主謂一致教案

新疆醫(yī)科大學(xué)教案首頁編號：_____No.2____課程名稱EnglishGrammar專業(yè)EnglishMajor班級Grade2012主講教師ZhaoYan計劃時數(shù)2periods專業(yè)層次Under-graduates專業(yè)技術(shù)職稱TeachingAssistant編寫時間Oct.10th,2012章節(jié)名稱LectureTwo:Subject-verbConcord使用時間Oct.19th,2012教學(xué)目的與要求Studentsshouldbeableto:1)Usethebasicgrammaticaltermstoexplainsubject-verbconcord2)Understandthebasicrulesofsubject-verbconcord3)Solveproblemsrelatedtothelecture重點與難點1.Grammaticaltermsrelatedtosubject-verbconcord:2.Threeprinciplesofsubject-verbconcord:grammaticalconcord,notionalconcord,proximity教學(xué)內(nèi)容更新情況1.Graspinggrammaticaltermsrelatedtosubject-verbconcord..2.Understandingthe3principlesofsubject-verbconcordindetail.教學(xué)方法與組織安排1stperiodStep1:RevisionoflastlessonStep2:Wordsrelatedtosubject-verbconcordStep3:Generalintroductionofsubject-verbconcord.Step4:Detailedstudyofsubject-verbconcord--Problemsofconcordwithnounsendingin–s2ndperiodStep1:Detailedstudyofsubject-verbconcord--ProblemsofconcordwithcollectivenounsassubjectStep2:Homework教學(xué)手段TeachingmaterialsandotherrelatedmaterialsandbooksComputer-basedteachingandthematerialsonCAI.Usingblackboardforsomeimportantwordslearning基本教材和參考書EnglishGrammarCoursebookTeachers’bookInformationfromInternet集體備課教研室審查意見EnglishGrammarCourseLecture2Subject-verbconcordPart1Generalplan1stperiodStep1:Revisionoflastlesson(10minutes)Step2:Wordsrelatedtosubject-verbconcord(5minutes)Step3:Generalintroductionofsubject-verbconcord.(10minutes)Step4:Detailedstudyofsubject-verbconcord--Problemsofconcordwithnounsendingin–s(25minutes)2ndperiodStep1:Detailedstudyofsubject-verbconcord--Problemsofconcordwithcollectivenounsassubject(48minutes)Step2:Homework(2minutes)Part2DetailedplanObjectives:Studentswillbeableto:usethebasicgrammaticaltermstoexplainsubject-verbconcordunderstandthebasicrulesofsubject-verbconcord(threeprinciplesand5basicrules)solveproblemsrelatedtothelecture1stperiodStep1RevisionofLecture1(10minutes)Step2Studyofgrammaticalterms(5minutes)Beforewelearnthispart,Iwanttoknowhowmanygrammaticaltermsrelatedtothislectureyouhaveknown.Ok,lookatthefollowingwordsandtrytorememberthem:1)一致concord/agreement 2)成分element 3)人稱person 4)數(shù)number 5)語法一致grammaticalconcord 6)意義一致notionalconcord7)就近原則theprincipleofproximity 8)單數(shù)singularnumber9)復(fù)數(shù)pluralnumber 10)中心詞headword11)可數(shù)名詞countablenoun 12)不可數(shù)名詞uncountablenoun13)單位詞unitnoun 14)集體名詞collectivenoun 15)個體名詞individualnounStep3:Generalintroductionofsubject-verbconcord(10minutes)Question:Canyouexplainwhatsubject-verbconcordmeansinEnglish?Answer:Subject-verbconcordmeanstheagreementbetweensubjectandverbinnumber.Andthereare3principlesguidingsubject-verbconcord.Theyare---Grammaticalconcord----Notionalconcord---proximityPairworkFirststep:askstudentstochoosetherightanswerandexplainthereason.Theirearning(comes,come)to500dollarsaweek.Neitheroftheyoungmenwhohadappliedforapositionintheuniversity(was,were)accepted.Twoweeks(are,is)quiteashorttimeforustofinishthework.Theaudience(is,are)listeningtoaBeethovensymphony.NeitherTomnorMary(is,are)comingtotheparty,butoneofthemhastostayhome.Nooneexcepthisownsupporters(agree,agrees).Secondstep:letstudentsdrawtheconclusionoftheprinciplesGrammaticalconcordreferstotherulethattheverbmustmatchitssubjectinnumber.Twocases:---ifthesubjectisplural,theverbshouldtakethepluralform.