高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（一）。
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高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（一）
The Third Period
Teaching aims and demands
The students are asked to master the Grammar :Direct Speech and Indirect Speech
2. Integrating Skill: reading
3. Oral practice: manipulate oral practice relevant to the reading material.
Key points: grammar and reading
Teaching methods: Reading —Sentence structure----explanation
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Presentation To ask the Ss pre-writing the following sentences and check them in class.
1.“Today is Thursday” the teacher said.
2. “I’m going to play football.” Tom said.
3. “He lived in New York” Tom told me.
4. “The moon foes around the earth.” he said.
5. “He wanted to go out for lunch today.” his father said.
6. “He has been here for six years” Mr Li told me.
7. “ I will be here for one year.” I said to Mr Li.
8. “You come here quickly.” he ordered.
9.She said to me, “I will ask for some paper”.
10.They asked: “Why did you come here so late?”
Step 3. Grammar Direct Speech and Indirect Speech
Brief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions
* use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.
e.g. “I had a great time at the picnic,” she told her mum.
(the direct speech) (the reporting clause)
*The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.
e.g. Jane said, “I got a new e-pal. He is from Germany.”
“I got a new e-pal,” Jane said / said Jane / she said, “He is from Germany.”
“I got a new e-pal. He is from Germany,” Jane said / said Jane / she said.
* Use a comma to connect the direct speech and the reporting clause.
* When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.
DIRECT SPEECH INDIRECT SPEECH
Present past
Past past or past perfect
present perfective past perfect
past perfective past perfect
e.g. “I’ll take care of you,” Chuck said. à Chuck said he would take care of him.
“Did you get e-mails from your friends?” she asked. à She asked if I had got e-mails from my friends.
“Have you got any e-mails from your parents?” she asked. à She asked if I had got any e-mails from my parents.
*When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.
e.g. Wilson asked, “How long have we been in this place?”à Wilson asked how long you had been here.
Answers to Grammar Exercise 1
1 The visitor said that he was very glad to visit our factory.
2 “I don’t like American movies very much,” the woman said to / told us.
3 Uncle Wang said that there was something wrong with the front wheel.
4 The teacher said to the students, “We are going to have a meeting at three o’clock.”
5 The students asked when they should go outing that autumn.
6 “I’ll try to finish reading the book by the end of this week,” she said.
7 The daughter told her father that mum had gone to the supermarket.
8 “Are you going to mail the gifts to your parents?” Sara’s friend asked her.
9 Tom asked Bob why he had been so excited that day.
10 “How can I solve the problem?” Sandra asked her friend.
Step 4 Post-reading : Grammar Exercise 2
In this exercise, the students have to imagine that they are helping Chuck “hear” what Wilson “says.” The students use Chuck’s answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don’t need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.
Answers to Grammar Exercise 2:
Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.
Wilson: Why do you want to leave this island?
You: Chuck, Wilson asks why you want to leave this island.
Chuck: I want to leave the island because I miss my friends.
Wilson: Am I not your friend?
You: Chuck, Wilson asks whether or not he is your friend.
Chuck: Yes, you are my friend, but I miss the others.
Wilson: How long have we been here?
You: Chuck, Wilson asks how long you have been here.
Chuck: We have been here for almost five years.
Wilson: How will we leave?
You: Chuck, Wilson asks how you will leave.
Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.
Wilson: That might be dangerous.
You: Chuck, Wilson says that might be dangerous.
Chuck: Yes, it might be dangerous, but we have to try. We can’t stay here any longer.
Wilson: Will you take care of me?
You: Chuck, Wilson asks if you will take care of him.
Chuck: Of course I will take care of you.
Wilson: I’m scared, Chuck.
You: Chuck, Wilson says he is scared.
Chuck: I’m scared, too.
Step 5 Workbook :Answers to Exercise 1:
1 Mary told Yang Mei that she was doing a biology experiment then.
2 Mary told Yang Mei that she was not free that day.
3 Mary told Yang Mei that she must / had to finish her paper that week.
4 Mary told Yang Mei that she would have to stay in the lab until the next day.
5 Mary told Yang Mei that she was going to write a report the next week.
6 Mary told Yang Mei that she had watched a very interesting TV programme the day before.
7 Mary told Yang Mei that She must / had to wait there that afternoon.
8 Mary asked Yang Mei if she would go to the Students’ Club that afternoon.
9 Mary told Yang Mei that she had visited her teacher the day before.
10 Mary asked Yang Mei who was going to study abroad the next year.
Answers to Exercise 2:
Sept 1, Monday
It’s my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.
