人教版高中英语必修4精品教案Unit1 Women of achievement

Unit1 Women of achievement
Warming Up, Pre-reading and Reading
Ｉ．单元教学目标
技能目标Skill Goals
技能目标Skill Goals
Talk about important women & great women
Describe people from their life, personality and character
Word-formation: noun suffix
Subject-verb agreement
Make an outline
II．目标语言
功能句式
Describing people
What does she look like?
What do you think about ...?
Why do you admire her?
How would you describe her?
Why did she choose to ...?
What are her strengths?
What are her weaknesses?
How do her friends describe her ?
词汇
1. 四会词汇
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, communication, strike, upon, article, explain, rate, medical, kindness, consideration, deliver, modest, considerate
2. 认读词汇
Elizabeth Fry, Quaker, Nobel Peace Prize, China Welfare Institute, Jane Goodall, chimp, Jody
Williams, landmine, Joan of Arc, Gombe National Park, specialize, career, determination, personality
3. 词组
devote ... to, look down upon/on, care for, deliver a baby, chosen career, be busy in doing sth, catch one‟s eye, cut the death rate down, keep the baby clean and healthy, be intended for, carry on 语法
Word formation: Noun Suffix
Subject-verb agreement
1. Our group are all going to visit the chimps in the forest.
2. Our group includes six boys and five girls.
3. Nobody before has fully understood chimp behavior.
重点句子
1. Watching a family of chimps wake up is our first activity of the day. P2
2. Everybody sits and waits while the animals in the group begin to wake up and move. P2
3. But the evening makes it all worthwhile. P2
4. ... we see them go to sleep together in their nest for the night. P2
难句
1. Only after her mother came to help her for the first few months was she allowed to begin her project. P2
2. For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
3. ... it must have been for a woman to get a medical training so long ago when women‟s education was always placed second to men‟s. P6
4. Further reading made me realise that it was hard work and determination as well as her good nature that had got her into medical school. P6
5. But it was not her success at university that had made her famous.
Ⅲ. 教材分析与教材重组
1．教材分析
本单元以女性为主题，以Warming up， Reading，listening的形式对古今中外六位不同女
性的成就进行了介绍。

其目的在于引导学生了解有什么样人格的人才是伟人；伟人是否是完人；我们在人格上离伟人有多远。

这些对学生可起到一定的启发作用，使他们能以这些伟人为榜样，并坚定信念，塑造自我，创造未来。

在这样一个主题之下，有两个值得让学生思考的问题：一，什么样的人是伟人，什么样的人是名人。

在当今社会，不少人以一个人的经济能力为标准来衡量他的社会地位，乃至于幸福程度。

让学生弄明白这一点是非常重要的。

它可以引导学生树立正确的世界观和人生观。

二，一个人的成就是否由性别来定。

这就涉及到了男女
平等的问题。

通过本单元的学习，学生们可以深切地感受到无论男女，只要对他人有无私的爱心，对事业有坚定的信心，并不懈地为之倾注心血，都能成就一番事业。

1.1 Warming up中的材料是古今中外六位杰出女性的简介。

这部分要求学生通过讨论来区分伟人与名人。

其作用有二：一是统领全单元主题，二是引导学生树立正确的世界观、人生观和价值观。

教师在这一点上要起到引导作用而不是简单的说教。

1.2 Reading 这部分由Pre-reading，Reading和Comprehending三部分组成。

Reading一文介绍了Jane Goodall与其同事们在非洲森林里的一天，并由此引出她的工作方法及其所取得的成就。

同时阐明了她的观点，即要理解、尊重和保护动物。

Pre-reading部分提出了两个问题：Why do you think Jane Goodall went to Africa to study chimps rather than to a university？和Do you think her work is important？Why？这两道题给了学生这样的提示：在研究动物时如何体现科学与人道的结合。