----ifthesubjectissingularorisamassnoun,theverbshouldtakethesingularform.Notionalconcordreferstotherulethattheverbcansometimesagreewiththesubjectaccordingtothenotionofnumberratherthantotheactualpresenceofthegrammaticalmarkerforthatnotion.Proximitydenotes:Thechoiceoftheverbdependsonthesubjectwhichisverycloselytoit.Notethatgrammaticalconcordisthebasicprinciple,butwhenthesubjectisrealizedbyacollectivenoun,acoordinateformoranexpressionofquantity,theothertwoprincipleswillhavetobeconsidered.Step4:inthispart,wewillexplainitindetailsfrom5aspectsthatoftenarisedifficulties.(35minutes)Problemsofconcordwithnounsendingin–sThepluralformofanounisoftenformedbyadding-s/es.Question:Areallthewordsendin–s/escountable?Answer:N-s-----treatedassingular----treatedasplural---treatedeitherassingularorapluralAllthese3casescanbedealtwithunderthefollowingaspectsWholeclassactivity(discussthesentencestogether)Darts___afreeandeasygame.(is,are)Threedarts____thrownateachtrue.(is,are)Economics___arequiredcourseforallthestudents.(is,are)Theeconomicsoftheproject_stillbeingconsidered.(is,are)TheUnitedStates__acountryofpeoplewithvariedorigins.(is,are)InearlyJanuary1976theNetherlands__hitbyitsworststormsince1953.(was,were)TheWestIndies,apartfromtheBahamas,__commonlydividedintotwoparts.(is,are)TheHimalayas__amagnificentvarietyofplantandanimallife.(has,have)Conclusion:1.1:Diseaseandgamenamesendingin–sDisease:Suchas:arthritis(關(guān)節(jié)炎),bronchitis(支氣管炎)mumps(腮腺嚴(yán)diabetes(糖尿病)…etc.Theyaremostlytreatedassingular,butthereareafewwordslike:measles,ricketswhichcanbeusedeitherassingularorplural.Game:Suchas:darts,marblesGamenamesendingin–saregenerallyusedassingularwiththeexceptionofcardswhichisusuallytreatedasplural.1.2:Subjectnamesendingin–icsThesewordssuchas:physics,mathematics,mechanics,politics,statistics,economics,linguistics,athletics,optics,acousticsareusuallytreatedassingular.Butwhentheyareusedinothersensesthansubjectname,itwillbedifferent.1.3:Geographicalnamesendingin–sFromtheexamples,wecanseethatthenameofthecountrywillbetreatedassingular,butthenamesofarchipelagos,mountainranges,straitsandfallsaregenerallyusedasplural.1.4:Othernounsendingin–s1.4.1:Forexample:Thechopsticks__usedbyChineseandJapaneseforliftingfood.(is,are)Onepairofchopsticks__enough.(isn’t,aren’t)Twopairsofpliers__missingfrommytoolbox.(is,are)Nowwecanseeclearlythatnamesforthingsmadeoftwopartsareusuallyusedasplural.Butwhentheyareprecededbysuchunitnounsas“apairof,twopairsof”thenumberformofthefollowingverbisgenerallydeterminedbythenumbermarkeroftheunitnouns.1.4.2:Howtodealwithsuchwords?(Archives,arms,clothes,contents,eaves,fireworks,goods,minutes,morals,remains,stairssuburbs,thanks,wages..)Nounsliketheabovegenerallyusedaspluralwiththeexceptionof“whereabouts,dramatics…”whichmaybetreatedeitheraspluralorassingular.Nounsendingin---ingsSuchas:clippings,diggings,etc,aregenerallyusedaspluralwiththeexceptionoftidingswhichcanbeusedbothways.Howtodealwithwordslike:barracks,headquarters,means,series,species,works?thesingularandpluralnumberofthesewordssharethesameform.Thesenounsaretreatedaspluralwhenusedinthepluralsense,orviceversa.Forexample:AbarrackswasstormedbytheenemytroopsTwobarracksinthesuburbshavebeensurrounded.Theonlymeanstoachievesuccessistoappealtoarms.Allmeanshavebeentriedouttoincreaseagriculturalproduction.Notesthat:theword“remains”Whenitmeansthedeadbody,corpse,itisusedasplural.Whenitmeanswhatisleft,itisusedbothways2.Problemsofconcordwithcollectivenounsassubject:Finishoffthefollowingexercises:Itseemsthecattleonthesidesofthedykes(was,were)theonlylivingcreaturesinthesedesolatesurroundings.TheBritishpolice(has,have)onlyverylimitedpowers.Ateamwhich(is,are)fullofenthusiasm(is,are)likelytowin.Thefamily(is,are)averyhappyone.TheBoardofDirectors(is,are)shaking(its,their)headsattheChairman’sspeech.Ithink(it,they)(disapproves,disapprove)ofwhatheissaying