When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)I asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.
We went to the classroom for our first lesson. (4)Mr Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us, and he asked us to write a short description of ourselves. I wrote it in English. When Mr Yu read it, (6)he said it was well-written.
After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.
1 “Where did you spend your holiday?” I asked /said to her.
2 “I went to Shanghai and it was wonderful,” she said.
3 “Did you enjoy your holiday?” she asked / said.
4 “Did you have a pleasant holiday?” Mr Yu asked us.
5 “I want to get to know you. Could you please write down a short description of yourselves?” he said.
6 “It’s well written,” he said.
7 “We are proud of you,” they said to me.
Answers to Exercise 3
1 Change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.
1 Hu Ming, the manager says that they run that restaurant to make friends.
2 “We are unhappy about this,” the students’ parents said.
3 Hu Ming says, “A teacher has already told me that I should spend more time on study.”
4 “Running a business takes a lot of time,” all the managers say.
5 Liu Tao says that they don’t have the money to hire enough waiters or waitresses, so they do most of the work themselves.
6 Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.
7 “We are doing OK,” Liu Tao says.
Step 6 Homework
Finish off the work in work book
change the 10 sentences into indirect speech
Try to write a news story in about 100 words on page 88
Revise the grammar on page 178 to page 180
相关知识
高一英语教案：《Unit1 Good Friends 好朋友》教学设计（一）
高一英语教案：《Unit1 Good Friends 好朋友》教学设计（一）
teaching objectives and demands:
the activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
ask the students to describe a good friend and give examples of situations where friends have helped them. use the activity as a brainstorming session done either in groups or with the whole class.
language use: manipulate listening, speaking practice
key points:
1. everyday english for communication.
2. words and useful expressions
the first period
step 1. warming up
students are asked to describe themselves and a friend. you can use these questions in at least two different ways. one alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. a second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. as with the first part, the objective is to elicit student language and get the students to think about friends and friendship.
which words can be used to describe the characteristic?
brave: courage fearless heroic
scared : astonish fearful frightened horrified shocked terrified timid
loyal: devoted faithful
wise: bright clever cute gifted intelligent smart well-learned witty
foolish: silly stupid
beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking
graceful inviting lovely neat pretty splendid stunning
rich: wealthy plentiful
funning: amusing humorous
happy: carefree cheerful contented delighted glad high merry pleased
unhappy: bitter blue discouraged displeased heavy miserable sad upset
step 2. listening
the students will hear friends discuss common problems that may occur in a friendship. the students are asked to identify the problems and suggest solutions. tell the students that friends sometimes have problems and that it is important to know how to solve the problems. the students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. it may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. the students can also listen to one situation at a time and discuss solutions with the whole class.
key
1.peter is often late for football practice. i think that he should try to be on time in the future.
2.mary usually borrows things without asking and she doesn’t return things on time. she should ask the owner is she wants to borrow something and try to return it on time in the future.
3.adam borrowed john’s cd player yesterday and now it is broken. adam can ask his uncle to fix it.
extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. you may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.
workbook p85
listening
students will hear about problems friends may have and what can be done to solve such problems. the students are asked to write down the solutions mentioned on the tape and to think of other solutions. ask the students to listen to the tape and write down the solutions suggested by the speaker. you can help the students prepare by first asking them to think about problems they may have had with their friends. the solutions mentioned on the tape are simple and general. encourage the students to think of better, more specific solutions. what would they do if they had a quarrel with a friend? how do they talk to their friends about difficult things? how do they keep secrets from becoming rumors?
listening text everybody needs friends. but being a good friend can sometimes be hard work. learning how to solve problems in a friendship can make you a better friend and a happier person. a common problem between friends is that they don’t know how to talk to each other about difficult things. when they do talk, they often get mad with each other. what can they do? well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you. when you say something. if you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.
