意思，及强调的内容。
下面我们就常用的、易混的几种情况作一下解释。
语法一致：即主语是单数形式，谓语动词用单数形式，主语是复数形式，谓语也用复数形式。
一、当主语由and连结时，如果表示同一人或同一物时，谓语动词用单数，此时and后面的名词无冠词。
如表示不同的人或物时, 谓语动词用复数，此时and后面的名词有冠词。
The worker and writer is from Shanghai.那个工人兼作家来自上海。
The writer and the worker are coming to our school tomorrow.那位作家和那位工人明天将来我们学校。
（两个人）The League secretary and monitor is asked to make a speech at the meeting.二、动词不定式(短语), 动名词(短语), 或从句作主语时, 谓语动词常用单数。
例如：1. Going out for a walk after supper is a good habit.晚饭后出去散步是一个好习惯。
2. To see is to believe. 眼见为实。
三、不定代词somebody, someone, something, anybody, anything, everybody, everyone, everything,nobody, no one, nothing等作主语，谓语动词用单数形式;Eg: Is everyone here?Nothing is to be done.没有什么要干的事儿了。
四、关系代词who, that, which等在定语从句中作主语时，其谓语动词的数应与句中先行词的数一致。
如：1）Those who want to go please sign their names here.2）Anyone who is against this opinion may speak out.意义一致：即主语形式上为单数，但意义为复数，因此谓语动词用复数形式；或主语形式上为复数，但表示单数意义，这时谓语动词用单数形式一、由集体名词,如group, family, class, government, team, public, enemy, crowd, audience, club, party,crew等作主语时,如果看成一个整体，谓语动词用单数形式,如果看成其中各成员，则用复数形式.1. His family is very large.他家是一个大家庭。
2. His family are music lovers.他的家人都是音乐爱好者3. The class were jumping for joy.全班同学都高兴得跳了起来。
二、代词作主语He is reading EnglishNeither of them is or are big.三、表示时间、距离、金钱等复数名词作主语，表达一个整体概念时, 谓语动词则用单数形式;Two years has passed since I left China;One million dollars is a great sum of money.四、以-s 结尾的名词本身不表示复数意义，谓语通常用单数形式，如news, maths, physics, the UnitedStates ,works等作主语, 谓语动词用单数形式;1. Every means has been tried since then.2. No news is good news.五、the＋adj.作主语the＋adj.,表示一类人，谓语动词用复数，如the old, the young, the rich, the poor等the+ adj.,表示一类抽象的事物，谓语动词用单数，如the beautiful, the good等1. The old __are__ taken good care of in our society.2. The beautiful __is__not always the same as the good.就近原则：即谓语动词用单数形式还是用复数形式，取决于最靠近他的主语如：Or; Not but; Either or; Neither nor; Not only but also1．One or two days are enough to see the city．2. The class has won the honour.这班获得了荣誉。
3. The class were jumping for joy.全班同学都高兴得跳了起来。
就远原则：“主语+ 附属结构”作主语，谓语与主语一致当主语后面跟有as well as, as much as, no less than, along with, with, like, rather than, together with , but , except, besides, including等引导的词组时，其谓语动词的单、复数由主语的单、复数而定。
1. The teacher with two students was at the meeting .2. All but one were here just now.实战演练单项选择1．One or two days ____ enough to see the city．A. isB. areC. amD. be2．Neither my wife nor I myself ____ able to persuade my daughter to change her mind．A. isB. areC. amD. be3．Not only I but also Jane and Mary ____ tired of having one examination after another．A. isB. areC. amD. be4．Not the teacher，but the students ____ looking forward to seeing the film．A. isB. areC. amD. be5．Nobody but Betty and Mary ____ late for class yesterday．A. wasB. wereC. has beenD. have been6．A woman with some children ____ soon．A. is comingB. are coming7．No one except my parents ____ anything about this。
A. knowB. knowsC. is knownD. are known8．The teacher as well as the students ____ the book already．A. has readB. have readC. are readingD. is reading9．All but one ____ in the accident．A. was killedB. were killedC. will be killedD. are killed10. “______ twenty dollars a big sum to her?”------ “I suppose so.”A. Will beB. IsC. AreD. Were11. A library with five thousand books ______to the nation as a gift.A. is offeredB. has offeredC. are offeredD. have offered12. When and where to build the new factory _______ yet.A. is not decidedB. are not decidedC. has not decidedD. have not decided13. The number of people invited ___fifty, but a number of them ___ absent for different reasons.A. were; wasB. was; wasC. was; wereD. were; were14. E-mail, as well as telephones, ___ an important part in daily communication.A. is playingB. have playedC. are playingD. play15. ____ of the land in that district ____ covered with trees and grass.A. Two fifth; isB. Two fifth; areC. Two fifths; isD. Two fifths; are16. Neither of your suggestions ______ sense.A. makesB. make17. The audience ______their seats in the music hall.A. are takingB. is takingC. are takenD. was taken18. David is one of the boys who _____a driving license.A. hasB. haveC. is havingD. are having19. The police ____ asked that anyone who saw the accident should get in touch with ______.A. have; themB. has; himC. have; himD. has; them20. Five multiplied by two ____ ten.A. is equalB. equalsC. equal withD. equal to反馈检测完成句子1. 直到音乐会开始了，他的女朋友才来。
高中英语新人教版精品教案《Unit 1 Women of achievement》
A Student of African WidifeReading教学设计一、 教学内容人教版新课标高中英语必修4 第一单元（Unit 1 Women of achievement第二课时 阅读课 “A Student of African Widife”二、 教材分析2 Wh did Jane go to Africa to tud chimitted to begin her wor after__4 The mar （Summarie the an ear in Africa and heuch the ______ ie human Jane wanted to wor with anima in their own __________ She an ear ________ and ________ their dai activitie For 40 ear, Jane ha been hea She _______ thoe who want to cheer the ____________of women设计说明：复述课文是训练学生运用所输入的信息进行信息加工和信息输出的一个重要环节，帮助学生深入理解课文，掌握课文的要点，同时为提高学生英语书写的能力打下基础。
Ste ewor: WritingA great woman in the dai ife设计说明：让学生描述自己心中的伟大女性，可以是自己身边的人，使学生明白伟大女性就在日常生活中。
