SharingPeriod4　Grammar。

一名合格的教师要充分考虑学习的趣味性，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生们充分体会到学习的快乐，让高中教师能够快速的解决各种教学问题。优秀有创意的高中教案要怎样写呢？下面是由小编为大家整理的“SharingPeriod4　Grammar”，希望对您的工作和生活有所帮助。

Period4　Grammar

教学目标　

1．语言知识目标：复习限制性定语从句的特点和关系词。

2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。

重点难点　

1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词使用的场合，能够运用限制性定语从句。

2．教学难点：关系代词和关系副词使用的场合，在写作中运用限制性定语从句。

教学准备　

1．学生的学习准备：复习限制性定语从句的特点及关系词。

2．教师的教学准备：整理关系代词和关系副词的使用场合，并绘制表格。

3．教学用具的设计和准备：制作多媒体课件。

教学过程　

?Step1　Presentation

1．Agame“Guesswhohe/sheis.”：Listentoseveralsentences，andthenguesswhohe/sheisaccordingtothedescription.

2．Showthesentenceswiththerestrictiveattributiveclausesinthegameinthescreenandmakethestudentsfindthemout.

e．g.Thestudentisaboywho_is_taller_than_me.

Thestudentisaboywho_is_always_ready_to_help_others_and_popular_among_the_

classmates.

Thestudenthasanicknamewhich_is_related_to_a_lovely_animal.

[设计说明]听句子，猜猜他/她是谁的游戏，能够很快地引起学生的兴趣，活跃课堂气氛，而且，在描述中使用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了准备。

?Step2　Revision

1．Revisethecharacteristicsofrestrictiveattributiveclauses.(ThestudentscansaythatinChinese.)

从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。

从功能上看，限制性定语从句对先行词起着修饰和限制的作用，如果去掉从句，会影响到整个主句的意思。

2．Revisetherelativepronounsandadverbsofrestrictiveattributiveclauses.

theusageoftherelativepronoun

关系代词

指代

在定语从句中所充当的成分

person

thing

Subject

主语

Object

宾语

Attributive

定语

who

whom

which

that

whose

theusageoftherelativeadverb

关系副词

指代

在定语从句中所充当的句子成分

when

time

adverbial

where

place

adverbial

why

reason

adverbial

关系副词＝介词＋which

3．Revisetheusageof“that”．

that和which在指物的情况下一般可以互换，但在下列情况下，一般用that而不用which。

(1)先行词为all，everything，nothing，something，anything，little，much等不定代词时。

(2)先行词被all，every，no，some，any，little，much，theonly，thevery，thesame，thelast，序数词或形容词最高级等修饰时。

(3)先行词是who或who引导的主句。

(4)主句是therebe句型时。

(5)先行词中既有人又有物时。

注意：介词后面只能用which而不能用that。

[设计说明]借助第一环节中的句子，先让学生找出限制性定语从句，再复习限制性定语从句的特征和关系词的用法，尤其是关系代词that的用法，为下面的环节——关系词的运用打下基础。

?Step3　Practising

1．Fillintheblankswiththeproperrelativepronoun/adverb.

(1)Thereason______hedidntcometoschoolyesterdayisthathewasill.

(2)Thebaby______trousersisredisJack.

(3)Thewoman______canspeakRussiangotthejob.

(4)Thewoman______wesawonthestreetgotthejob.

(5)Canyoulendmethebookabout______youtalkedlastnight?

(6)Isthisthelibraryfrom______youborrowbooks?

(7)Ivereadallthebooks______arenotmine.

(8)Iamsureshehassomething______youcanborrow.

(9)Thereason______theaccidenthappenedisstillunknown.

(10)Hewillhavetoputoffhisconcertuntilnextmonth，______hefinisheshistravelaroundtheworld.

Keys：(1)why　(2)whose　(3)who　(4)whom　(5)which　(6)which　(7)that　(8)that　(9)why　(10)when

2．Completethesentenceswithyourownwords.

(1)Paintingisanactivitythat____________.

(2)Theinterpretertowhomyou____________isonholiday.

(3)Themanwho____________isadoctor.

(4)Thewomanwhosedaughter____________isoverthere.

(5)Theschoolwhereyou____________hasbeenimproved.

(6)Anneisdoingsomeresearchonthetimewhen____________.

(7)Thereasonwhyhe____________wasthathewaswatchinganinterviewofthefirstChineseastronautonTV.

3．Answerthefollowingquestionsusingattributiveclauseswiththepronouns/adverbsinthebrackets.

Example：Whatkindoffriendwouldyouliketohave？(whom)

IdliketohaveafriendwhomIcantrust.

(1)Whatkindofplacewouldyouliketogotoforaholiday？(where)

(2)Whatstorydoyouenjoymost？(which/that)

(3)Whichmusicalinstrumentwouldyouliketolearntoplay？(which/that)

(4)Whydidntyoufinishyourhomework？(why)

(5)Whatkindofpersonisshemarriedto？(towhom)

(6)Whatsportdoyouparticipateinmostoften？(which/that)

(7)Whichdaywontyoueverforget？(when)

4．Writeapassageaboutyourclass/familyusingrestricitiveattributiveclausesasmanyaspossible.