another problem that many friends have to deal with is what to do after one of them gets angry or upset. if friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. the best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. a simple apology is often enough and is a good starting point. what about friends who can’t keep a secret? sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. shouldn’t a good friend be able to keep a secret? perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation — they may have to lie to other friends to keep the secret. the best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself — don’t tell anyone.
answers to exercise 1
problem: friends get angry with each other when they try to talk about something difficult.
solution: try to understand your friend/try to talk about the problem in a different way.
problem: friends don’t know how to apologize.
solution: start by telling each other that you are sorry and take it from there. a simple apology is often enough.
problem: some friends don’t know how to keep secrets.
solution: keep your secrets to yourself.
step 3 speaking
the students will use the information about the people on sb page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. tell the students to work in pairs. ask the students to complete the chart on page sb page 3 and then use the answers to talk about who could be friends and what they like or dislike. ask each pair to decide who could be friends and give reasons for their decisions. when they have made their decision, ask them to compare and debate their ideas with other pairs. encourage different answers, including strange ones.
p3 work in pairs
boy
girl
girl
boy
likes
football/ reading
singing skiing reading
rock music computer singing
computers rock music dancing
reading novels football singing
rock music skiing surfing the internet
dislikes
singing rock music computer
hiking football rock music
football classical music dancing
hiking classical music reading
rock music dancing computers
football hiking
extension the students are asked to make a list of famous people or people they know. the students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.
step 4. talking workbook p85
the students are given role cards based on three situations where friends are having problems. they are asked to act out the situations with the “useful expressions”. they are also asked to think of a fourth situation, prepare role cards for it, and act it out. let the students role-play in pairs. remind them that they should not write down a dialogue and then simply read the dialogue. instead, they should try to act out the situation without rehearsing it. if they find it difficult to get started, you can let them prepare by practising part of a situation. you can also help by modeling part of a situation.
extension friends often help each other. ask the students to work in pairs and list examples of situations where friends can help each other. the students can then write role cards for the situations and act out in pairs.
step 5. homework
(1) finish off the exercises of unit1 in the workbook.
(2) revise the key points of this unit.
(3)list the friend they get to know in class and write down some thing they want to know.
高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）
高一英语教案：《Unit1 Good Friends 好朋友》教学设计（二）
the second period
teaching objectives
1. develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.
offer the students chances of self-culture by working in groups and seeking information about the film out-
side the class.
3. infuse the students with basic knowledge about the friend and friendship
4. learn some words and useful expressions from the text.
teaching approach
1.communicative approach should be used throughout the class. stress should be laid on:
2.learner-centeredness; learning-centeredness 3.task-based learning
4.activity-based teaching (class work; individual work; group work)
teaching type: reading comprehension
teaching procedure
step 1. report in class a student is asked to report something interesting he or she picks up from newspaper or magazines.
step 2.review and check ss have a word dictation and check their homework in workbook
exercise 2 suggested sample sentences
1) my friend alan is brave. he once saved the life of a little girl who had fallen into a lake.
2) my friend bob is loyal. he wouldn’t talk to charles whom i don’t like at all.
3) my friend david is wise. he always gives me the best advice.
4) my friend george is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.
5) my friend harry is a smart student. he always asks good questions in class.
step 3 pre-reading ss are asked to listen to the tape and find the things they are using or talking about.
practising on p87 vocabulary
1 “the books are too heavy! i think it’s going to break.”
2 “oh no! i forgot where i put it! i have written down all the important phone numbers.”
3 “yum! you have bought it at last. we can have fried fish for dinner. mmm … i can’t wait to put this fish in it. ”
4 “hands up! don’t move or i’ll shoot. give me all your money!”
5 “ooooh! i look very nice in this new dress!!!”
6 a: i think we’re lost. what should we do now? b: don’t worry. i have it here and i know how to use it.
7 “ouch! i hit myself with it.”
8 a: hurry up! it’s so dark here. i can’t see anything.
9 “it is shaking badly. am i going to die? help! … oh, thank god!”