aout 板书设计Jane Gooda activitie dicoverie attitude achievementWe ambitiou hard-woring brave ind -hearted determined mathetic devoted active。
高中英语：unit1 Women of achievement-grammar教案(新人教版必修4)
Unit1 Women of achievement-grammar教案(Subject-verb agreement)AimsTo learn about subject-verb agreementTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises 1, 2, 3 and 4. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 2 and read the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…2. Doing exercises 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group〞refers to different members, use a plural verb. If the word “group〞is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise 2 on the same page, that is, fill in the correct verb form in the letter.III. Ready used materials for Subject-verb agreementI got a hold of some bad pork chops the other day, and they didn't agree with me.Stomach aches aren't very pleasant. Don't you agree?We all know these meanings of "agree," but when we talk about subject-verb agreement, we're talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play.In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong, it just sounds funny.However, there are four potential problem spots that you need towatch carefully:●stuff in between the subject and verb●reversed sentence order●"-body," "-one," and "-thing" words●"who," "which," and "that"Stuff in between subjects and verbsThe stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject? Do the same thing if you're having problems with agreement. Now, look at the following sentence and decide what's wrong with it:The dishes in the kitchen is dirty.Good guess! The subject and the verb don't agree. What's the probable cause for the problem? Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject, that would be okay. But, it's not. Cross out the prepositional phrase and you're left with:The dishes in the kitchen is dirty."The dishes . . . is dirty?" sounds wrong, doesn't it? The subject is plural, but the verb is singular. They don't agree. The correct version is:The dishes in the kitchen are dirty.Once you know how to look for this problem, it shouldn't be too hard to get rid of it when you proofread your paper.Reversed sentence orderThe normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence):●There are snacks on the laundry-room table.●Where are they?●On the table are the goodies!See how the subject es after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldn't blunder into mistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if you remember them as "-body," "-one," and "-thing" words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can alsoinclude each, either, and neither in this group. Look at thefollowing:1.Everyone is going on a piic.2.Each of the boys is taking his own lunch.3.If anyone drops something to eat, I'll grab it before he can pick it up.You shouldn't have problems with these if you simply memorize the endings of words that are always singular.NOTE:We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:●Either the mailman or the construction workers are causing Peggy to bark likecrazy.●Neither the dogs down the street nor the one next door pays any attention.pare this with the following:●Either the construction workers or the mailman is causing Peggy to bark likecrazy.●Neither the one next door nor the dogs down the street pay any attention. Agreement, in this case, depends on the placement of the subject. "Who," "which," and "that"Remember dependent clauses? They have a subject and a verb, but they can't stand alone. That's what we're dealing with here, but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that es before it, usually in the same clause or one very close to it.Peggy is a troublemaker. She bites my ears and steals my food. "Who," "which," and "that" are pronouns. When they take the place of a singular noun, they are singular; when they take the place of a plural noun, they are plural. This is important to remember when they are the subject of a clause. pare the following sentences:1.Big Dog is one of those animals who are very intelligent.2.Big Dog is an animal who is very intelligent.In both, who is the subject of a dependent clause. In number 1, ittakes the place of animals (a plural form). That's why "are" is the correct verb choice. In number 2, who takes the place of animal (a singular form), and that's why "is" is correct. This may seem a bit confusing at first, but there's a way to get it right every time. If you find "who," "which," or "that" introducing a dependent clause (like in the examples above):1.Look at the word right in front of it (usually that's the word it takes the place of).2.Decide if the word is singular or plural (that will tell you whether "who," "which," or"that" is singular or plural).3.Make the verb agree!That's all there is to it!IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.。
高中英语Unit1WomenofachievementPeriodFourGrammar_ThePr
