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Unit 3 Back to the past TaskGiving a talk about a historical eventTeaching Objectives:1 to teach and instruct students some specific procedures when trying to achieve a goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid stu dents to choose and organize the information they have got and help them complete their products5 to enhanc e students’ overall abilities and improve their integrated skills Important and difficult points:Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Step 1 Lead-inGet the students to know s omething about how to give a talk about a historical event. Discuss the following questions in groups:1. When you have conversations with your friends, what decides the topic you are talking about?2. Will the topic be different if someone else joins your co nversation?3. Wi ll the topic be different if you move to another place to talk?4. Will it be different if you are doing something else while you are talking?Step 2 Skills building 1Make students know how to listen to get the main ideas, and do the listening on P52. In step1, students use the skill to listen to a conversation and find the useful expressions. When we are listening to get the main ideas of something, we should tr y to find out:1.how many people are talking2. where they are3. what they are doing4. what they are talking aboutFinish the listening.Step 3 Skills building 2Make the students how to describe pictures and try to write a description of a historical place. In step 2, write a description about the Attack on Pearl Harbor according to the information found on a website.1. How would you describe a picture?2. From an audience’s point of view, what do you want to know most when seeing a picture?3. How do you decide whether a description is good or not?When we are describi ng a picture, we should pay attention to:• Do no t point out every detail.•Briefly mention the picture’s subject.• Focus on the related background information about it.Step 4 Skills building 3Make st udents know what a simple outline of a speech often includes and organize some notes into an outline for a speech. In step 3, plan an outline to introduce their illustration and give their talks.Homework1.Write a passage about the Grand canal in about 150 words according to the informationgiven on P1132.Preview Project.。
M3U3 Grammar and Usage主谓一致Subject-verb agreementLearning aims:1.Ss can understand the rules of Subjective-verb agreement.2.Ss can choose the correct verb in sentences by using the grammar rules.3.Ss can make up sentences according to Subject-verb agreement.Learning important and difficult points:1.Ss can understand the definition of the Subject-verb agreement.2.Ss can use the right form of verb to keep the agreement between subject and verb. Teaching proceduresStep 1: Correct the mistakes.1.Li Hua have an idea.2. Miss Li is our headteacher, and she like playing with us.3. He often tell us a lot of funny stories.4. A sports meeting have been held in our school.Step 2: PresentaionQ: How do you choose a verb? Singular or Plural ?Subject- Verb agreement主谓一致：即谓语动词必须与主语在人称和数上应保持一致。
主谓一致三大原则：语法一致原则意义一致原则就近原则一、语法一致原则Task1: find out the subject and the verb of each sentence1.The food is delicious.2.Travelling to Pompii is exciting。
Unit 3 Back to the Past Word PowerUNESCO World Heritage & Words related to archaeology●Teaching objectives:1.Can develop the students’ ability of using the target language in real situation.2.Can enlarge the students’ vocabulary by learning some words abou t archaeology.3.Can expand the students’ knowledge archaeology.4.Can help the students grasp the use of some commonly used pair nouns and group nouns.