10 “i feel sad when it comes to the part in which the two friends become enemies.”
answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movie
get the students to think about what it would be like to be alone on a deserted island. the activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. the pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.
explain the situation to the students and give them time to think about what they would bring. the activity should generate different choices and opinions, thus making it a good opportunity for discussion. tell the students to work in groups. ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. make sure that each group member gets an opportunity to speak. encourage the students to use the structures i think… because…/ i could use it to…/ it could be used to …/ …would be more important than … because … ask one student from each group to write their answers on the blackboard. compare answers from different groups and have a short discussion. e.g. 1.i think a knife would be the most useful item, because i could use it to kill animals and cut the meat. it could also be used to cut wood. 2.i also think a box of matches would be useful because i could use the matches to make fire. if i had a fire, i could cook food, stay warm and keep wild animals away. more importantly, if someone saw the fire, they would come and save me. 3.i think a book would be more useful than a radio, because you don’t need batteries to read. and when i read, i would learn about life and the world and forget my loneliness.
extension 1: ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. extension 2: let the students talk about how they would feel in an extreme situation. how would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) what would they do to try to overcome these feelings? extension 3: ask the students if they have read books or seen movies about island life, for example, robinson crusoe, cast away, six days and seven nights, etc. how did the main characters survive? how were they rescued? extension 4 after the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the thingswe need and the social interaction we need.
step 4 reading listen to tape and finish the following items
chuck’s ffriend
background information on the reading :the film cast away, starring tom hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. the film shows us how chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. he manages to survive on the island and he realizes the importance of friends and friendship. the text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls wilson.
guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. ask the students to list words or phrases that they don’t know. explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. don’t spend too much time going through the new words.
suggestion for teaching some of the vocabulary of the reading text:
genre
the reading passage is a sort of film review, so i can guess the text will use words about stories, characters, acting and perhaps unusual things that do not exist in the real world.
cast away
clues form) + skip + clues (context) +look up
the words are in italics, so i know that it must be the name of a film or a book. i can probably skip the word and look it up in the dictionary later. if i read the text i will learn that the film is about a man who has to live alone on an island, away from his friends, because of an accident, so i can guess that “cast away” refers to the man in the story and his situation. the dictionary says to be left alone on an island after your ship has sunk.
play
genre +
context
tom hanks is a famous actor. he “plays” a man named chuck noland in the film cast away. i can guess that plays means acts.
survive
context +worldknowledge
when airplanes crash (fall down), most people die. if, like chuck, they don’t die, they go on living, so i can guess that to survive means to go on living.
deserted
context
the text tells me that chuck lands on a deserted island. the text also tells me that there are no people on the island, so i can guess that a deserted place means a place where there are no people.
challenge
context
the text tells me that there are different challenges in chuck’s life — he has to collect water, hunt for food, and learn to survive without friends. i can guess that a challenge is something difficult that you have to do.
高一英语教案：《Looking good,feeling good》教学设计
高一英语教案：《Looking good,feeling good》教学设计
1．Which kind of food can we eat to keep fit in everyday life?
2．What will happen if you are caught in a little amount of sleep?
拥有健康的身体是一个人最大的财富。那么，在平时我们需要注意哪些问题呢？一起来听听健康专家的建议吧。
Good health is the most valuable possession (财富) a person can have, but one can't take health for granted. There are three things that a person can do to help stay in good shape: eat the right foods, get enough sleep, and exercise regularly.
Proper nutrition (营养) is important for good health. Your body cannot function well unless it receives the proper kind of “fuel”. Avoid foods with lots of sugar and fat. Eat plenty of foods that are high in protein (蛋白质), like lean meat, fish, beans, and nuts. Vegetables and fruits are especially important because they provide necessary vitamins and minerals. However, don't overeat. It is not healthy to be overweight.
Getting the proper amount of sleep is also important. If you don't get enough sleep, you will feel tired and have no energy. Over a long period of time, a little amount of sleep may even result in a change of personality. Be sure to allow yourself seven to nine hours of sleep each night. If you do, your body will feel strong, and your mind will be sharp.
Getting plenty of exercise is equally important. Exercise firms (使结实) the body, strengthens the muscles, and prevents you from gaining weight. It also improves your heart and lungs. If you follow a regular exercise program, you will probably increase your lifespan. Any kind of exercise is good. Most sports are excellent for keeping the body in good shape. They are not only good for your body, but they are enjoyable and interesting, too.