Unit 1 Women of achievementPeriod Four Grammar—SubjectVerb agreementⅠ.单句语法填空1．Three million tons of coal is(be) exploited(开采) every year in the city. 2．Stories of the Long March is(be) popular with the young people now. 3．Mathematics is(be) the language of science.4．Both rice and wheat are(be) grown in our country.5．Has(have) either of your parents come to see you recently？6．I，who am(be) your best friend，will try my best to help you out of trouble. 7．Not only the English teacher，but also his students like(like) playing Chinese chess.8．Everything in the house belongs(belong) to my elder sister.Ⅱ.完成句子1．每个男人和每个女人都被请去帮助他们。
Each man and each woman is asked to help them.2．大约三分之一的书值得一读。
About one third of the books are worth reading.3．在我的家乡已建起许多新房子。
A number of new houses have been built in my hometown.4．汤姆连同约翰和利奥今天下午将一起去游泳。
英语：Unit1 Women of achievement教案(新人教版必修4)
Unit1 Women of achievement单元教案This unit stays focused on the topic: women. Six women with various national backgrounds are featured, and different aspects of their life are explored, like, their social position, contributions and hardships ;meanwhile, their achievements in a wide variety of fields are highly praised. Ss will know better the roles women play in social life, with their(esp. girl students’)self-esteem and sense of social responsibility boosted.Warming-up requires Ss to comment on the 6 women and give their opinions and reasons as well. This part connects Unit5,Module1.The rules concluded in the earlier unit can be applied here to identify great women. Ss should be encouraged to discuss what these women did for other people, and what problems they had to overcome or what they had to give up to achieve their ambition.Pre-reading is also a discussion but focused on Jane Goodall. The two questions raised here prompt Ss to think over the pros and cons of two approaches to scientific study(lab research & field research). Then, Ss are asked to predict the content based on the title and pictures.Reading-A Student of African Wildlife depicts a scenewhere Jane and her colleagues studied chimps in an African forest and explains the significance of their work and the achievements she reached. Despite the fact that it was a dirty and tiring job to do the field research in the wild, they all regarded it as worthwhile. Some of their valuable discoveries would not have been made in the lab;for the very reason Jane Goodall had chosen the primitive African forest to study in.Her years of observing and recording chimps’ daily activities attributed to a better understanding of their behaviour. She has argued that wild animals be left in the wild and not used for entertainment or advertisements. She has endeavored to enhance people’s awareness of understanding, respecting and protecting wild animals. She is an inspiring role model !Comprehending consists of 4 Exx, guiding Ss to comprehend the reading passage at different levels. Exx1-3 are intended to aid Ss to obtain important details ,grasp paragraph main ideas and transfer text information in the form of multiple choice, summing-up and filling in a chart. The 4 open-ended Qs in Ex4 encourage Ss to think in oth ers’ shoes, which helps strengt hen Ss’ faith in animals protection.Learning about Language is to discover and practice usefulwords, expressions and structures. Discovering useful words and expressions is meant to help Ss to further study word formation, key words & phrases; Discovering useful structures centers on “subject-verb agreement”, determining the number of collective noun being the priority for the moment. Form-Meaning-Use approach is encouraged in grammar study.Using language is to train Ss’ in tegrating skills in listening, speaking , reading and writing. Reading features Lin Qiaozhi,a famed specialist in women disease, who achieved great success in her career with remarkable perseverance and efforts. She cared about women and mothers, esp. those living in poverty, and earned respect with her kindness and warn heart. Plus, she dedicated all her life to her patients and Chinese medical care. Ss are expected to learn about an outstanding woman’s life, and, more importantly, get enlightened when considering their future career choice. (Listening, Speaking & writing : omitted)Summing Up,Learning Tip,Reading for Fun: omittedKey points covered in this unit are summarized as follows;⑴ know about great women of achievement in various fields and discuss their qualities;(2) learn how to describe a person with adjectives about people’s qualit ies and personalities;(3) well identify the number of collective noun and master the corresponding principle of keeping verb-form in agreement with the subject;(4) master how to change nouns into verbs, vice versa; Further study word formation;(5) master the following words, expressions and their usage in concrete context:(pls refer to TB4 p.1)_________________________________________________________ ___________________Period One Warming up (p.1); Using language: Listening (p.7)☆ Teaching objectives1. abilitySs will be able to learn about and briefly talk about the 6 women’s life, main deeds and contributions in Warming up; Ss will be able to develop the abilities of pre-listening predicting &listening for key words while listening .2. language knowledge & skillsAfter this period of learning Ss will be able to:Understand the meaning of the following words & phrases and master their basic usage:achievement, welfare project, institute, specialist, connection, human beings, campaign, organization, dress as, help do sth, concern oneself with sth, devote one’s life to sth, found a campaign to do sthLearn how to use the following key sentence patterns: Joan of Arc was a girl from the countryside who dressed as a man and went to fight for the French.She helped drive the English out of France.She helped improve prison conditions and gave prisoners work and education.She concerned herself with welfare projects, especially the China Welfare Institute for women and children.She devoted all her life to medical work for Chinese women and children.Her research showed the connections between chimps and human beings.Jody Williams helped found an international campaign to stop the making of landmines.3. cultural consciousnessSs will be able to know about the unfairness women meet within society and take a right attitude towards gender difference☆ Teaching procedures & waysⅠ:Warming up1. What did Joan of Arc ,Elizabeth Fry, Song Qingling, Lin Qiaozhi, Jane Goodall and Jody Williams do respectively?dress as / fight for / drive sb out of …\\help improve …\\concern oneself with …\\devote one’s life to …\\show the connections between …\\found a campaign to …2. Scan the passages and fill in the tableⅡ :Discussion1. What do these six women have in common?devoted, determined, committed, inspiring, influential, had careers2. Do you still remember Nelson Mandela? What do you think makes a great man or womanⅢ:Listening1. Discuss in groups.Is it easy for women to succeed?What difficulties might women meet? Do you think men have the same problems? Give reasons.2.Listen for the first time and check the ideas that you have just discussed before3. Listen to the tape again and take notes on the three problems given in the listening.-Ex24. Listen once more and fill in the blanks-Ex3Ⅳ: DiscussionIt is said that “it is more difficult for a woman to be succe ssful”. Do you agree or disagree? State your reasons.Ⅴ: Summary and homework1. Remember the following words and expressions.achievement, welfare project, institute, specialist, connection,human beings, campaign, organization, found a campaign dress as / fight for / help drive sb out of some place /help improve / concern oneself with / devote one’s life to /show the connections between …2. Preview the reading “A student of African wildlife”. Study the new words and finish Eexercise 1 on page4 ☆ Reflection:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Period Two Pre-reading (p.1); Reading; Comprehending (pp.2-3)☆ Teaching objectives:1．abilityFurther train Ss to predict the content based on the title and pictures;develo p Ss’ reading skills of grasping the gist, summing up Para. main ideas, obtaining key information, raising Qs (general,detailed,inferring,writing skills) ,and retelling the text with some questions and words as a support; Develop Ss’ ability to acquire inf ormation through reading; summarize the methods of observing chimps and Jane Goodall’s achievements in chimp study and protection.2. language knowledge & skillsAfter this period of learning,Ss will be able to master the following language items in the specific context of the passage-“A Student Of African Wildlife” After this period of learning,Ss will be able to useKey words & phrases:behave, behaviour, shade, worthwhile, nest, bond, observe, childhood, respect, argue, entertainment, inspiremove off, be outspoken about, lead a busy life, crowd in Key structures:Watching a family of chimps wake up is our first activity of the day.Everybody sits and waits in the shade of the trees while the family begins to wake up and move off.Jane warns us that our group is going to be very tired and dirty by the afternoon and she is right.Her work changed the way people think about chimps.3. Affect & attitudeGuide Ss to appreciate the heroine’s spirit of braving hardships.☆ Teaching procedures & ways:I. Pre-reading1. Retell the story about Jane Goodall.study chimps in Africa, show the connections between chimps & human beings, protect chimps2. Discuss in groups.Why do you think Jane Goodall went to Africa to study chimps rather than to university?Do you think she was right? Give your reasons.Can you think of the possible difficulties that Jane Goodall might meet doing her research without training?3. PredictionLook at the title and the pictures. Then answer the following questions.1) What do you think the passage will tell us?2) What is Jane Goodall doing in the picture on the top right?3) What is Jane Goodall doing in the picture on the bottom left?4. Vocabulary matching._____ close connection that people have with each other _____ to fill sb with feelings or aims_____ (of thoughts, questions, etc) to fill one’s mind _____ the period of time when someone is a child_____ giving opinions openly and honestly_____ to move away from a place; to leave_____ task that requires