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高效课堂教学设计：（授课日期：年月日星期班级）品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
2019-2020年高中英语必修四：unit1Grammar and usage 教案Teaching Aims:●To learn the direct and indirect speech and how to change from one to the other●To identify the differences between direct and in direct speech●To learn how to use reported speech in statements, questions, and imperativesentences●To complete the relevant written tasks to reinforce the grammar and usage●To apply what they learn to practice by fulfilling some written mistakes. Teaching Key Points & Teaching Difficulties:✧How to help them understand the changes when changing direct speech intoindirect speech✧The usages of persuade and discourage✧How to apply the grammar rules to compete the related exercises correctly Teaching Procedure:Step One: Leading-inT: (Greet the class as usual) Now boys and girls, please look at the screen. There is a short dialogue. Read it carefully and answer the two questions.‘What are you going to do this summer holiday,’ Tom asked Ann. ‘I am goi ng to travel to Beijing with my parents.’ said Ann.What did Tom ask Ann?What did Ann say?Ss: …(This step is to attract their attention to direct speech and indirect speech.Later collect their answers on screen.)Suggested Answers:✓Tom asked Ann what she was going to that summer holiday.✓Ann said that she was going to travel to Beijing with her parents.T: Wonderful! Yon can notice that when you answer my questions you have made some changes to the original sentences. In fact your answers are written in reportedspeech or indirect speech w hile the original sentences in direct speech. Step Two: Direct and Indirect SpeechT: Ok. This is what we will talk about today. Now please open your text books at page 8. Go through the group 1 and 2 to answer the next two questions: What are direct speech and indirect speech?How can we change direct speech into reported speech?(Have students analyze the sample sentences. Give them some time to discuss the sentences in pairs first and then check the answers.)Ss: …Suggested Answers:✓Direct speech is to report what exactly has been said while indirect speech is to report the meaning of what has been said without using exactwords.✓We can do it by changing what has been said to an object clause or an infinitive phrases.(Make sure they understand what direct and indirect speech is. Help the students to grasp the meanings of the sample sentences. Explain them to the students if necessary.)T: Very good! ThenWhen you change direct speech into indirect speech, what else should you make changes to besides the major changes in sentence structure?Ss: …T: Now please go through the group 3 carefully, especially the tables. You can exchange your ideas with your classmates around you and think about the above question carefully.)Ss: Other changes in:✧Personal pronouns✧Tenses✧Adverbials of time and place✧Other casesT: Good! Next please consider how to change the following sentence in direct speec h into reported speech.‘Light travels at a great speed,’ said the teacher.Ss: The teacher said that light travels at a great speed.(It does n’t matter whether they are able to give correct answer. This is just to help them to realize something different when changing direct speech into indirect speech.)T: So you can see we made no changes to the sentence in direct speech. Dou you know why? Please look at the tip on the left and recall what you have learnt before and them tell me the reason.Ss: …Tips:We do not change the tense when we report a proverb or a fact that doesn’t change over time.T: Terrific! And I can show you more examples as follows:✧My teacher told me that practice makes perfect.✧The teacher said that light travels faster than sound.(Ask them go through the content on page 8 again and deal with any questions raised by the students. Last let them finish the exercise on page 9. Make sure they know what to do.)Suggested Answers:1.was2.would be3.had read4.that5.would6. had bought7.that8.would9.those 10.herStep Three: Reporting statements, questions, and imperative sentencesT: Ok, let’s go on to learn how to report sentences in statements, questions and imperative sentences. Please turn your book to page 10. Go through them one by one and share your ideas with your partner. Later on tell me:How to report statements, questions, and imperative sentences?Ss: …(Give them enough time to go through them and help them summarize the following:✧Statements●Use noun clauses introduces by that to report statements●Say and tell are common reporting verbse.g. ‘There two main types of advertisements,’ the writer said to us.