So, I would strongly advise you to keep a fitness program. There are many things you can do to exercise, such as: ride a bike, play basketball, play ping-pong or table tennis, go for long walks, dance, swim, play soccer, do exercises to music.
Everyone wants to be healthy, feel good and look good. The following is some advice on how to keep you healthy and more attractive. Look at the pictures and fill in the blanks.
Scan the text and choose the best answer.
1．Amy has managed to look slim by________.
A．going on a diet B．working out regularly
C．sleeping less D．taking weight-loss pills
答案：D
2．According to the passage, young women like Amy________.
A．care too much about their figures
B．are too lazy to take exercise
C．go to the gym regularly to keep fit
D．have difficulty in finding a job
答案：A
Ⅰ.Read the text again and decide whether the following statements are true (T) or false (F)．
1．Amy is dying due to being thin.(F)
2．Amy used to go to the gym to watch games.(F)
3．The weight-loss pills Amy has taken have side effects on her health.(T)
4．Worried about Amy's health, her mother keeps telling her not to take the pills.(T)
5．From the painful experience, Amy finally realised that one shouldn't be ashamed of the way he looks.(T)
Ⅱ.Read the text carefully and fill in the form.
MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0
Letters
Content(内容)
One
Two
Exercise
·Usedtogotothe 1.gym·Stopworking2.outnow
At3.leasthalfanhouraday
Reason(s)
·Ashamedoffatness
·Wantingto
4.stayslim
·ActinginanewTVshow
5.Recoveringfromliverfailure
Way
6.Takingweightlosspills
Receivinggoodmedical7.treatment
8.Result
Notfeelingsoenergetic
Getting9.betterthanbefore
Conclusion
Healthismoreimportantthan10.figure.
Fill in the blanks according to the text.
Zhou Ling and Amy are friends.Amy is 1.preparing to act in a new TV show.Just like other young women, she wants a 2.slim figure, so she took some pills to lose weight.The pills really worked.However, they 3.contain a harmful chemical that caused Amy's liver to 4.fail.Her mother 5.insisted on sending her to the hospital, where she 6.received good medical treatment.After going through a 7.painful experience, she's feeling better now.She received a letter from Zhou Ling.In the letter she agrees with Amy that we shouldn't be 8.embarrassed about our weight.She also hopes that people who are going on a 9.diet or taking weight-loss pills in China can 10.learn from Amy's story.
What's more important, health or figure? How can a person both look good and feel good?
高一英语上册Unit1GoodFriends好朋友教案三
经验告诉我们，成功是留给有准备的人。作为高中教师就要好好准备好一份教案课件。教案可以让学生更好地进入课堂环境中来，帮助高中教师缓解教学的压力，提高教学质量。所以你在写高中教案时要注意些什么呢？考虑到您的需要，小编特地编辑了“高一英语上册Unit1GoodFriends好朋友教案三”，欢迎大家与身边的朋友分享吧！
高一英语上册Unit1GoodFriends好朋友教案三
TheThirdPeriod
Teachingaimsanddemands
ThestudentsareaskedtomastertheGrammar:DirectSpeechandIndirectSpeech
2.IntegratingSkill:reading
3.Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.
Keypoints:grammarandreading
Teachingmethods:Reading—Sentencestructure----explanation
Teachingprocedures:
Step1.Revision
(1)Checkthehomeworkexercises.
(2)Revisethekeypointsofthepreviouslesson.
Step2.PresentationToasktheSspre-writingthefollowingsentencesandchecktheminclass.
1.“TodayisThursday”theteachersaid.
2.“I’mgoingtoplayfootball.”Tomsaid.
3.“HelivedinNewYork”Tomtoldme.
4.“Themoonfoesaroundtheearth.”hesaid.
5.“Hewantedtogooutforlunchtoday.”hisfathersaid.
6.“Hehasbeenhereforsixyears”MrLitoldme.
7.“Iwillbehereforoneyear.”IsaidtoMrLi.
8.“Youcomeherequickly.”heordered.
9.Shesaidtome,“Iwillaskforsomepaper”.
10.Theyasked:“Whydidyoucomeheresolate?”