a lot of time and effort_____ to watch carefullyII. Reading1. Fast readingSkim the passage and underline the basic information: what, who, why, where, when, how.2. Underline the topic sentence in each paragraph. Following Jane’s way of studying chimps, our group are all going to visit them in the forest.Nobody before Jane fully understood chimp behaviour.For forty years Jane Goodall has been outspoken about making the rest of the world understand and respect the life of these animals.She has achieved everything she wanted to do.Ssummarize the main idea of each paragraph-Ex2 p.3 Discover the structure of the text.5. Ask questions.Make up questions within your group based on the reading. Each group chooses a best question and the other groups compete to answer it.E.g. what’s the main idea of the first paragraph? (General) When did Jane first arrive in Gombe? (detailed)What do we know about Jane’s personality from the second paragraph? (make an inference)Which part is the summary of the reading? (writing skills)…6. Answer more questions from the T.In which way has Jane helped people? (behave)What did we do before we followed the chimps wandering into the forest? (shade, move off)What did the writer think of the evening? (worthwhile) What did the writer realize after a day’s watching? (bond) How did Jane discover the society of chimps? (observe ) How did Jane try to protect the lives of chimps in their natural habitat? (be outspoken about, respect, argue) When did Jane want to work with animals in their own environment? (childhood)What about Jane’s life now? (lead a busy/meaningful life) Activity III. Post-reading1. In your group rretell the text using the following questions and words as a support.What did the writer do? (behave, shade, worthwhile, bond) What did Jane Goodall do and find out about chimps? (observe, discover)What did Jane Goodall do to protect the chimps? (be outspokenabout, respect, argue)What about her achievements?2. Discuss in groups.Reconsider the title. Do you understand it differently? Discuss with your partners.Do you think it is more important to study chimps in the wild rather than in a zoo? Givereasons.Do you think you would go if you are asked to study animals in the wild? Why or why not?IV. Summary and homeworkRemember the following words and expressions.behave, shade, move off, worthwhile, nest, bond, behaviour, observe, childhood, be outspoken about, respect, argue, entertainment, lead a busy life, crowd in, inspire2. Finish Exercises 1 and 3 ( p. 3) and Exercise 3 (p. 4).☆ Reflection:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ________________________________________Period Three Using language: Reading (p.6), Speaking (p.7)☆ Teaching objectives1. abilityAfter this period of learning,Ss will be able toobtain important information by means of reading and sum up the heroine’s qualities;describe a person’s quality and personality.2．language knowledge & skillsAfter this period of learning,Ss will be able to use the following language items:key words & phrasessickness, intend, emergency, generation, kindness, consideration, deliverdo research on, by chance, come across, cut the death rate, carry onkey sentence patternsBy chance I came across an article about a doctor called LinQiaozhi, a specialist in women’s diseases.Who were the women that Lin Qiaozhi thought needed this advice?Further reading made me realize that it was hard work and determination as well as her gentle nature that got her into medical school.Teaching procedures & waysI. Review1. Review Jane Goodall’s story. Use as many new words from the passage as possible.behave, behaviour, shade, worthwhile, nest, bond, observe, childhood, respect, argue, entertainment, inspiremove off, be outspoken about, lead a busy life, crowd in 2. Check the homework. Share your mother or grandmother’s experiences with your group.Now Let’s look at the career of somebody who lived at the same time as your grandmother.II. Pre-reading1.What do you know about Lin Qiaozhi? (a doctor, a specialist in women’s diseases …)2.Which adjectives could you use to describe her?(devoting, kind, inspiring, respected, clever, …)III. Reading1. Read for the first time. List three of Lin Qiaozhi’s achievements.—Ex 1 p.62. Find the words or phrases in the text to replace the underlined parts.I went to all the bookstores of the town to buy the book, but failed. Today, I found it by chance in my friend’s house. (came across)Last night the heavy rain destroyed the country road and the only doctor in the village had to help a woman to give birth to a baby. (deliver a baby)After my partner left I tried to continue our work as usual. (carry on)The book is designed for children. (is intended for)3. Read again and answer the following questions by using sentences from the passage.When did the writer decide to study at a medical college? (do research on) How did the writer find the article about Lin Qiaozhi? (by chance, come across)For whom and for what purpose did Lin Qiaozhi write a small book about how to look after babies? (cut the death rate, beintended