.Collectivenounsaresingularinformbutpluralinmeaning.Thechoicebetweengrammaticalandnotionalconcordismostlydictatedbyusage.2.1collectivenounsusuallyusedasplural.Suchas:people,police,cattle,militia,poultry,2.2CollectivenounsworksasuncountablenounsusuallyusedassingularSuchas:foliage,machinery,equipment,furniture,merchandise2.3:CollectivenounsusedeitheraspluralorassingularTherearecollectivenounsthatcanbeusedeitheraspluralorassingular.Thechoiceoftheverbformfollowingsuchnounsdependsontheexactmeaningofthenouninaspecificcontext.Twocases:---whenthenounisusedinthesenseofacollectiveasawhole,theverbtakesthesingularform.---if,ontheotherhand,thenounisusedinthesenseoftheindividualsthatmakethecollective,theverbtakesthepluralform.2.4:Acommitteeof,ect.+pluralnounWhenapluralnounisprecededbyacommitteeof/aboardof/apanelof,theverbusuallytakesthesingularformEg.AcommitteeoffivemenandthreewomenistoconsiderthematterTheboardofdirectorsisresponsibleforthemanagementofthecompany.2ndperiodStep1:problemsofconcordwithacoordinateconstruction,aquantitativeexpression,oranominalclauseassubject.(48minutes)3.ProblemsofconcordwithacoordinatesubjectThefollowingrulesaretobeobservedinthecaseofacoordinatesubject.PairworkFirststep:Askstudentstodiscussthefollowingexerciseswiththeirpartner:Rain,hailandwind(have,has)causedanestimated$22,000,000damagetocropsandlivestockHamandeggs(is,are)agoodbreakfast.Everyflowerandeverybush(is,are)tobecutdown.Manyamanandwomaninthiscommunity(finds,find)himselforherselfinneed.Warandpeace(is,are)aconstantthemeinhistory.Wasandpeace(is,are)alternativesbetweenwhichmanmustconstantlychoose.Notonlyone,butall,ofus(is,are)hopingtobethere.Eithermyfatherormybrothersarecoming.Neithertheplayersnorthecoachwas/wereoverconfident.Notonlytheswitchesbutalsotheoldwiringhas/havebeenchanged.Milkingthecows,inadditiontoseveralotherchores,(was,were)hisresponsibility.Mywife,morethananyoneelseinthefamily,(is,are)anxioustogothereagain.Thevessel,withitsentirecrewandcargo,(was,were)lost.Nooneexcepttwoboyswaslatefordinner.Secondstep:askstudentstogivetheconclusionaccordingtotheexercisesabove.Accordingtotheexerciseswehavedone,let’sdrawaconclusion:Coordinationwith“and”or“both…and”Conclusion:Usuallyitistreatedaspluralwhenitreferstotwoormorethantwopersons/things,Itistreatedassingularwhenitreferstoonlyonepersonorthing.2)Coordinationwith“or”/“either,,,or”/,“nor”/“neither…nor”,“notonly…butalso”Heretheproblemofconcordisgenerallydealtwithaccordingtotheprincipleofproximity.Butininformalstyle,itemscoordinatedby“neither…nor”or“notonly…butalso”cansometimesberegardedasplural.3)subject+asmuchas/ratherthan/morethan,nolessthan/aswellas/inadditionto/with/alongwith/togetherwith/except4.ProblemsofconcordwithexpressionsofquantityassubjectQuantitativeexpressionsfallintotwocategories:definiteandindefiniteconcordwithexpressionofdefinitequantityassubjectPairworkDiscussthefollowingexercisesinpairsandchoosethebestanswer::Where(is,are)thatfivepoundsIlentyou?(emphasizethesingleunit)There(is,are)30dollarsineachofthedrawer.(emphasizetheindividualsthatconstitutethequantity)Only25percentofthecapital(is,are)American-owned.Two-thirdsofthepeoplepresent(is,are)againsttheplan.Twenty-fivefromthirty(leaves,leave)six.(minusanddivideoftenusesingular)Sevenplusfive(makes,make)twelve.(plusandmultiplycanusebothways)Oneoutoftwenty(was,were)badlydamaged.