Step3.GrammarDirectSpeechandIndirectSpeech
Briefexplanationof“DirectSpeechandIndirectSpeech”(1):StatementsQuestions
*useDirectSpeechwhenyouwanttoshowtheexactwordssomeonesaidorwrote.Usequotationmarkstoshowthatyouarereportingtheexactwordsapersonusedandareportingclausetoincludeinformationaboutthespeakerandthesituation.
e.g.“Ihadagreattimeatthepicnic,”shetoldhermum.
(thedirectspeech)(thereportingclause)
*Thereportingclausemaycomebefore,within,orafterthedirectspeech.Whenthereportingclausecomesafterthedirectspeech,theorderofthesubjectandtheverbmaybechanged,e.g.Janesaid/saidJane.Thistypicallyhappenswhenthereportingclauseiswithinthereportedspeechandthesubjectisnotapronoun.
e.g.Janesaid,“Igotanewe-pal.HeisfromGermany.”
“Igotanewe-pal,”Janesaid/saidJane/shesaid,“HeisfromGermany.”
“Igotanewe-pal.HeisfromGermany,”Janesaid/saidJane/shesaid.
*Useacommatoconnectthedirectspeechandthereportingclause.
*WhenyouchangeasentencefromDirectSpeechtoIndirectSpeech,yousometimesneedtochangetheverbtense.Youmayalsoneedtochangepronounsinordertokeepthesamemeaning.
DIRECTSPEECHINDIRECTSPEECH
Presentpast
Pastpastorpastperfect
presentperfectivepastperfect
pastperfectivepastperfect
e.g.“I’lltakecareofyou,”Chucksaid.àChucksaidhewouldtakecareofhim.
“Didyougete-mailsfromyourfriends?”sheasked.àSheaskedifIhadgote-mailsfrommyfriends.
“Haveyougotanye-mailsfromyourparents?”sheasked.àSheaskedifIhadgotanye-mailsfrommyparents.
*WhenyouuseIndirectSpeechtoreportwhatsomeonesaid,youcansometimeschangetheexactwordswithoutchangingwhatthespeakeractuallysaid.
e.g.Wilsonasked,“Howlonghavewebeeninthisplace?”àWilsonaskedhowlongyouhadbeenhere.
AnswerstoGrammarExercise1
1Thevisitorsaidthathewasverygladtovisitourfactory.
2“Idon’tlikeAmericanmoviesverymuch,”thewomansaidto/toldus.
3UncleWangsaidthattherewassomethingwrongwiththefrontwheel.
4Theteachersaidtothestudents,“Wearegoingtohaveameetingatthreeo’clock.”
5Thestudentsaskedwhentheyshouldgooutingthatautumn.
6“I’lltrytofinishreadingthebookbytheendofthisweek,”shesaid.
7Thedaughtertoldherfatherthatmumhadgonetothesupermarket.
8“Areyougoingtomailthegiftstoyourparents?”Sara’sfriendaskedher.
9TomaskedBobwhyhehadbeensoexcitedthatday.
10“HowcanIsolvetheproblem?”Sandraaskedherfriend.
Step4Post-reading:GrammarExercise2
Inthisexercise,thestudentshavetoimaginethattheyarehelpingChuck“hear”whatWilson“says.”ThestudentsuseChuck’sanswerstoguesswhatWilsonisaskingandthenwritedownthequestionasreportedspeech.Letthestudentslookattheexampleandpointoutthattheydon’tneedtochangetheverbtense.Whentheyhavecompletedthewrittenpartoftheexercise,theycanusethequestionsandanswerstotalktoeachother.
AnswerstoGrammarExercise2:
Chuck:Iknow,Iknow.Youareangrywithme.Youthinkweshouldwaitlonger,butwehavewaitedlongenoughalready.
Wilson:Whydoyouwanttoleavethisisland?
You:Chuck,Wilsonaskswhyyouwanttoleavethisisland.
Chuck:IwanttoleavetheislandbecauseImissmyfriends.
Wilson:AmInotyourfriend?
You:Chuck,Wilsonaskswhetherornotheisyourfriend.
Chuck:Yes,youaremyfriend,butImisstheothers.
Wilson:Howlonghavewebeenhere?