for)Why was it difficult for Lin Qiaozhi to get medical training? (generation, be placed second to)What helped Lin Qiaozhi succeed later on? (kindness and consideration)Why do you think the writer chose to study at medical college? (carry on )IV. Post-reading1.Work in groups to discuss what are the important qualitiesa good doctor should have.Ex2Q4 p.62. What do you think of Lin Qiaozhi? Work in groups to thinkout the adjectives which can describe one’s quality.hard-working energetic active determined intelligentfair generous kindhelpful confident brave honest unselfish devoted educated warm-hearted modest considerate strong-minded self-reliant self-respected responsible3. Group work. Use the adjectives to talk about the great person you admire. Follow the givenoutline.Outline:1) Topic sentence2) Supporting sentences3) ExamplesV. Summary and homework1. Remember the following words and expressions.do research on, by chance, come across, cut the death rate, intend, emergency, generation, kindness, consideration, deliver, carry on2. Write a composition about the person you admire based on your classroom talk.Reflection:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________Period Four Learning about language: Discovering useful words and expressions (p.4); Using words and expressions (p.42)☆ Teaching objectives1. Master the common suffixes transforming verbs into nouns: -ment, -ation, -ion, -ist, -er, -or, -ant, -ee, -ance, -ure2. Study and master the key words & phrases in this unit. Teaching procedures & waysI. Homework checkingShare your writing with our group. Check with each other. II. Word formation1.Fill in the chart with a suitable verb or noun form. Pay attention to the connectionbetween them. （p.4 Ex. 2）2. Work in groups to discuss how verbs can be changed into nouns-ment -ation -ion -ist agree--- move---appreciate--- examine---admit--- educate---tour--- type---3. Can you summarize other suffixes? Give examples if you can. -er -or -ant -ance -ee -urework--- drive--- advise--- act--- conduct--- sail---attend---admit--- attend--- guide---employ--- train---depart --- press--- fail---III. VocabularyWork in groups and study the words and expressions. Try tosummarize the usages. Then make sentences by yourselves.1. achieve sth (success, goal, aim, purpose, etc)1) He achieved his ambition of making a robot.2) Because he was hard-working, he achieved fullmarks in the exam.n. achievement1) The achievement as a teacher is to show his students howto learn.2) A sense of achievement will encourage students to makemore efforts.2.campaign3.dress4. put… to death5.deliver6.behave7.argue8.worthwhile9.observe10.lead a… life11.crowd in12.look down upon13.intend14.carry onIV. PractiseComplete the sentences with the words in their proper forms.1) A sense of_______ (achieve) is very important for a student.2) It is strange that the old lady is_______ (dress) in red.3) His life _________ (devote) to helping the poor.4) It is worthwhile_______(walk) to work every day.5) The school being built is_________(intend) for the homeless children.2. Complete the passage-Ex2 p42V. Summary and homework1. Summarize noun suffixes.2. Finish Exercises 1 and 3 on page 42.☆ Reflection:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________Period Five Learning about language: Discovering useful structures (p.5);Using structures (p.43)☆ Teaching objectives1. Master the principles of subject-verb agreement when collective nouns,pronuns,nouns or/and pronuns connected by connectors;2. apply the language knowledge about subject-verb agreement to practice.Teaching procedures & waysI. Review-the definition of subject-verb agreementChoose the correct verb form. Can you summarize the rules?I am/are seventeen. // She is/are sixteen.There is/are a desk in the room.· There is/are no chairs in it.John gets/get up at six o’clock every morning.They has/have not come yet.What is/are the latest news about the Olympics?II. Collective nouns1.Study the examples in Ex1 p.5 and2. More examples inEx2 p.53. Guide Ss to summarize the ruleIII. Pronouns1. Look at the following sentences. Note the subjects and verbs2.T’s guidance3. Practise-Ex2 p.43IV. Other examples1.Study the following sentences,payingattention to the subj-v agreement就近一致Practice-Ex3 p.5V. Summary of subject-verb agreement rules :Read through the Grammar summary on pages 88-89.VI. HomeworkFinish Exercise 2 on page 5 and Exercises 1 and 3 on page 43 Reflection_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________Period Six Listening and talking (p.41); Listening task (p.44); Reading task (p.44)☆ Teaching objectivesAfter this period of learning, Ss will be able to:1. predict the listening content based on the picture and already-known information ; take notes of key points while listening;2. ⑴adeptly describe a person with adjectives & describe differences between persons;(2)maintain a talk by resorting to communicative strategies, like, asking & clarifying Qs3. while reading,grasp key information & take special note of connecting words.Teaching procedures & waysI. Listening1. Look at