Comprehending中针对课文内容从细节到中心思想，由浅入深地设计了练习题，可帮助学生真正了解Jane Goodall 及其所从事的事业。

1.3 Learning about Language 这部分包含两方面的内容：词汇和语法。

词汇部分主要涉及一些构词法、重点词汇和短语。

语法部分是“主谓一致”，重点在如何确定集合名词的数。

所有这些项目都设计了相应的练习题，以求通过上下文语境，让学生了解词汇与语法如何具体运用，作到精讲多练。

1.4 Using Language中包含读、听、说和写四个方面的内容，全面体现对英语的综合训练。

读的部分介绍了我国著名的妇科病专家——林巧稚。

文章的第二段体现了本单元的目标之一：学会运用介绍人物品质的形容词来描述他人的情况。

这也为下一步的说与写打下了基础。

1.5 Workbook中包含的听、说、读、写的内容更为丰富，它是对前面所学内容的复习与总结，其设计仍然围绕单元主题。

1.6 Summing Up 部分让学生从内容、词汇和语法结构三方面对本单元进行归纳与总结。

词汇部分的小结可以从构词法的角度进行适当的拓宽。

Learning Tip部分就人物描写提出了建
议，即选取典型事件，抓住人物特征。

2．教材重组
2.1 从本单元整体结构来看,可将Warming Up, Pre-reading, Reading 和Comprehending整合成一堂阅读课。

将Warming Up作为导入的内容，然后再处理Pre-reading，Reading和Comprehending。

其中以Reading为主。

教学形式上以学生讨论为主，教师指导为辅。

2.2 将Learning about Language作为一堂语法课。

教学形式以学生练习总结为主，教师可适当扩展并增加一些有关的语法知识。

2.3 将P7，P41及P44的听力内容整合成一堂听力课。

当然，教师可依情况将其中的任何
一、两个作为主要内容，将别的作为泛听内容进行处理。

2.4 将Reading（P6），Speaking（P7）与Talking（P41）整合成一堂口语课。

这部分中Reading中的部分内容与Speaking（P7）及Talking（P41）相一致。

且Speaking与Talking只是体裁上的不同，内容是一致的，故此三者宜合为一课。

2.5 将Writing（P8）和Writing（P46）整合成一堂写作课，以完成本单元的写作要求。

2.6 将Reading Task（P45），Writing Task（P46），Project（P47）和Summing Up（P8）组合成一堂复习课，对本单元内容进行巩固与完善。

3．课型设计与课时分配
1st period Reading
2nd period Grammar
3rd period Listening
4th period Speaking
5th period Writing
6th period Summary
Ⅳ. 分课时教案
The First Period Warming Up, Pre-reading and Reading Teaching goals 教学目标1． Target language 目标语言
a. 重点词汇
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist,
behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to
b. 重点句子
Watching a family of chimps wake up is our first activity of the day. P2
Everybody sits and waits while the animals in the group begin to wake up and move. P2 But the evening makes it all worthwhile. P2
... we see them go to sleep together in their nest for the night. P2
Only after her mother came to help her for the first few months was she allowed to begin her project. P2
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2
2． Ability goals 能力目标
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like and so on.
3． Learning ability goals 学能目标
Teach Ss how to describe a person.
Teaching important points 教学重点
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points 教学难点
Let everyone believe that all of us can become Jane Goodall.
Teaching methods 教学方法
Inspiration, Questioning and Discussion.
Teaching aids 教具准备
A computer, a projector and a recorder.
Teaching procedures & ways 教学过程与方式
StepⅠLead-in
T: Good morni ng, everyone! Haven‟t seen you for a long time. Did you have a good time in your holidays? What did you do during the holidays?
S1: Yes, I had a good time. You know I enjoy movies, sports and other types of entertainment. I saw several favorite films and every afternoon, I would play basketball with my friends.
S2: I would die of boredom. I didn‟t know what to do but read. I didn‟t know how to relax myself. I just hoped that the new term began. The sooner, the better.
T: That sounds interesting. In fact, boredom is a kind of feeling. There is a good way to be away from it. Believe it or not, that is to help others, no matter who they are, human
being or animals. Have a try, Ok? Today we‟ll learn Unit 1. It introduces several women to us and tells us how they live and work. Now let‟s turn to Page 1. Look at these pictures and the brief introductions, then work in pairs to discuss which of these women you think is a great woman. You need to give your reasons for your choice. Give students 3 minutes to do this task, and then ask some of them to speak out their choices. Teacher should give them some guide. For example, what is her ambition? What are the problems she met? And what are her sacrifices? After that the teacher can refer to the chart on Page 11 in the reference book. And then give them a brief summary about their discussion.
A sample summary:
As great women, they don‟t care for themselves at all, and at some point or rather, they must give some sacrifices, just like Lin Qiaozhi, she devoted all her life to medical work for Chinese women and children and had chosen not to have a family of her own. Instead, she made sure that about 50,000 babies were safely delivered to their mothers. Not all people can do this. Once they have chosen their careers, they would carry on with them without any withdrawal. What they did is encouraging thousands of people to continue their careers. Those who are only famous but not great can‟t be matched.
StepⅡReading
There are four tasks in this step:
a. Pre-reading to find the main idea of each paragraph.
b. Making a chart of the text structure.
c. Language points.
d. Comprehending.
Task 1 Pre-reading
There are 3 paragraphs in the text, and each one has its main idea. These main ideas support the
title A protector of African wildlife. Teacher can give students some time to read the text quickly
and find these main ideas to form a overview of the text.
T: How many paragraphs are there in the text?
Ss: Three.
T: What are the main ideas of theirs?
S1: The first paragraph is about a day in Combe National Park.
S2: The second one tells us how Jane Goodall did her research and the achievement she has made
in her research.
S3: The third one tells us her influence to the world.
T: OK. Can we divide the text in this way? There are four paragraphs in the text. The first one is
about a day in the park. The second one is her way of doing her research and some achievement.
The third one is her attitude and feeling to the animals. And the last one is a short summary to her.
Ss: That‟s right.
T: T hanks. Well, let‟s draw a chart of the text together according to the main ideas
we‟ve found.
Task 2 Making a chart
A protector of African wildlife
↓
①②③
│ ∣∣
A day in the park Jane‟s way to study chimps Her attitude to and her achievement the animals
↓
④
She has achieved everything she wanted to do.
Task 3 Language Points
T: By now, we have mastered the main idea and the details. Do you have some difficulties in the language?
S1: Yes. What does this sentence mean: “Watching a family of chimps wake up is our first activity of the day”?
T: Who‟d like to help her?
S2: The subject of the sentence is a “V-ing form”, and the Predicate is “is” not “wake up”. So the meaning of the sentence is: 今天我们的第一件事是观察一个猩猩家庭的早起。

T: That‟s right. Sometimes we should depend on the structure of the sentences to help us understand the meaning.
S3: Miss Wu, the sentence: “This means going back to a place where we left the chimp family sleeping in a tree the night before.” is beyond me.
T: This sentence is a little difficult. First, it includes an Attributive Clause. The clause is: where we left the chimp family sleeping in a tree the night before. Second, there are two
structures in the sentence. One is “to mean doing”; the other is “leave ... doing”. For the first one, we can refe r to the Appendices in Page 76. Now let‟s look at the second one. In fact, there are several same structures in this text. Please look at these sentences. Show the sentences on the screen:
1. ... where we left the chimp family sleeping in a tree the night before.
2. ... we see them go to sleep together in their nest for the night.
3. But the evening makes it all worthwhile.
4. ... was she allowed to begin her project.
5. ... Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
T: Now look at the boldface（黑体字）. All the structures of the Predicates are Verb + Object + Object Complement. Let‟s translate these sentences to taste the meaning and usage of Object Complement.
Ask some of the students to translate these sentences. Give them some explanations: When we use -ing form as Object Complement, it means this act is continuing. For example, Sentence 1. When we use -to do form as Object Complement, it means this process of the act has finished or to begin. We can take Sentence 2 and 4 for example. When we use an objective as Object Complement, it means that it shows us a kind of state. We can take sentence 3 and 5 for example. If possible, teacher still can give them more examples about this structure.
I heard the teacher call my name.
I will let you know the result of the voting as soon as possible.
We watch the children diving into the water from the top diving board.
Let‟s go, let him alone.
S4: Miss Wu, I find this sentence a bit strange: Only after her mother came to help her for the first few months was she allowed to begin her project.
T: Yeah, this sentence uses the structure of inversion. The sign is that only phrase is placed at the beginning of the sentence. We will learn it later. Now it is Ok that you know the meaning of the sentence. Any questions?
Ss: No.
Task 4 Comprehending
T: Do you still have any questions? No? Ok, let‟s finish next task. Read the text again and try to finish Exercise 1&2 in Page 3 as quickly as you can.
Give students some time to do this. After that, check the answers with the whole class. Step Ⅲ Discussion
When we are guiding students to read something, besides hoping that they can learn some basic knowledge the material shows, we still hope they can learn something that can reflect the spirit of human being. This is the most important thing a teacher should show to students.
Ask students to work in groups of four and discuss the following questions:
1.What made her a great success?
2.What should we learn from Jane Goodall?
T: I thi nk, there is not a single person who doesn‟t admire success. But what is the way to succeed? Now we have read Jane Goodall, can you make sure what made her a great success, and what we should learn from her? Please discuss these two questions, and then some of you will report your
opinions to all the class.
Give students some time to discuss.
T: Boys and girls, have you finished your discussion? How about your group?
G1: We think that there are two points that made her successful. One is her way to study chimps, and the other is her true love to the animals. The first one is facile (易做到的), because it is only a way. Everyone can do it. But for the second one, it is more easily said than done. As a woman, she gave up everything, went to the forest to study the chimps and devoted all her love to these animals. It is really not easy. What we cannot understand is that how she has such great personality.
T: These are very interesting questions. As far as I know, it is her relief that raised her personality. Everyth ing is equal, no matter what they are. It isn‟t because we are human being that we are superior to the other living thing. We don‟t have any right to control other living thing. We all live on the same planet, they are our brothers or sisters. The only difference is that we have different shapes and have different wisdom. If you have the same love to the things around you, you can turn to be her. OK, how about the second question?