You:Chuck,Wilsonaskshowlongyouhavebeenhere.
Chuck:Wehavebeenhereforalmostfiveyears.
Wilson:Howwillweleave?
You:Chuck,Wilsonaskshowyouwillleave.
Chuck:Howwillweleave?Wewillwaitforthewindtochange.Thenwewillgooutoverthereef.
Wilson:Thatmightbedangerous.
You:Chuck,Wilsonsaysthatmightbedangerous.
Chuck:Yes,itmightbedangerous,butwehavetotry.Wecan’tstayhereanylonger.
Wilson:Willyoutakecareofme?
You:Chuck,Wilsonasksifyouwilltakecareofhim.
Chuck:OfcourseIwilltakecareofyou.
Wilson:I’mscared,Chuck.
You:Chuck,Wilsonsaysheisscared.
Chuck:I’mscared,too.
Step5Workbook:AnswerstoExercise1:
1MarytoldYangMeithatshewasdoingabiologyexperimentthen.
2MarytoldYangMeithatshewasnotfreethatday.
3MarytoldYangMeithatshemust/hadtofinishherpaperthatweek.
4MarytoldYangMeithatshewouldhavetostayinthelabuntilthenextday.
5MarytoldYangMeithatshewasgoingtowriteareportthenextweek.
6MarytoldYangMeithatshehadwatchedaveryinterestingTVprogrammethedaybefore.
7MarytoldYangMeithatShemust/hadtowaittherethatafternoon.
8MaryaskedYangMeiifshewouldgototheStudents’Clubthatafternoon.
9MarytoldYangMeithatshehadvisitedherteacherthedaybefore.
10MaryaskedYangMeiwhowasgoingtostudyabroadthenextyear.
AnswerstoExercise2:
Sept1,Monday
It’smyfirstdayinseniorhighschool.Mothertoldmetogetupearly.Fatheraskedmetotiemyhairup.Itoldmyselfnottoworrytoomuch.
WhenIarrivedatschool,IranintomyfriendJoanna.ShesaidIlookedgreat.(1)Iaskedherwhereshehadspentherholiday.(2)ShesaidthatshehadgonetoShanghaiandithadbeenwonderful.(3)ShealsoaskedmeifIhadenjoyedmyholiday.
Wewenttotheclassroomforourfirstlesson.(4)MrYuaskedusifwehadhadapleasantholiday.(5)Thenhesaidthathewantedtogettoknowus,andheaskedustowriteashortdescriptionofourselves.IwroteitinEnglish.WhenMrYureadit,(6)hesaiditwaswell-written.
AfterschoolIwentbackhome.Itoldmyparentsaboutmyfirstdayinschool.(7)Theytoldmethattheywereproudofme.
1“Wheredidyouspendyourholiday?”Iasked/saidtoher.
2“IwenttoShanghaianditwaswonderful,”shesaid.
3“Didyouenjoyyourholiday?”sheasked/said.
4“Didyouhaveapleasantholiday?”MrYuaskedus.
5“Iwanttogettoknowyou.Couldyoupleasewritedownashortdescriptionofyourselves?”hesaid.
6“It’swellwritten,”hesaid.
7“Weareproudofyou,”theysaidtome.
AnswerstoExercise3
1ChangeDirectSpeechintoIndirectSpeechandIndirectSpeechintoDirectSpeech.
1HuMing,themanagersaysthattheyrunthatrestauranttomakefriends.
2“Weareunhappyaboutthis,”thestudents’parentssaid.
3HuMingsays,“AteacherhasalreadytoldmethatIshouldspendmoretimeonstudy.”
4“Runningabusinesstakesalotoftime,”allthemanagerssay.
5LiuTaosaysthattheydon’thavethemoneytohireenoughwaitersorwaitresses,sotheydomostoftheworkthemselves.
6Anotherboytellsmethatsometimestheyhavetoskipclassestokeepaneyeontherestaurant.
7“WearedoingOK,”LiuTaosays.
Step6Homework
Finishofftheworkinworkbook
changethe10sentencesintoindirectspeech
Trytowriteanewsstoryinabout100wordsonpage88
Revisethegrammaronpage178topage180
Evaluationofteaching:
