人教版九年级Unit 2 I think that mooncakes are delicious!-Section A Grammar focus 4a—4c-ppt课件-(含教案+视频)-公开课-(编号：60002).zip

教学目标： 1.了解主谓一致的含义； 2.有关主谓一致的若干原则； 3.主谓一致的运用。 主谓一致 在英语句子里，谓语受主语支配，其动词必 须和主语在人称和数上保持一致，这就叫主谓 一致。寻其规律，大致可归纳为三个原则，即 语法一致、逻辑意义一致和就近一致原则。 TodaysTodays proverbproverb We also need thinking and doing . 找出下列句子的错误找出下列句子的错误 1.The police is comimg soon. 2.The sad news make me cry. 3.My shoes is new . 4.The rich is going to be looked after well. 5.This pair of glasses are mine. 6.The first class begin at eight every morning. ManMan cantcant be be perfect.perfect. makes are are are is begins Lets try. WhatWhat diddid youyou learnlearn fromfrom them?them? 1、英语句子中的主语与谓语动词应在人称、英语句子中的主语与谓语动词应在人称 和数上保持一致。和数上保持一致。 2、有些主语虽为单数形式，但意义为复数。、有些主语虽为单数形式，但意义为复数。 有些主语虽为复数形式，意义为单数，谓有些主语虽为复数形式，意义为单数，谓 语动词用单数。语动词用单数。 所以，我们应保持所以，我们应保持主谓意义上的一致。主谓意义上的一致。 1. either,neither 单独出现用单数。单独出现用单数。 2. every,each ,no 双双出现，名词单数，即单数双双出现，名词单数，即单数 。 3. school,class,family 指人用复数，整体用单数。指人用复数，整体用单数。 4. 有相同两半的名词独自用复数，与有相同两半的名词独自用复数，与a pair of 连连 用指单用指单 数。数。 5. 主语后的介词丢一边，时间、距离、金钱再多主语后的介词丢一边，时间、距离、金钱再多 也是单数。也是单数。 6. 动动 名词用单数，定语从句先行词是决策。名词用单数，定语从句先行词是决策。 7. 几分之几见主语，但几分之几见主语，但one and a half 跟单数。别跟单数。别 忘倒装向后看。忘倒装向后看。 Rules 1.Mr Green together with his children_(go) to the park every day. 2.Three fourth of the earth _(cover)with water. 3.A million dollars _(mean) a lot of money. 4.Look out! There _(come) the bus. 5.One and a half apples _(eat). 6.Doing exercises _(make)you healthy. 7.The student who _(have)ideas ,come here. 用所给词的适当形式填空用所给词的适当形式填空 goes is covered means comes is eaten makes has PracticePractice makesmakes perfectperfect 1 2 1.Our class are going to hike next week Our class are big and clean . 2.A speaker and writer does exercise every day. A speaker and a writer does exercise every day. DoDo youyou knowknow thethe differences?differences? 3.A number of Chinese are learning English. The number of the students are forty. 哪一句表达正确？哪一句表达正确？ 给句子填上给句子填上is/am/are 1.There _some milk and some bottles on the table. 2.Neither Jim nor Mary _ right. 3.Either you or I_going to work there. 4.Not only the students but also their teacher _happy. 5.There _some sheep and a child over there. is is am is are There be _ A _ and _ B _ Either _A_ or_ B _ Neither_A_nor_B_ Not only_A_but also_B_ 动词 ThinkingThinking makesmakes youyou cleverclever 就近原则就近原则 1.Behind the house _(be)some trees. 2.Every student and every teacher _(come) to school on time in the morning. 3.No man and no woman _(like) these shoes. 4.He or she _(have) gone there. 5.What he said_(sound) reasonable. 6. “I”_(be) the ninth letter. CanCan youyou workwork themthem out?out? are comes likes has sounds is True gold fears not the fire. 找出各句中的错误找出各句中的错误 1.A number of students has seen the film. 2.This kind of apples taste very good. 3.Not only my classroom but also my teacher are fond of sports. 4.The Greens has returned to England. 5.Those who only thinks of themselves can never be happy. 6.When each person come in ,they must show their tickets . have tastes is have think comes Think carefully 7.Ten thousand pounds are a lot of money. 8.Mary likes many other girls likes dancing . 9.We are Chinese . You two are German. 10.The singer and dancer look very young . 11.Fish and chips are my favourite. 12.Nobody but the twin sisters know the secret. I can make it is like Germans looks is knows 主谓一致主谓一致 意义一致意义一致 就近原则就近原则 It has three same letters,the letter is in the word “desk”, it begins with “t”, people use it to talk with their friends. SumSum upup A riddle 1、主谓倒装句，动词应与其、主谓倒装句，动词应与其的主语一致。的主语一致。 2、“一段一段”，“一段一段”，“一些一些”作作 主语时，动词用单数。主语时，动词用单数。 3、几分之几作主语时，动词由其后面的、几分之几作主语时，动词由其后面的或代词或代词 决定。但决定。但one and a half 作主语时，动词用单数。作主语时，动词用单数。 4、定语从句的动词与其前面的、定语从句的动词与其前面的一致。一致。 5、动名词，动词不定式作主语时，动词用、动名词，动词不定式作主语时，动词用。 6、当主语后、当主语后with ,together with,like ,but,except,as well as 等介词词组时，动词依其等介词词组时，动词依其的主语而定。的主语而定。 