→ The writer told us that there two main types of advertisements.✧Questions●Use noun clauses introduced by whether/if to report Yes/No questions●Use noun clauses introduced by W H-words to report WH-questionse.g. ‘Ar e all advertisements playing tricks on us?’ I asked her.→ I asked her whether/if all advertisements playing tricks on us.e.g. The teacher asked Tom ‘What’s the matter?’→ The teacher asked Tom what was the matter.✧Imperative sentences●Use the structure: reporting verb + object + (not) to-infinitive toreport imperative sentences●Ask and tell are common reporting wordse.g. ‘Don’t touch anything in the lab without permission.’ said the teacher.→ The teacher told us not to touch anything in the lab without permission.e.g. ‘Turn down the radio please, Tom.’ Jen said.→ Jen asked Tom turn down the radi o.T: You’ve done a good job. Now you can overview what we have learnt on page 10.If you have any difficulty, ask me for help.Ss: …(After this let them complete the Part A on page 11.)Suggested Answers:Part A:2.asked how it could help him remember English words.3.asked whether/if it taught listening and speaking.4.asked what the designer would do if she was not satisfied with the software.5.asked whether/i f it was easy to use( After this, give the students a few minutes to ask for help if they have any questions)Have them do Part B together.Suggested Answers:2. encourages use interesting and attractive photos3. recommends we (should) use eye-catching logos4. suggests we(s hould) make the slogans short and easy to remember5. tells make good use of colours to attract people’s attentionStep Four: Homework✧To do Part C1 and C2 on Page 92.✧To preview the Task.。
Unit1 Grammar 优教教学设计设计意图This is the fourth part of this unit. This part is concerned with the great grammar point ：Subject-Verb agreement. From this part we can know that the agreement between the subject and the verb consists of three kinds of agreement.教学重点1. Help the students know about the three principles of Subject-Verb agreement.2. Get the students to use the knowledge of Subject-Verb agreement to complete sentences.教学难点1. Get the students to remember the three principles.2. Enable students to use collective nouns correctly by understanding their meanings in certain situations.教学目标1. To grasp the grammar points.2. To use Subject-Verb agreement and can distinguish the difference between the singular and plural noun forms.呈现新知→Step 1 Lead-in and warming up丁：The weather is nice，isn’t it?S：Yes.T:The teaching building was built in 2009. And the food in the dining hall is very delicious，isn’t it? S:No,it isn’t.T:上面我们谈论的句子都用单数，那么什么时候用单数，什么时候用复数呢？大家先看看以下习题，并填空。
人教版高中英语必修四Unit 1 Women of achievementGrammar：集合名词与主谓一致集合名词，也叫集体名词，是英语中表示某一群人或某一类物的集合体。
有时候看上去是单数，但其实是复数。
当它作主语时，谓语要根据情况来判定到底是单数还是复数，确保主谓一致才行。
具体说来有以下情况：一、某些有生命的集合名词（表示人或者动物），本身有单、复数之分。
其为单数时，若作主语，则谓语可用单数和复数形式。
主要依据说话者强调的重点而定，若强调许多个体，谓语用复数；若强调一个整体，则谓语用单数。
其为复数时，不言而喻，谓语必须用复数。
※注意：此类名词单复数的意义并不完全相同，译为汉语时一定要当心，如army（一国之军队），armies（多国部队）；couple（一对夫妇），couples（多对夫妇）等。
常见的此类集合名词有：army，association，audience，band，board，cast，class，club，college，committee，company，community，congregation（教民，会众），council（市议会，理事会），couple，crew，crowd，enemy，family，firm，flock，folk，government，group，kingdom，mob（暴民，暴徒），navy，opposition，orchestra，pack，pair，party，personnel，profession，population，staff，school，team，tribe（部落，部民），union，university等。
☛The audience were moved by his great performance.观众们都被他精湛的表演感动了。
这里的audience就是一个集合名词，并且在这里强调的是观众中的很多人，所以谓语用的是were。
Unit 1 Grammar 导学提纲Designer: Xiao Cui Supervisors：Teachers in senior 1班级：组名：姓名：使用时间：2017. 9【学习目标】G et students to know about the V-ed form as Predicative, Attributive and Object Complement.【导学流程】一、导非谓语动词的分类二、思根据所给例子，从文章中找出一个含有过去分词用法的句子。
三、议、展、评①表示的动作发生在谓语动词之前，已经完成。
及物动词的过去分词作定语具有_______意义；___________的过去分词作定语则不具有这种意义。
【学以致用】落叶___________________; 退休教师_______________________;升起了的太阳________________.The __________( stole) bike belongs to John.②单个过去分词作定语一般放在被修饰词的________；过去分词短语作定语要放在所修饰词的_______，其作用相当于一个_______从句。
【翻译】她是一个受学生爱戴的老师。
She is a ___________________________. 这个害怕的孩子躲在门后面。
（frighten）_______________________________________.The player who is loved by many people is Yao Ming.=The player is Yao Ming.③过去分词与V-ing形式作定语的区别：V-ing形式作定语时与所修饰的词之间是_______关系，表示动作____________；过去分词作定语则表示______________.Prices of daily goods _____ through the Internet can be lower than store prices .A. are boughtB. boughtC. been boughtD. buying①______动词的过去分词作表语，表示______的状态。
Unit 1 Grammar Subject-Verb agreement导学提纲Designer: Xu Xiaojing Supervisors：Teachers in senior 1班级：组名：姓名：使用时间：2018. 5【学习目标】To master the usage of Subject-Verb agreement【导学流程】一、导主谓一致是指谓语在人称和数上必须和主语和保持一致。