the picture on page 41 and read through Exx 2 & 3. What can you predict about the listening?2. listen to Part 1 and finish Ex2 p.413. Listen to Part 2 and finish Ex 3. p.41II. TalkingWhich Chinese woman in the past also disguised herself as a man to join the army?2. Compare Joan of Arc and Mulan3. Read the questions in pairs. You can make up more questions.Why do you admire her?What did she do to impress you most?How would you describe her?Why did she choose to join the army?Was she successful? What happened to her later?Can you give an example to show …?4. Make up a short dialogue in pairsS1: Do you think that Joan of Arc was like Mulan?S2: Well, I suppose she was in some ways. They were both brave, weren’t they?S1: Yes, but I admire Mulan more.S2: What did she do to impress you?S1: …III. Listening Task p441. Before Listening. T: We are going to listen to a dialogue between Ding Lingyu and Ms Jody Williams about the latter’s work to ban landmines.1)What does ICBL mean?2)Why are landmines dangerous? What can landmines do to people?2. Listen to Part 1 carefully and take notes. Fill in the chart in Ex2 p443. Listen to Part 2 and fill in the blanks. Ex3 p44IV. Reading Task p441. What do you know about Elizabeth Fry from Warming-up?A Quaker // Helped improve prison conditions and gave prisoners work and education //Helped the Quakers get the Nobel Peace Prize in 19472. Skim the reading about Elizabeth in five minutes and finish Ex 1. p44V. Homework1. Remember all the new words and phrases in Unit 1.2. Finish Exercise 2 on page 45.3. Think about a special woman you admire and look for some information about her.Reflection:_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ___________________________Period Seven Using language: Writing (p.7), Summing up (p.7)☆ Teaching objectivesAfter this period of learning, Ss will be able to:1. write about a person’s life and work , using basic writing skills&strategies properly2.sum up what has been covered in Unit 1Teaching procedures & ways.I. Lead inReview the three passages we have read.Think about:what we can write when introducing a person; how we shall organize an article about a person.2. Talk about a great woman you admire.II. Summary1. Possible content:1）personal information2）personality and quality3）things she/he has done4）evaluation from other people2. Possible ways to write the article:Part 1: an introduction of the personPart 2: supporting details1) characters2) achievementsPart 3: a conclusion1) what you think of him/her2) how people view him or her3. Description and evaluation vocabulary4. Writing TipWhen you are writing about somebody’s life, choose an interesting example that shows the person’s character.(p. 8)5. Sayings & proverbs : Reading for fun (p.8)You have to believe in yourself. That’s the secret of success. (Charles Chaplin)人必须相信自己，这就是成功的秘诀。
高中英语 Unit1 Women of achievement Grammar学案新人教版必修4
高中英语 Unit1 Women of achievement Grammar学案新人教版必修4of achievement班级__________ 姓名__________ 组号________ 组评__________ 师评__________一、学习目标Memorize the items of subject-verb agreement二、学习重点Help students to understand the usages in a context、三、学习方法1、Individual work to finish part12、 Refer to the notes in p88-89(课本)to finish part2 and group discussion to finish part3四、学习过程Part1、自主学习Task1、Choose a right word to fill in the following blanks、1、Watching a family of chimps wake up______ (is/are)our first activity of the day、2、 Our group ______ (is/are)going to be very tired and dirty by the afternoon3、 There ______ (is/are)a chair in the room、4、 My father and I______ (like/ likes)drawing very much、5、 No sound and no voice ______ (is/are)heard、6、 Everything ______ (is/are)ready、结论：在英语中，主语和谓语要在人称和数方面保持一致。
Part2、合作探究Task1、Read the following out1、主谓一致是指英语中的谓语在人称、数及意义方面要与作主语的名词或代词保持一致。
高中英语：Unit 1 Women of achievement Grammar(新人教必修4)
高考英语高一英语同步练习：必修4 Unit1 Women of achievement第3课时Grammar基础练习本课语法呈现主谓一致Agreement知识要点：在英语的句子中，谓语动词的形式应与主语的人称和数保持一致。
如何判定，则要看句子的意思。
多数情况下，根据句子的主语形式就能判定，但有的则要看整句的意思，及强调的内容。
下面我们就常用的、易混的几种情况作一下解释。
语法一致：即主语是单数形式，谓语动词用单数形式，主语是复数形式，谓语也用复数形式。
一、当主语由and连结时，如果表示同一人或同一物时，谓语动词用单数，此时and后面的名词无冠词。
如表示不同的人或物时, 谓语动词用复数，此时and后面的名词有冠词。
The worker and writer is from Shanghai.那个工人兼作家来自上海。
The writer and the worker are coming to our school tomorrow.那位作家和那位工人明天将来我们学校。
（两个人）The League secretary and monitor is asked to make a speech at the meeting.二、动词不定式(短语), 动名词(短语), 或从句作主语时, 谓语动词常用单数。
例如：1. Going out for a walk after supper is a good habit.晚饭后出去散步是一个好习惯。
2. To see is to believe. 眼见为实。
三、不定代词somebody, someone, something, anybody, anything, everybody, everyone,everything, nobody, no one, nothing等作主语，谓语动词用单数形式;Eg: Is everyone here?Nothing is to be done.没有什么要干的事儿了。
高中英语Unit1WomenofachievementSectionⅢGrammar课件新人教版必
高中英语Unit1WomenofachievementSectionⅢGrammar课件新人教版必修 4
2021/4/17
高中英语Unit1WomenofachievementSectionⅢGrammar课件 新人教版必修4
Unit 1 Women of achievement
Section Ⅲ Grammar
休息时间到啦
同学们，下课休息十分钟。现在是休息时间，你们休 睛，
看看远处，要保护好眼睛哦~站起来动一动，久坐对 哦~
5．Three million tons of coal __i_s_ (be) exploited every year in the city.
6．Stories of the Long March __is__ (be) popular with the young people now.