G2: At first, we admire she had the wisdom and courage to give up her chance to go to university and went to Africa to begin her own research. This makes us think over what we should think when we are choosing our majors or a university. Secondly, most of us think that man is the master of the world, because he is the most intelligent animal on the earth. So he can decide every thing he thinks right, including doing some experiments on animals, in spite of their pains. Jane not only saw this, but also tried her best to help them and argued for them to be left in the wild and not used for entertainment or advertisements. What she said in the text is very moving. It shows her
deeply love to the animals. We should learn this from her. In fact, there are so much we should learn from her, her consideration, her hard work and so on.
StepⅣ Listening
Have a listening. Let students listen to the reading material, follow and repeat it, pay attention to the new words and expressions, as well as the sentence structures they have learned just now.
StepⅤ Homework
T: I‟m very glad to hear what you s aid. You have learned what you should learn from Jane Goodall. And I believe you will be Jane Goodall, if you treat everything around you equally and show your love to them. Now time is up. Today‟s homework is to finish the exercises in Page 4 and 5. Make some preparations for the next class. See you next time.
Ss: See you.
Unit 1 Women of achievement
Vocabulary and Useful Expressions
Step 1. Revision
Ss retell the text.
Step 2. Language points
1．achieve v. 完成，达到；实现，获得
He will never achieve anything if he d oesn‟t work hard.
The company has achieved a 100% increase in profitability.
achievement： un. 完成；达到
cn. 成绩；成就
We felt a great sense of achievement when we reached the top of the mountain.
He has broken two world records in one day, which is quite an achievement. 2．connection:
1). cn./ un. 联系；关系 (with/between)
There is a strong connection between smoking and heart disease.
The company has a connection with a number of Japanese firms.
2). cn. 连接物
This town has very good road and railway connections with the coast.
3). Un. 连接，联结
The connection of the popes to the main water supply only took a few minutes.
4). cn. Pl. 亲属；亲戚
She …s English but she has Irish connections.
in connection with: 有关
In connection with your request of March 3, we are sorry to tell you th at we can‟t give you a reply until the manager comes back next week.
3．devote… to …
devoted: adj. 忠实的
devotion: n. 热爱，忠诚
He has devoted his life to helping blind people.
He is my devoted friend. He is also devoted to his wife.
4．behave: v. behavior :n.
She has been behaving rather oddly.
Behave yourself.
5．worthwhile : adj.
We had a long wait, but it was worthwhile because we got the ticket.
Worthwhile: 值得花时间/精力/金钱
Worth: 值得尊敬的/重视的 be worth+ n. /doing
Worthy: （表语形容词）值得的 be worthy of +n./being done;
Be worthy to be done
1). This vase was _____ five hundred francs at the most.
2). Everybody has roots. It is _______ to search for his roots.
3). She proved herself a _______ successor of the former champion.
4). This book is well _______ reading and it is ______ of being read a second time. Keys: 1). Worth 2). Worthwhile 3). Worthy 4). Worth; worthy
6．observe: v. 看到，注意到；遵守/奉行
Observe sb. do/doing sth.
Observe that…
I observed a stranger going into the house.
Do you often observe the speed limit?
7．respect: n. v.
We should respect each other.
Respectful: 恭敬的，对人有礼的
Respectable; 受/被人尊重
He is a respectful student. He respects the teachers.
He is respectable teacher. He is respected by all his students.
8．argue v. argue with/over/about
He often argues with me.
极力说服；劝告
She argued him into/out of leaving his job.
Argument: n.
His argument doesn‟t hold water.
9．inspire
He tried to inspire them to greater efforts.
inspired / inspiring : adj.
inspiration: n.
10．support : v. 承受；支撑；抚养，资助；赞成，支持； n.
do you think those shelves can support so many books? She needs a high income to support such a large family. Do you support their demands of independence? Supporter: n.
I‟m a strong supporter of women‟s rights.
11．deliver: v. 传送；把..踢向；发表，宣布；给…接生 Letters are delivered every day.
She delivered a hard kick to his knee.
The doctor delivered her baby.
Delivery: n.
Step 3 Learning about language
1．Ss do part 1 of the discovering useful words and expressions。