●Teaching methods:1.Students-centered.2.Teacher and students’ interaction3.Multimedia way.Leading in1. Do you want to know more about the ancient civilizations in the world?2. How can we get information about the ancient civilizations?3. Do you know anything about UNESCO?Part A . UNESCO World HeritageStep 1. Ask the students what do they know about UNESCO.What does UNESCO stand for?United Nations Educational, Scientific and Cultural Organization.How many World Heritage sites are there on the World Heritage List put out byUNESCO?Altogether there are about 900 World Heritage sites.What are the three types of World Heritage sites?Sites are divided into three types:1)cultural heritage sites2) natural heritage sites3) mixed cultural and natural heritage sitesStep 2. Let the students read the article on page 46 and know more about the three types of World Heritage sites.Step 3. Show them some pictures and ask them to tell others which type of World Heritagesites they are.DiscussionSuppose you are an archaeologist and you have just got news that an ancient tomb is discovered. What would you take with you? And what are the items used for?Part B. Learn some words and information about archaeology.Step 1.Show a picture of a archaeologist and ask questions.What is he? What is he doing?Step 2. Label each picture, using an expression and words and information about archaeologyStep 3 Students read Part A carefully, paying attention to the word in blue.Step 4 Students read and fill in the blanks of Part B.Step 5. Students have a group discussion•Which subject are you interested in?•What are you going to be when you grow upStep 6. Ask the students to write out as many words as possible.Homework1.Remember the pair nouns and group nouns.2.Preview the Grammar.。
牛津译林版高中英语必修三主谓一致在英语中，谓语动词要与句子主语一致。
一般来讲，主语是复数，谓语动词则用非第三人称单数；主语是单数，谓语动词则用第三人称单数。
如：(1) All the carpets are made of pure wood.所有的毯子均用纯羊毛做的。
(2) Is your companion waiting for you?你的同事在等你吗？1、有些名词作为主语，在形式上为单数，但谓语动词要用非第三人称单数。
如：The police are after the thief. 警察在追贼。
2.有些名词作为主语，在形式上为复数，但谓语动词要用第三人称单数。
如：Maths is my favorite subject.数学是我最喜欢的课程。
3.有些名词作为主语，要先判断它们在句子中是单数还是复数，再决定谓语动词是用第三人称单数还是非第三人称单数。
如：（1） Is your family a large one?你们家是个大家庭吗？(family 在本句中是单数)。
（2）My family get up early on weekdays. 在工作日我家的人起床很早. (family在本句中是复数)。
4. 如主语是单数，尽管后面跟有with, together with, as well as, but, like, except 等引起的短语，谓语动词通常用第三人称单数形式。
如： Nobody but Xiao Li and Xiao Wang was there.只有小李和小王在那里。
5.当一个句子有两个主语，而它们又是由either…or, neither…nor, not only…but also 连接起来时，谓语通常与最近的主语一致。
如：Not only you but also he has been to Cairo.你和他都去过开罗。
6. 其它一些用法：neither of, either of及each of 连接的词组作主语时，句子的谓语动词应是第三人称单数形式，但前两个短语在口语中也可用非第三人称单数形式。
Book 3 Unit 3 The world onlineGrammar and usageVerb-ing forms as attributives, adverbials and object complements 一、教学目标By the end of this section, students will be able to:1. categorize the functions of verb-ing forms and summarize the general rules;2. change sentence structures with verb-ing forms;3. apply verb-ing forms in new situations appropriately.二、教学重难点1. To distinguish the functions of verb-ing forms and apply them correctly;2. To describe new situations using verb-ing forms.三、教学过程5. The website welcomes inspiring stories fromdance lovers about how they started dancing and how dance has changed their life.6. Having achieved such success, Fiona hopes to attract more users through new media. Then the teacher guides students to pay attention to the verb-ing forms in each sentence and figure out the function of them. After that, students summarize the functions of the verb-ing forms in different situations and finish the table in Part A on Page 34. Students observe the verb-ing forms already provided in the table.1. Verb-ing form a website belonging to alldance lovers functions as an attributive.2. Verb-ing form the lady running the websitefunctions as an attributive.3. Verb-ing form relaxing functions as an object complement.4. Verb-ing form Taking advantage of the site’sgreat start functions as an adverbial.5. Verb-ing form inspiring functions as an attributive.6. Verb-ing form Having achieved such success functions as an adverbial.。
M3U3词汇复习导学案【学习目标】1、复习U3的词汇，掌握如found, ruin, no doubt等重点词汇的用法；2、将单词复习与写作练习有机结合。
【要点梳理】过五关，斩六将第一关：字谜大竞猜——过词汇理解关第二关：词汇大串烧—— 过词汇记忆关第三关：乾坤大转移——过词形变化关第四关：词汇大对决——过词汇比较关第五关：综合大检阅—— 过综合运用关【典型例题】（答案及讲解见视频）第一关：字谜大竞猜——过词汇理解关Across:1.to state officially7. a society well organized and developed9. made of wood10. step by step; slowly12. very strong13. related to business14. a piece of paper with official information15. to make sth. look more attractive by putting sth. pretty on itDown:2.to burst suddenly3.to spoil or destroy sth. completely4.to run quickly in order to escape danger5.to encourage sb. to start behaving illegally6.importance, honor and praise given to people8. realizing or noticing sth.11. to start an organization, company, city, etc.第二关：词汇大串烧—— 过词汇记忆关学术篇：1.这位学者，当地文化研究所的一位研究者，作了一个关于罗马帝国文明的讲座。
他的表情令观众难忘。
The ___________, a ___________ of the local _________ ____________, gave a ___________ about the ____________ of the __________ Empire. His __________ left a deep impression on the ___________.2.苏格拉底在哲学上影响巨大。
三 。
)M3语法复习Grammar 主谓一致在英语句子中，主语的单复数形式决定着谓语动词的单复数形式。
主谓一致必须遵循以下 条原则：语法一致原则、逻辑意义一致原则和就近一致原则。
根据这三条原则，现从以下几个方面进行总结：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。
如：His father is working on the farm.T o study English well is not easy .What he said is very important for us all.Reading in the sun is bad for your eyes.The children were in the classroom two hours ago.注意：由what 引导的主语从句，后面的谓语动词多数情况用单数形式，但若表语是复数或 what 从句是一个带有 复数意义的并列结构时，主句的谓语动词用复数形式。
如：What I bought were three English books.What he says and does do not agree.(区别于: What he says and does is not helpful to me.)2) 由连接词 and 或 both … and. …连接起来的合成主语后面，要用复数形式的谓语动词。
如：S team and ice are different forms of water .The boy and the girl were surprised when they heard the news.Both she and he are Y oung Pioneers.注意：两个单数名词用 and 连接，共用一个冠词(即第二个名词前不加冠词)，表示同一个人、同一件事、同一个概念或表示不可分割的整体时，谓语动词要用单数形式。
Unit3 Grammar 主谓一致学习目标1．知识与能力目标：掌握并运用“主谓一致”2．过程与方法目标：通过讲解和练习掌握“主谓—致”3．情感态度与价值目标：培养对语言的审美能力二、预习导读单1．理解主谓一致的概念。
2．掌握主谓一致的用法。
—、主谓一致的概念：主谓一致是指一个句子的主语和谓语动词之间在“人称”和“数”的方面的一致关系。
例如：1.The house is empty.2.They have already arrived.二、主谓一致的指导原则：现代英语主谓一致主要遵循以下三条原则：1．语法—致原则。
主语是单数，谓语动词用单数形式：主语是复数，谓语动词用复数形式。
2．意义一致原则。
主语和谓语的一致不是由主语的语法形式来决定，而是由主语所表达的意义而决定。
3．就近原则。
谓语动词的单、复数取决于最靠近它的主语。
由either…or，neither…nor，not only…but also连接或由here，there等引导的句子，谓语动词遵循这一原则。
(—)语法一致原则语法一致的原则是指谓语动词和它的主语在语法形式上必须取得一致，即主语是单数形式，谓语动词也要用单数形式，主语是复数形式，谓语动词也要用复数形式。
如：1.The boy shows his mother much attention．这个男孩对母亲很照顾。
2.The boys are playing outside．这些男孩正在外面玩耍。
(二)意义一致原则谓语动词和主语的一致是由主语所表达的单、复数概念来决定的，而不是根据主语的实际语法形式。
有时主语的语法形式是单数，但所表达的概念是复数意义，这时动词应采用复数形式。
如：1.The class are listening to me．全班学生正在听我的讲课。
(the class被视为若干个体)2. Five minutes is enough．五分钟就够了。
(five minutes 表—个数目，被视为一个整体)(三)就近原则就近原则是指谓语动词的人称和数要在形式上与最靠近它的那个名词或者代词取得一致。
语法专题主谓一致I、重点难点解析主谓一致的高考命题导向考点主要分布在：语法结构对主谓一致的影响；充当主语的词汇意义对主谓一致的影响；复合句中的主谓一致等。
主谓一致是指主语和谓语要保持人称和数上的一致，主语的“人称”和“数”决定谓语动词的变化。
一主谓一致原则一览表1.不定式、动名词、从句作主语，用单数Going to a British high school (be) an unforgettable experience.What he said (be) true.2.Either, neither, each, the other, another, anyone, anybody, someone, somebody, something, everything, nobody, nothing作主语用单数Nothing (be) impossible.Everything (be) possible.3.主语后有with, together with, as well as, along with, like, as, except, but, more than, rather than , other than, no lessthan 等词或短语时,谓语动词与主语一致。
A library with five thousand books (be) offered to the nation as a gift.The monitor as well as his classmates (be) given a reward for working hard yesterday.4.and 连接的并列主语(1)由and 连接的两个不同概念的名词作主语时，动词要用复数：Both you and I (be) going to attend the meeting.但是如果指一个事物用单数bread and butterknife and fork（2）有each, every, many a , no 修饰并列主语，用单数Each woman and each man (have) a chance to win.Every boy and every girl （know）that each day and each hour brings its duty.(3) and 连接的两个名词只有一个冠词用单数，有两个冠词用复数The professor and the write (be) visiting our school now.A singer and dancer (be) visiting our school now.(4).从句，不定式等由and 连接做主语,完整式用复数,缩略式用单数What he said and what he did agree.What I say and do (be) my own business.When and where to build the new factory been decided yet.5.以S 结尾的词常用复数的情况: trousers, belongings, possessions, scissors 等牛津必修三 Unit3 Grammar 导学案设计(主谓一致学案设计) 但是有些词是单复同形的，如means, series, speciesA series of accidents (happen) every year.The glass works (be) set up in 1980.Every means been tried.All means been tried.6.许多的表达只能加不可数名词：deal 和amount , 且amounts 修饰用复数只能加可数名词：number,many a(单),a good many（复），more than one（单），more(复)than onea number of...谓语动词复数the number of...谓语动词单数可数不可数均可：quantity, variety（和名词一致），quantities, varieties 后用复数As a result of destroying the forests, a large quantity of desert (have) covered the land.As you can see, the number of cars on roads (keep) rising these days.It is reported that many a new house (be) being built at present in the disaster area.7.定语从句one of … 用复数，the only one of …用单数He is one of the students who (be) late.He is the only one of the students who (be) late.三、意义一致1.时间、金钱、重量、距离等复数名词当整体看600 miles (be) a long distance.20 years (be) only a short span in human life.2.以“S”结尾的学科名，杂志名，地名等用单数New York Times (be) popular.Politics (be) one of the hardest.3.集体名词family, crew, population, team, class 等表示集体概念用单数，表示具体的人用复数people, police, cattle,用复数（注意：a people 表示民族）The whole family (be)watching TV now.Family (be)more important than work.What (be) the population of China?4.有kind, pair type，则与kind，pair, type 一致This pair of glasses (be) yours.These two pairs of glasses (be) yours.5.the rest, most, half, all, a lot of, some,百分比，分数加名词，谓语动词与名词一致The rest of the students (be) in the classroom.Two thirds of the water (be) polluted.四、就近一致1．there be 句型There (be) a pen, a knife and several books on the desk.2.either… or，neither… nor，not only…but also, not …but, whether…orEither you or she (be) to go. 不是你去，就是她去。
3.由here, there 引导的倒装句Here (be) a pen, a few envelops and some paper for you. 给你笔、信封和纸一、用所给单词的正确形式填空1．(2019·甘肃兰州一中月考)Each student (learn) a foreign language, mostly English, from Day One of their compulsory education.2．(2019·湖南益阳箴言中学模拟)He has donated some money to those who live in poverty, which (be) of great help.3．(2019·四川部分名校联测)At the foot of the mountain (lie) an old village which has a beautiful view.4 ．(2019·湖北八校第一次联考)The publication of Great Expectations, which (be) both widely reviewed and highly praised, strengthened Dickens’ status as a leading novelist.5．(2019·浙江金丽衢十二校联考)She took the lift to the eleventh floor, and the secretary showed her where her desk and her computer (be)．6 ．(2019·吉林长春外国语学校质检)What they need most (be) money while what we need most (be) textbooks.7 ．(2019·湖南怀化一模)More than one doctor (be) involved in the rescue that took place after the earthquake.8．(2019·湖南师大附中月考)Professor James will give us a lecture on Western culture, and he as well as his assistants (be) to arrive by air.9．(2019·河南部分重点中学联考)A survey of the opinions of experts (show)that three hours of outdoor exercise a week (be) good for one’s health.10．(2019·河北武邑中学第二次调研)There (be) a dog and three ducks in the yard, in the middle of which (be) two tall trees with great shade.二、语法填空People release balloons for special occasions like memorial services and grand openings. It is fun and exciting. But it really causes great destruction to the environment and threatens the 1. (life) of our wildlife.When a balloon 2. (fly) into the sky, it doesn’t end up 3. (stay) there. It eventually bursts and returns to the earth as ugly litter. Balloons can even travel thousands of miles and pollute the most remote and pure places. More 4. (sad), they can present a threat to many animals. Birds, whales, turtles and other animals often mistake balloons 5. food, which can do damage to them because balloons contain 6. (harm) chemicals. Balloons even kill animals. When an animal swallows a balloon, it can block its intestinal tract(肠道) resulting in starvation.Part of the reason why releasing balloons 7. (permit) in so many places is that some balloons do break down eventually. However, it takes about four years 8. (break) down completely.Watching hundreds of balloons slowly going up into the sky might give you a five-second thrill, 9. is it worth a bunch of dead animals and so many places full of rubbish? Absolutely not. 10. we should do is get creative and come up with alternative ways to celebrate.三、阅读理解C“Ready?”“Ready.”“Now?”“Soon.”“Do the scientists really know? Will it happen today, will it?”“Look, look; see for yourself!”It rained.It had been raining for seven years; thousands upon thousands of days filled from one end to the other with rain, with the drum of water, with the sweet crystal fall of showers and the continuous storms so heavy that huge waves over the islands. A thousand forests had been destroyed under the rain and grown up a thousand times to be destroyed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization (文明) and live out their lives.“It’s stopping, it’s stopping!”“Yes, yes!”Margot stood apart from them, from these children who could never remember a time when there wasn’t rain and rain and rain. They were all nine years old, and if there had been a day, seven years ago, when the sun came out for an hour and showed its face to the stunned world, they could not remember.Sometimes, at night, she heard them stir, in remembrance, and she knew they were dreaming and remembering gold or a yellow crayon or a coin large enough to buy the world with. She knew they thought they remembered a warmness, like a blushing in the face, in the body, in the arms and legs and trembling hands. But then they always awoke to the endless shaking down of clear bead (珠子) necklaces upon the roof, the walk, the gardens, the forests, and their dreams were gone.Now the rain was getting lighter, and the children were crushed in the great thick windows.Margot stood alone. She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair. Now she stood, separate, staring at the rain and the loud wet world beyond the huge glass.“What’re you looking at?” said William.Margot said nothing.“Speak when you’re spoken to.” He gave her a shove (推搡). But she did not move; rather she let herself be moved only by him and nothing else.They edged away from her, they would not look at her. She felt them go away. And this was because she would play no games with them in the echoing tunnels of the underground city. If they tagged her and ran, she stood after them and did not follow. When the class sang songs about happiness and life and games her lips barely moved. Only when they sang about the sun and the summer did her lips move as she watched the windows.And then, of course, the biggest crime of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio. And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. But Margot remembered.1.By “a coin large enough to buy the world with”, the author suggest .A.the coin used on VenusB. a child’s colored pencilC. the high price of VenusD. a child’s drawing of the sun2.The children disliked Margot mainly because she .A.was older than they wereB. liked the continuous rainC. knew what the sun look likeD. had brought the rain with her3.The underlined phrase “Margot stood apart from them” suggest s she stayed away from them. All the following sentences suggest the same thing EXCEPT “”.A.she felt them go away.B. Her lips hardly moved.C. she stood after them and did not follow.D. she would play no games with them.4.Which of the following can be the best title of the text?A.Margot RememberedB. The RainC. The OutsiderD. The Sun Never Comes主谓一致学案答案语法一致1.is is2. is is3. is was4. are has knows are is don’t is hasn’t5. happens was has have6. has keeps is7. are is意义一致1.is is2. is is3. are is is 4 is are 5. are is就近一致is is is热身训练：一、用所给单词的正确形式填空1.learns 解析：主语是each student，故谓语动词用第三人称单数形式。