后后 时间时间 距离距离 金钱金钱 前前 名词名词 先行词先行词 单数单数 主谓一致 在英语句子里，谓语受主语支配，其动词必须和主语在人称和数上保持一 致，这就叫主谓一致。寻其规律，大致可归纳为三个原则，即语法一致、逻 辑意义一致和就近一致原则。 一、语法一致原则 语法上一致就是谓语动词和主语在单、复数形式上保持一致。 1.以单数名词或代词、动词不定式短语、动名词短语或从句作主语时，谓语 动词一般用单数形式；主语为复数时，谓语动词用复数形式。 2.由连接词and或bothand连接起来的合成主语后面，要用复数形式的 谓语动词。如：LucyandLilyaretwins./SheandIareclassmates./The boyandthegirlweresurprisedwhentheyheardthenews./Bothsheand heareYoungPioneers. 3.主语为单数名词或代词，尽管后面跟有with，togetherwith，except， but，like，aswellas，ratherthan，morethan，nolessthan，besides ，including等引起的短语，谓语动词仍用单数形式；若主语为复数，谓语用 复数形式。 4.either，neither，each，every或no+单数名词和由some，any，no， every构成的复合不定代词，都作单数看待。如：Eachofushasanewbook. /Everythingaroundusismatter. 二、逻辑意义一致原则 逻辑意义一致就是谓语动词的数必须和主语的意义一致（因有时 主语形式为单数，但意义为复数；有时形式为复数，但意义为单数）。 1.what，who，which，any，more，all等代词可以是单数，也 可是复数，主要靠意思来决定。如：Whichisyourbag？/Which areyourbags？/Allisgoingwell./AllhavegonetoBeijing. 2.表示“时间、重量、长度、价值”等的名词的复数作主语时，谓语 动词通常用单数形式，这是由于作主语的名词在概念上是一个整体， 如：Thirtyminutesisenoughforthework. .3.表数量的短语“oneandahalf”后接复数名词作主语时，其谓语动 词可用单数形式（也可用复数。如：Oneandahalfapplesis（are ）leftonthetable. 4.算式中表示数目（字）的主语通常作单数看待，其谓语动词采用 单数形式。如：Twelvepluseightistwenty./Fifty-sixdividedby eightisseven. 5.一些学科名词是以ics结尾，如：mathematics，politics， physics以及news，works等，都属于形式上是复数的名词，实际意 义为单数名词，它们作主语时，其谓语动词要用单数形式。如：The paperworkswasbuiltin1990./Ithinkphysicsisnteasytostudy. 三、就近一致原则 在英语句子中，有时谓语动词的人称和数与最 近的主语保持一致。 1.当两个主语由eitheror，neither nor，whetheror，notonlybut also连接时，谓语动词和邻近的主语一致。如： Eithertheteacherorthestudentsareourfriends. /Neithertheynorheiswhollyright./Isneither henortheywhollyright？ 2.therebe句型be动词单复数取决于其后的主 语。如果其后是由and连接的两个主语，则应与 靠近的那个主语保持一致。如：Therearetwo chairsandadeskintheroom. 注意：Here引导的句子用法同上。 主谓一致 Step1 Revision Make the students read the words in unit14 together to check if they have mastered the pronunciation of these words. Step2 Lead-in First of all, the teacher gives the students two sentences: 1. Not only Zhang Ming but also Li Ming is a good boy. 2. Both of you two are good students. Then, the teacher asks the students Why “is” is used in the first sentence, and Why “are ” is used in the second sentence. Thirdly, ask the students to discuss the two questions with their partners to find out the two answers to the above questions. And the we might know of todays main task. Step3 Presentation Some sentences will show up on the screen to present the different forms of different verbs. The key points are printed into different colors. The teacher will spend about five minutes to explain the main content of today. Step4. Discussion The teacher encourages the students to have a discussion with their classmates; 1. What is the definition of Subject-predicate agreement? According to their discussion, the students will have their ideas about the definition To understand the definition. 2. What is the three elements of Subject-predicate agreement? After the discussion, the students will have different understandings. At last, the teacher can sum up the main ideas that the students give. And then the teacher can clarify the exact definition and the three elements. Step5 Exercise Let the students do some exercise to understand the usage of the Subject-predicate agreement. Some students can do by themselves, and some students can write down their answers on the blackboard. Let the student explain some easy ones for their classmates, and the teacher explain some difficult ones for the students; During this process, the teacher can let the students try doing different kinds of exercises. The teacher only need to provide necessary help for the students and offer some instructive advice or help. Step6 Summary Give the students about 5 minutes to look through the screen and take notes carefully to sum up todays main points. And if they have some difficulties in understanding the important points, the teacher will try her best to offer the help to the students.