Using LanguageⅠppt专用说课稿内容

Subject-Verb Agreement教案

馆陶一中

兰青辉

设计思路：本课将以“find--- practice--- apply”

为教学顺序。自始至终教师都是一个指引着，真正参与发现规则，熟悉规则，运用规则的是学生，充分发挥学生的积极主动性。

让学生通过例句来比较和发现主谓一致（Subject-Verb Agreement）的规则；然后，结合相关练习巩固所学内容。

一、Teaching aims(教学目标) Knowledge aims（知识目标）

1.

Get students to know about the characters of Subject-Verb Agreement. 2.

Let students learn the rules of Subject-Verb Agreement. Ability aims（能力目标）

Enable students to use the eules of Subject-Verb Agreement correctly and properly according to the context. Emotional aims(情感目标)

1. Get students to become interested in grammar. 2. Develop students’s sense of group cooperation. 二、Teaching important point（教学重点）

Get students to learn and master the rules of Subject-Verb Agreement. 三、Teaching difficult point（教学难点）

Enable students to learn how to use the rules of Subject-Verb Agreement. 四、Teaching methods（教学方法）

1 discussion and cooperative learning; 2 task-based teaching and learning；

3 demonstration method 五、Teaching means：（教学手段）

Group activities and multimedia courseware aided teaching 六、教学流程图

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导入

展示

操练

展示

操练

展示

操练

总结

评价

2 集合名词作主语的

主谓一致规则

不定代词作主语的主谓一致规则

其他情况

七、Teaching procedures（教学步骤）

Step 1 Lead-in（3分钟）

Show students some simple sentences and let them complete the sentences by filling in the predicate. Get them to observe the sentences and try to sum up the rules.(播放幻灯片)

I

(be) seventeen.

Two large stones

(lie) at the foot of the mountain.

Water

(be) important to us.

Food and clothing

(be) necessary for us to live. There

(be) a desk in the room.

There

(be) no chairs in it. Summing up: 主语和谓语动词要保持一致。

【设计意图】：学生在以前的学习中对主谓一致已经有了一些认识和了解。这里从最简单的形式入手，让学生归纳学过的主谓一致规则，为进一步的学习做好铺垫。

Step 2 Grammar learning（32分钟）

1.

Compare the following sentences from the text. (播放幻灯片)（12分钟）

Task 1 : Note the subject and the verb and observe the differences between them. Our group are all going to visit them in the forest. Our group is going to be very tired and dirty by the afternoon. The team is made up of nine students. The team are dancing happily. Summing up: 集合名词作主语时，如果主语强调的是整体，谓语动词用单数，如果强调的是个体，谓语动词用复数。

【教师活动】：教师请个别小组发表意见，其他小组做记录，最后教师帮助学生归纳集合名词作主语时的主谓一致的规则。

【学生活动】：①学生小组合作，阅读更多的例句，讨论不同主语名词的特点以及动词的用法，归纳集合名词作主语的主谓一致规则。②通过造句和互相询问来运用、操练所学规则。

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【设计意图】：前两个句子都是课本上的句子，学生比较熟悉，教师让他们思考、探究be动词用法的区别。本节课语法学习遵循学生find--- practice--- apply的过程展开，充分发挥学生的积极主动性。

Task 2 : Practice

In pairs brainstorm using collective nouns. Practicing the rule of the Subject-Verb Agreement by making a dialogue.

What does your family do in the summer holidays? Is there a crowd on an open day? What does your class …?

【设计意图】：让学生完成上面的活动，通过造句和互相询问来运用、操练所学规则。

2. Look at the following sentences.

(播放幻灯片)（11分钟）

.

Task 1 : Ask students to observe the following sentences. Note the subjects and verbs. And pay attention to the use of the Predicate.After the group discusstion sum up the rule of Subject-Verb Agreement.