2．Ss finish part 2, 3 and 4.
Step 4. Practice
1．Ask the Ss to do Ex. 1 and 2 on page 42.
2．Do Ex 3 on page 43.
Unit 1 Women of Achievement
Listening, Speaking and Writing
Listening
Teaching goals
1. Target language
Men have more chances to get to the top of their career than women.
Why did Joan have to dress up as a man to become a solider?
2. Ability goals
Enable students to know something about Joan and let students realize women can be the same success as men and know something about the International Campaign to Ban landmines.
3. Learning ability goals
Help students learn how to get required information by listening.
Teaching important and difficult points
Train to get the key words by reading the questions before listening.
Teaching methods
Instruction and practice.
Teaching aids
A recorder.
Teaching procedures & ways
Step I Revision
T: Pleased to meet you again!
Ss: Me, too.
T: Zhao, why do you look so tired?
S; He stayed up yesterday.
T: Why?
S: Don't listen to him. I just have had a cold.
T: You'd better, have some thicker clothes. The weather is rather cold these days. S: Thank you, Miss Wu.
T;: Now, let's begin our class. Have you finished your homework?
Ss: Yes.
T: Well, now I'll show you answers on the screen. Check your answers by yourselves. If you have any questions, please let me know. After doing this, teachers can continue the next step. Step II Listening to the material on Page 7
There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening, so that they can realize what is the main task in listening.
Task 1 The first listening
T: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as
men. But they have many difficulties in doing this. Today we'll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let's listen for the first time. Play the tape for the first time
for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn't matter whether they
are some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.
Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.
Task 2 The second listening
There are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.
Task 3 The third listening
This is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.
If they still have some difficulties, play the tape for the fourth time to meet their needs. Step III The listening material on Page 41
Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.
Step IV Listening material on Page 44
This is a short dialogue between Jody Williams and a journalist. If students want to know something about the dialogue, they must pay attention to the questions. Ex 2 in the Listening Task offers some information. They can guide students to get what they are required to get. So it is necessary to tell students to read the chart carefully ahead, and then listen to the tape. Students can write down some notes instead of the whole sentences.
Step V Homework
T: Today, we learned something about women. I believe what they did and what they are facing may give us some inspirations. For girls we should believe that although we may face some difficulty, we are able to try our best to realize our dreams. OK, today's
homework is to read the article A GOOD EXAMPLE FOR ME and make some preparations for the speaking in Page 7. That's all for today, bye, everyone.
Ss: Bye, teacher.
For most students it is difficult to finish all the three listening materials in one class. So teachers can make one of them as homework, let students listen to it after class. Speaking
Step 1. Revision
1．Go over the language points with the Ss together.
2．Check Ss‟ homework.
Step 2. Pre-listening
Ss talk about the problems women have when they want a career of their own.
Step 3 Listening
Task 1: Ss listen to the tape and decide whether the statements are true or false on page 7, Ex 1. Task 2: Ss listen again and fill in the missing words:
1．This _____ girls form training for their chosen ______.
2．Most of the _____ and running the house id the ______ of the mother. Men do not have this pressure.
3．Think about what ____ they have had to face.
Step 4.
Task 3: Speaking
Ss in pairs describe a special woman in their hometown. Try to use the following expressions: Her character is:
Honest, hard-working, energetic, determined,….
Her personality is :
Mod est, kink, considerate, quiet , lively, friendly, helpful,…
Step 5. Listening (on page 41)
This passage is tell Ss about a Frenchwoman named Joan of Arc, who fought to free France from the English. Before listening, ask the Ss read the questions first and then listen to the tape. Task 4:Ss listen to the tape twice and finish Wb Ex 1 on page 41. Step 6. Speaking
Task 5: Ss in pairs discuss the qualities that you think a great woman needs. Try to use the following words and expressions:
intelligent, determined, generous, kind, modest, unselfish, considerate, brave, confident, hard-working,….
What does she look like?
What do you think about…?
What are her strengths?
What are her weaknesses?
How would you describe her?
How do her friends describe her?
Unit 1 Women of achievement
Grammar and Useful Structures
Step 1. Warm up
Give Ss some sentences and ask them to pay attention to the verbs:
1．I am a student.
2．There is a desk in the room. There are no chairs in it.
3．John gets up early every morning.
4．Both rice and wheat are grown in this part of China.
5．My family is a large one.
6．The family are sitting at the table.
7．There is nobody in the house.
8．Everything is ready.
9．Either you or Jane is to be sent to New Zealand.
10．The teacher with two students was at the meeting.
11．Sixty years is a long time.
12．Ten dollars is enough for him.
13．What he said is right.
14．Seeing is believing.
15．To see is to believe.
Step 2. Subject-verb agreement
主谓一致是指：
1）语法形式上要一致，即单复数形式与谓语要一致。

2）意义上要一致，即主语意义上的单复数要与谓语的单复数形式一致。

3）就近原则，即谓语动词的单复形式取决于最靠近它的词语，
一般来说，不可数名词用动词单数，可数名词复数用动词复数。

例如： There is much water in the thermos.
但当不可数名词前有表示数量的复数名词时，谓语动词用复数形式。

例如： Ten thousand tons of coal were produced last year.
1 并列结构作主语时谓语用复数，例如：
Reading and writing are very important. 读写很重要。

注意：当主语由and连结时，如果它表示一个单一的概念，即指同一人或同一物时，谓语动词用单数，and 此时连接的两个词前只有一个冠词。

例如：
The iron and steel industry is very important to our life. 钢铁工业对我们的生活有重要意义。

典型例题
The League secretary and monitor ___ asked to make a speech at the meeting.
A. is
B. was
C. are
D. were
答案B. 注：先从时态上考虑。

这是过去发生的事情应用过去时，先排除A.，C。

本题易误选D，因为The League secretary and monitor 好象是两个人，但仔细辨别，monitor 前没有the，在英语中，当一人兼数职时只在第一个职务前加定冠词。

后面的职务用and 相连。

这样本题主语为一个人，所以应选B。

2 主谓一致中的靠近原则
1）当there be 句型的主语是一系列事物时，谓语应与最邻近的主语保持一致。

例如： There is a pen, a knife and several books on the desk. 桌上有一支笔、一把小刀和几本书。

There are twenty boy-students and twenty-three girl-students in the class.班上有二十个男孩，二十三个女孩。

2）当either… or… 与neither… nor，连接两个主语时，谓语动词与最邻近的主语保持一致。

如果句子是由here, there引导，而主语又不止一个时，谓语通常也和最邻近的主语一致。

例如：
Either you or she is to go. 不是你去，就是她去。

Here is a pen, a few envelops and some paper for you. 给你笔、信封和纸。

3 谓语动词与前面的主语一致
当主语有with, together with, like, except, but, no less than, as well as 等词组成的短语时，谓语动词与前面的主语部分一致。

例如：
The teacher together with some students is visiting the factory. 教师和一些学生在参观工厂。

He as well as I wants to go boating.他和我想去划船。

4 谓语需用单数
1）代词each以及由every, some, no, any等构成的复合代词作主语时，或主语中含有each,
every时, 谓语需用单数。

例如：
Each of us has a tape-recorder. 我们每人都有录音机。

There is something wrong with my watch. 我的表坏了。

2）当主语是一本书或一条格言时，谓语动词常用单数。

例如：
The Arabian Night is a book known to lovers of English. 《天方夜谭》是英语爱好者熟悉的一本书。