7．Mathematics __i_s_ (be) the language of science. 8．Both rice and wheat __a_r_e_ (be) grown in our country. 9．_H__a_s_ (have) either of your parents come to see you recently? 10．What the children in the mountain village need __a_r_e_ (be) good books.
4．所有家具都已经被搬到了另一个房间里。 All the furniture __h_a_s__b_e_en__m__o_v_e_d_t_o_____ another room. 5．我的邻居，也是我的同事，正在浇花。 My neighbour and colleague __i_s_w_a_t_e_r_in__g_t_h_e_f_lo_w__e_r_s_______. 6．知道这个秘密的人数量很有限。 The number of the people who know the secret _i_s_v_e_r_y_l_力提升
高中英语 Unit1 Women of achievement教学设计 新人教版必修4-新人教版高一
Unit 1 Women of achievementPeriod 1 Warming up&Speaking一、内容及其解析1内容：本单元中心话题是Women of achievement “伟大女性〞。
介绍了世界上不同民族、不同肤色、不同领域中的非凡女性及其成就的取得，各部分的内容都是围绕这一中心话题而进行设计的。
2解析：热身部分展示了六幅图片，通过图片导出本单元的中心话题-杰出女性。
通过三个问题的讨论，在学生头脑中构建一个有关杰出女性的信息包，正确认识妇女在社会的作用，为本单元深入该主题的讨论做了一个热身运动。
学生上网或查阅图书整理成一个简短的描述，上课时全班一起分享。
口语部分包括两部分：第一部分围绕三张图片谈论三位妇女，训练学生如何用贴切的词语描述人物特征，性格。
课文提供了正反两方面的词汇供学生选择。
第二部分提供一个根据问题来猜名人这个游戏，较简单，学生完成度高。
二、目标及其解析1 目标：关于谈论“著名女性〞话题的词，短语，句型。
2 解析：热身部分谈论古今中外著名的妇女，帮助学生了解他们成名的缘由，激发学生对她们的崇敬。
口语部分主要话题是谈论从事各行各业女性应具备的素质，并继续复习人物的描述。
三、问题诊断与分析1.学生对介绍一个人这个话题很熟悉，但容易轻描淡写，不会用一些准确而具体的词来描述，学生应课前查一些有关这几位杰出妇女的资料做好准备。
2.口语部分的训练句型较难，老师应帮助学生化难为简。
四教学条件支持分析利用图片激起学生兴趣。
五、教学过程设计一教学基本流程Warming up 看图回答以下问题- Speaking-小结二教学情景Step1 Warming up1. Lead-inHave you ever heard a saying “Women hold up half sky.〞 How do you understand it?2. Do you know who these women in these four pictures are?3. Write some details of these four famous women. What are they famous for?4. Can you list out some famous women you like and tell us what characteristics they have?设计意图：激起学生对杰出女性的话题。
高中英语 Unit 1 Women Of Achievement Section IV Gramm
河北省石家庄市高中英语Unit 1 Women Of Achievement Section IV Grammar导学案新人教版必修4编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（河北省石家庄市高中英语Unit 1 Women Of Achievement Section IV Grammar导学案新人教版必修4）的内容能够给您的工作和学习带来便利。
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Unit 1 Women Of AchievementSection IV Grammar学习目标：学习主谓一致的用法学习过程语法知识—预习探究一、我的观察1. Air as well as water is matter。
2. The rest of the bikes are on sale today。
3。
Neither the students nor the teacher knows anything about it。
二、我的发现主谓一致指的是____________________________________________三、我的讲解1. 单数主语即使后面带有with ， along with， together with，like (“象”)， but （“除了")，except， besides, as well as， no less than，rather than(“而不是”)， including, in addition to 引导的短语, 谓语动词仍用单数。
人教版英语 Unit 1 Women of achievement Grammar 精品公开课课件
blind,deaf, living,dead, the+ wounded,poor,rich old, young等
is The beautiful ___not the same as the good.
the+adj. 表示抽象概念时,谓语常用单数。
2)单、复数同形的名词作主语时，按意义一致的 原则。作单数意义时，谓语动词用单数，反之谓 语动词用复数。这类名词有：sheep, fish, deer, means(方法), species(种类),works(工 厂), Chinese, Japanese等。
事会）, village等。
例如:
are soon forgotten. The dead ＿＿＿ are not always happy. The rich ＿＿＿ are eager for success. Generally speaking the young ＿＿＿ 1）the+adj. 表示一类人 或物做主语时,谓语常用复数。 如
再如： is made of wood. Every desk and every chair ___ has Many a boy and girl _____made the same mistake.(has/have)
likes No man and no woman _____staying out in winter.(like/likes)
题例精析
1. The trouble with such resources as coal, oil and D gas ______ that they are not renewable. A. has been B. are C. have been D. is A 2. Tom as well as two of his classmates _____ invited to the party. A. was C. have been B. were D. had been