Everything is ready. Someone has parked the car in the way. No one is actually able to complete the work in such a short time. Each student in our class has a dictionary. Nobody was alive after the accident. Both of them were tired after the walk. Many of us were absent yesterday. All of us are here for lunch. Summing up:

Subject

anyone, anybody, anything, everyone, everybody, everything, someone, somebody, something, no one, nobody, nothing, each, the other

4 Verb: Singular

Subject

Subject

Subject

both, many, few little, much all, neither, none, some, any, wh-pronoun Verb: Plural Verb: Singular Verb: Singular or plural

【教师活动】：教师播放幻灯片，组织学生讨论，帮助学生归纳。

【学生活动】：学生小组讨论，总结不同类代词作主语时主谓一致的规律。

Task 2 :

Practie After the talk the audience ________(is/are) to be divided into two groups. One group ________

(is/are) for the very young with nobody older than eighteen. The other group ________

(is/are) for their parents. Both groups ________ (is/are) to discuss the generation gap (代沟). Neither _______ (is/are) sure how well ________ (he/she/they) understand each other. But neither ________ (does/do) they think that it cannot be resolved. All the trouble ________ (seems/seem) to come from misunderstandings. So what ________

(seems/seem) to be most important ________

(is/are) to have an understanding family. It is the same with a team or a company. A football team ________ (plays/play) very well if ________

(it/they) ________ (understands/understand) each other. A company ________

(becomes/become) a big family for the same reason. 【设计意图】：学完就练，很好地巩固所学知识。难度不大，增强学生信心。

3.Other examples.（9分钟）

Task 1：Fill in the verbs. Find the rule. Group discusstion. （1）谓语应该跟主语一致还是跟表语一致? We Chinese ____ a hard-working people．

A．is

B．are

C．is being

D．are being 答案是

B. 这里应注意的是：我们通常说的是主谓一致（即谓语与主语保持一致），而不是表谓一致（即不是谓语与表语一致），本题意为：我们中国人是一个勤劳的民族。

（2）并列主语中谓语应与哪个保持一致

？

1. You or he ___ to blame. 2. ___ you or he to blame?

A．is，Is

B．are，Are

C．is，Are

D．

are，Is

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答案：C，就近一致

（3）是否and连接的主语，谓语都用复数

？

1. Both bread and sugar ____sold out.

2. The worker and the writer __ from Beijing.

3. The worker and writer ___ from Wuhan. 4. Bread and butter ___ a daily food in the West.

答案

：are are is is ; 由and 连接的并列成分指的是同一概念，兼具身份或匹配出现,谓语用单数。由and 连接的两个并列成分表示两个不同的概念，谓语用复数。

【教师活动】①教师呈现例句，让学生填写谓语动词。让学生对比谓语动词。(播放幻灯片)

②教师找几个小组代表发言，然后总结规律。

【学生活动】：小组一起讨论、核对答案，总结主谓一致的规则。

【设计意图】：任务型教学法，同时体现学生的合作式学习。要求学生参与找出答案，可以极大的调动学生的积极性，培养大家的合作意识。

Task 2：Practise Dear Xiaoyu,

I think everyone _____(is/are) settled in London, although neither the weather nor the food ___ (is/are) good. Either rain or snow fell every day this week but everybody____ (has/have) tried

to ignore it. My friends and my mother _____ (has/have) visited almost all the museums in London. None of them ___________ (carry/carries) an umbrella but nobody_____(has/have) let that affect their activities. We are enjoying ourselves so much that I wonder if anybody______(want/wants) to come home. This group of tourists______(love/loves) the culture and _____(is/are)happy in England and would like to visit London every summer!

See you soon,

Dong Xiaoshun Step 3

Summary（2分钟）

Read through the Grammar summary on pages 88-89.

【设计意图】：在分类呈现不同情况下的主谓一致规律，并做了一定的练习后，让学生通读

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课本上的总结，可以帮助他们梳理语法知识，有条理地进行强化记忆。

Step 4

Comment （2分钟）

课堂评价。根据小组在语法规则讨论中的表现进行学生小组评价和教师评价。

Step 5

Homework（1分钟）

Finish Exercise 2 on page 5

(附)动词be用法歌：

I用am

you用are,

is用于“她、他、它”，

切莫用错闹笑话。

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