二、思根据句意填上适当的动词1.The number of our class______sixty.A number of students______playing tennis now.2.What he said ______true.3.Neither the students nor the teacher _____(know)this matter.主谓一致主要遵循三个原则：一致原则 ; 一致原则 ; 原则定义：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。
注意：不可数名词作主语，谓语动词用单数；可数名词的复数形式作主语，谓语动词用复数。
(1) Eg: Nothing but stamps and envelopes (be) for sale now.The teacher with a number of students (be) in the classroom.The teacher as well as his students (like) music归纳：主语+as well as （________________________________________________________________ 时, ）其谓语单复数与保持一致, 即就远原则(2)Eg: More than one person_______(be) against the proposal.Many a student (agree) that English is interesting归纳：_________________________________________作主语时，谓语动词用________。
高一英语导学案Book 4 Unit 1 Grammar1.学习目标: To master the usage of subject-verb concord预习案二、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：Which is your bag？/ Which are your bags？/ All is going well. / All have gone to Beijing.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：Thirty minutes is enough for the work.3. 若英语是书名、片名、格言、剧名、报名、国名等的复数形式，其谓语动词通常用单数形式。
如：“The Arabian Nights” is an interesting story-book.4. 表数量的短语“one and a half”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：One and a half apples is （are）left on the table.5. 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：Twelve plus eight is twenty. / Fifty-six divided by eight is seven.6. 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 paper works was built in 1990. / I think physics isn‘t easy to study.7. trousers，glasses，clothes，shoes，等词作主语时，谓语用复数，但如果这些名词前有a （the）pair of等量词修饰时，谓语动词用单数。
牛津版必修4Unit1 Grammar参考学案课前导学一、阅读课本P8的内容，完成P9的文章。
二、阅读课本P10的内容，完成P11Part A and Part B。
三、直接引语和间接引语的简要介绍（一）定义引述某人的话一般采用两种形式：一种是直接引语（Direct Speech），即原封不动地引用原话，把它放在引号内；另一种是间接引语（Indirect Speech），即用自己的话加以转述，被转述的内容不放在引号内。
He said, “I will choose a book for my students.”他说：“我将为学生选一本书。
”He said that he would choose a book for his student.他说他将为学生选一本书。
（二）间接引语的变化直接引语变为间接引语时，间接引语中的动词时态、人称代词、物主代词、指示代词、时间和地点状语以及主谓语词序往往要作相应的变化。
质疑讨论请提出预习中存在的问题。
实用文档拓展延伸看下面的讲解，思考并完成下面的填空。
（一）间接引语中的词语变化1. 标点符号的变化：He said to me, “Don’t buy it!” = He told me not to buy it.2. 语序的变化：疑问语序变为陈述语序。
He said to me, “Do you live in London?”= He asked me if/whether I lived in London.3. 动词的变化：say (to)在陈述句中多变为tell等词，在疑问句中多变为ask等词，在祈使句中表示命令多变为tell, order等词，表请求时多变为ask等词。
He said to me, “Could you please live in London?”= He asked me if/whether I could live in London. = He asked me to live in London.4.时态的变化(1) 如果主句中的谓语动词是一般现在时态，间接引语中的动词时态保持不变。
课题：M4U1 Grammar---主谓一致(课本P 88-89)一．研读目标能理解及掌握主谓一致的情况（二）语法梳理谓语动词与主语必须在人称和数上保持一致，这叫_________________。
以下是常见的情况：一、语法一致二、意义一致例子:①Water is important to our life.②My family is very large.His family are watching TV.③The knife and fork is on the table.④Not only you but also I am Chinese.⑤There is an apple and some bananas on thetable.四、就远原则⑥The mother as well as her two children is athome.⑦80% of students __________ Chinese. (be)80% of the information _________true. (be) 六、⑧___________ 原则Whether he will help us or not is not clear.七、复数原则16). The police are searching for the lost boy.17). Both eggs and milk are good for our health.A. when is it hungry a lion will attackB. when it is hungry a lion will attackC. when it is hungry will a lion attackD. when is it hungry will a lion attack( ) 2. It’s not right to ____ the poorer people of the world.A. look upB. look downC. look down onD. look up to( ) 3. He devoted his life _____ the environment.A. to improveB. to be improvingC. to improvingD. in improving ( ) 4. Though we spent a lot, we think it _____ because we succeeded in the end.A. worthB. worth being spentC. worthy ofD. worthwhile第二节(共10小题；每小题2分，满分20分)Can you tell the time on an analog clock? 56 (hope), you can! It's the only way for you to know the time when 57 (take) exams.However, some high schools in the UK will remove analog clocks 58 exam halls and use digital. 59 instead. The reason is that 60 (teenage) are unable to read the correct time on analog clocks. They are used to seeing the time on the phone, 61 on the computer. Nearly everything they've got is digital.Teachers want their students to feel as 62 (relax) as possible during exams. However, having a 63 (tradition) clock in the room could make students feel stressed out during an exam Many of them might raise their hands to ask 64 time it is.The schools are trying to make everything as easy and straightforward as possible for studentsduring the exams. Another advantage of using digital clocks 65 (be) that students are less likely to get the time wrong.1._________2.__________3.___________4.___________5.____________6._________7.__________8.___________9.___________ 10.____________ (共5小题；每小题2分，满分10分)31._________ 32.__________ 33.___________ 34.___________ 35.____________HOT on the heels of equality31 They lengthen the legs but shorten the steps; they give the wearer a sense of power but can also be painful to wear; they are worn by working women, but their visual appeal has nothing to do with work.In Japan, a new social media campaign highlights the issues many women have with this footwear.32 In May, thousands of women signed an online petition(请愿书)demanding that the government ban the practice.“33 ”said the movement founder Yuni Ishikawa, 32 yeas old, in an interview with the Associated Press. "It's the view that appearances are more important for women at work than for men."As early as January, Ishikawa shared her frustration about the unfairness of this dress code on the Instagram social network. In her part-time job as a funeral usher(迎宾员), she was required to wear black heels between 5 and 7cm high. 34 ."High heels can cause bunions, blisters and strain the lower back. It's hard to move, you can't run and your feet hurt,”Ishikawa wrote in the petition, “35 ”It's a modest dream. Not too long ago, Japanese businessmen were expected to wear neckties, even on hot days. Then, the government encouraged companies to use less air conditioning and reduce electricity use. Men were freed from neckties. "This petition is the first step toward 'creating a working environment free from unnecessary burdens'." Ishikawa said.A. It's unreasonable.B. This is about gender discrimination.C. She would come home with bleeding toes.D. I hope there will come a day when women don't have to wear heels in the workplace.E. High-heeled shoes are loaded with contradictions.F. They are upset that many companies require women to wear high heels to work.G. It would be great if the country had a similar kind of campaign about neckties.第一节：完形填空(共20小题；每小题2分，满分40分)I'm sweating heavily in my hair. Mr Fogarty slowly looks over the rows of boys, each holding his breath and 36 it's not his turn. Mr Fogarty's eyes pass over them and they can 37 again. His eyes land on me and my heart jumps.This is the 38 I go through every Tuesday during Jazz practice. I'm fine during practice 39 it's time for each of us to stand and play our instrument, alone, with everyone watching. I always pray for Mr Fogarty to 40 me, but he never does. 41 , he calls me out in front of everyone, every time.Mr Fogarty mouths, "You're 42 ."My stand partner smiles. He knows how much I 43 this moment each week and in some way it gives him 44 to see me sweat.I pray the kid before me has a(n) 45 solo, or maybe an earthquake will interrupt us. But then the boy before me finishes his solo. My heart beats so hard that I can 46 breathe as I stand up.I start to breathe out the first notes. I hold them as long as I can and then I look at the music, hoping to 47 the safe pattern of music notes that tell me what to do. But no, I have to trust myself.48 the notes on the page start jumping at me, each coming so fast that I'm not 49 which to play first. So I play them all. My thoughts are no longer words, but musical 50 , and they're moving so fast that I don't have time to 51 what to play next. I just let my hands go. I'm so caught up in my solo that I don't 52 how long I've been playing.Mr Forgarty gives me a signal and, abruptly, I 53 , free my hands from the saxophone which is still warm from my 54 fingers.I sit so hard that the chair makes a noise. I ignore my stand partner's 55 and look up at my band teacher's approving smile.36. A. explaining B. praying C. realizing D. imagining37. A. talk B. play C. practice. D. breathe38. A. project B. business C. routine D. exam39. A. until B. when C. though D. because40. A. remember B. forget C. help D. guide41. A. Instead B. However C. Therefore D. Meanwhile42. A. alone B. late C. lost D. next43. A. expect B. hate C. fear D. enjoy44. A. burden B. pleasure C. relief D. benefit45. A. unsuccessful B. wonderful C. cheerful D. never-ending46. A. nearly B. merely C. barely D. slightly47. A. follow B. form C. practice D. show48. A. Gradually B. Suddenly C. Actually D. Naturally49. A. afraid B. anxious C. confused D. sure50. A. notes B. stars C. instruments D. patterns51. A. refer to B. think about C. pick out D. watch out52. A. understand B. mind C. notice D. discover53. A. stop B. sing C. dance D. fall54. A. unskilled B. strong C. dancing D. helpless55. A. apology B. question C. invitation D. praise。