(informalandininformal)Conclusion:DescriptionoftheChart:Accordingtotheaboveexercises,wecandrawthefollowingprinciples:a)whenadefinitequantityisregardedasasingleunit,theverbtakesthesingularformandwhenusedinthesenseoftheindividualsthatconstitutethequantity.Theverbtakesthepluralform.b)Ifthesubjectis“afraction/percentage+of-phrase”,theformoftheverbisdeterminedbythenounintheof-phrase.Apluralnounintheof-phraserequiresapluralverb;asingularoramassnounintheof-phraseistobefollowedbyasingularverb.c)Ifthesubjectisanexpressionof“Aplus/andB”or“AmultipliedbyB”,theverbcaneithertakethesingularorthepluralform.If,ontheotherhand,thesubjectisoneof“AminusB”or“AminusB”or“AdividedbyB”,theverbcanonlybesingular.d)Ifthesubjectisanounphrasecomposedof“onein/oneout+pluralnoun,”theverbtakesthesingularforminformalstyle,butininformalstyleitcanbeplural.ConcordwithexpressionofindefinitequantityassubjectPairworkDiscussthefollowingexercisesinpairsandchoosethebestanswer::Allofthefruit(looks,look)ripe.All(are,is)eagertoleavenow.Fewofmyfamilyreally(understands,understand)me.Neitherofthegirls(is,are)overeighteen.(bothcasesareok)Thesubstantialportionofreports(is,are)missing.Thereisakindofrose,which(fills,fill)theairwithfragrancewhenmaycomes.Rosesofthiskind(is,are)verysweet.There(is,are)severalsortsofcheeseforsaleintheshop.Thesetypeofcars(is,are)inexpensive.(ininformaloccasion)Manyapersoninthesecircumstances(has,have)hopedforalongbreak.Morethanonestudent(has,have)failedtheexam.Themajority(is,are)notalwaysintheright.Themajorityofthedamage(is,are)easytorepair.Anaverageof25applicationsamonthisnotunusual.(theaverageisunusual).ConclusionDescriptionofthechart:a)whenthesubjectisanounphrasecomposedof“allof…,someof…,noneof…,halfof…,mostof…,etc”,thenumberoftheverbisdeterminedbythenounintheof-phrase.Thisisalsotrueof“l(fā)otsof,heapsof,loadsof,scadsof,plentyof+noun”,b)Whenthesubjectisanounprecededby“aportionof,aseriesof,apileof,apanelof”,theverbinvariablytakesthesingularform,whatevertheformsofthenoun.Likewise,whenthesubjectisanoun,singularorplural,precededby“akind/sort/typeof”orby“thiskind/sort/typeof”,theverbtakesthesingularform.If“kind/sort/typeof”isprecededby“these/those”andfollowedbyaplural,singular,oruncountablenoun,theverbshouldbeplural.c)Ifthesubjectisanounphrasecomposedof“manya+noun”or“morethanone+noun”,thiskindofnounphrase,thoughnotionallyplural,istreatedassingular.d)ifthesubjectisapluralnounprecededby“anaverageof/amajorityof”,theverbformisdeterminedbythenotionofthenounphrase:ifthenounheadintheword“average/majority”,theverbshouldbesingular;iftheheadisthepluralnoun,theverbshouldbeplural.5.Otherproblemsofsubject-verbconcordDiscusstheexercises:Whatcausedtheaccident(is,are)acompletemystery.Whatwasrealtohim(were,was)thedetailsofhislife.(hepaysmoreattentiontohisdetailsoflife)Whattheywant(is,are)somefinancialaids.Whathethoughtanddidathome(has,have)nothingtodowiththisproblemWhyheenteredthehouseandhowhemanagedtogetoutofitwithoutbeingseenbypeople(remains,remain)amysterytousallIncreasingtheirwages(has,have)raisedthecrew’strouble.Sheistheonlyoneofthesewomenwho(plays,play)bridgewell.It’smethat(am,is)responsiblefortheorganization.It’sIwho(am,is)toleaveatonceThere(is,are)nothinghecoulddoandlittlehecouldsayThere(come,comes)thethreenoisychildrenfromnextdoorThere(is,are)atimetobesilentandatimetospeak,atimeforstudyandatimeforresignation.Drawaconclusionoftheexercises:1)ProblemsofconcordwithanominalclauseassubjectWhenthesubjectisanominalclauseintroducedbywhat,who,which,how,why,whether,etc,theverbusuallytakesthesingularform.Butwhentwoormoresuchclausesarecoordinatedbyandorboth…and,apluralverbisrequired.Notes:inSVCconstruction,withawhat-clauseassubject,theverbusuallytakesthesingularform.Butwhenthesubjectcomplimentisplural,orwhenthewhat-clauseispluralinmeaning,theverbofthemainclausecanbeplural.2)Subject-verbconcordwithan