[设计说明]语法运用在这个部分是层层递进的，练习1要求学生填写关系代词或关系副词，练习2要求学生造句，完成定语从句，练习3则要求学生根据给出的关系词写出一个含有定语从句的完整的句子，练习4要求写一篇含有多个定语从句的文章，体现了“词—句—篇”的教学原则。如果学生的水平较弱，难以按照教师的要求完成写作练习，教师也可以要求学生翻译一段含有多个定语从句的文章以达到在语篇输出中运用限制性定语从句的目的。(下划线的句子要求用上限制性定语从句)

瞧！这是一张我们班级的照片。我们班是一个由27个男生和26个女生组成的大家庭。那个留着短发的女老师是我们的班主任周老师。班长是一个喜欢体育的男孩。你能找出他吗？站在第三排中间最高的那个就是我们的班长——李明。笑得最开心的是我那可爱的同桌。我永远不会忘记那些我们一起学习和生活的难忘的日子。

Awritingsample：

Look！Thisisaphotoofourclass.Ourclassisabigfamilywhichismadeupof27boysand26girls.Thewomanteacherwhowearsshorthairisourheadteacher，MissZhou.Ourmonitorisaboywholikessports.Canyoufindhimout？ThetallestboywhoisstandinginthemiddleofLine3isourmonitor—LiMing.Thegirlwhosesmileisthebiggestismylovelydeskmate.Iwillneverforgettheunforgettabledayswhenwestudiedandlivedtogether.

精选阅读

UndertheseaPeriod4　Grammar

一名合格的教师要充分考虑学习的趣味性，教师在教学前就要准备好教案，做好充分的准备。教案可以让学生能够在课堂积极的参与互动，帮助授课经验少的教师教学。优秀有创意的教案要怎样写呢？小编特地为大家精心收集和整理了“UndertheseaPeriod4　Grammar”，仅供参考，希望能为您提供参考！

Period4　Grammar

Teachingaims　

1．Studentswillbeabletorecognizethe－ing/beingdoneformsandknowtheexactmeaningsofthem.

2．Studentswillbeabletousethesetwoformscorrectly.

Teachingprocedures　

?Step1　Revision

Askstudentstoanswerthefollowingquestionswithoutreferringtothetextbook.

1．WhatdidClancywitnesswhenherandowntotheshore?

2．WhydidClancyruninahurry?

3．WhatdidOldTomdowhentheyheadedintothebay?

4．WhatdidOldTomdoafterGeorgebeatthewater?

5．WhatdidClancywitnesswhentheydrewnear?

Suggestedanswers：

1．Hesawawhalethrowingitselfoutofthewaterandthencrashing_downagain.

2．BecauseClancyhadalreadyheardthatGeorgedidntlikebeing_kept_waiting.

3．TheycouldseeOldTomswimmingbytheboat，showingthemtheway.

4．Tomcircledbacktotheboat，leadingthemtothehuntagain.

5．Hecouldseeawhalebeing_attackedbyapackofaboutsixotherkillers.

Next，askstudentstopayattentiontotheunderlinedwordsandleadintothegrammaritem—“v.－ing”/“beingdone”．

?Step2　Grammarlearning

1．现在分词(－ing形式)的构成。

v．－ing形式由“do＋ing”构成，其否定形式是“notdoing”，v.－ing可以带宾语或状语构成v．－ing短语，没有人称和数的变化，但有时态和语态的变化。

2．动词－ing形式的被动式分一般式和完成式：

(1)一般式：表示这个被动的动作正在进行或与谓语表示的动作同时发生。

(2)完成式：强调这个被动的动作在谓语动词所表示的动作之前完成。

语态时态

主动语态

被动语态

一般式

(not)doing

(not)beingdone

完成式

(not)havingdone

(not)havingbeendone3.动词－ing的被动式的句法功能。

(1)作主语。如：So_being_killed_by_sharkswasacommonthing.

(2)作宾语，用在介词后或需要带－ing形式作宾语的动词后。如：

Georgedidntlikebeing_kept_waiting.

Hewasterrifiedofbeing_abandoned_by_us.

Doyouremember_having_been_takentoBeijingattheageoften?

(3)作表语。如：

Whatworriedthechildmostwashisnot_being_allowed_tovisithismotherinthehospital.

(4)作定语。如：

Theproblembeing_discussedisofgreatimportance.

(5)作状语。如：

Having_been_shown_aroundthelibrary，weweretakentoseethelab.

(6)作补足语。如：

Aswedrewcloser，Icouldseeawhalebeing_attackedbyapackofaboutsixotherkillers.

Whenweapproachedhim，IsawJamesbeing_held_upinthewaterbyOldTom.

[注意]

(1)v.－ing形式的被动式主要在句子中作状语、宾语补足语和定语。但v.－ing形式的被动式的完成式，一般在句中作状语(偶尔作非限定定语)，不作其他成分。

Theydontlikethe_design_of_the_new_bridge_being_built.(正在建造的桥的设计)

Not_having_been_completed，themuseumcantbevisitedyet.(由于没有完工……)

(2)v.－ing形式的被动式逻辑主语(即动作的承受者)如果也是主句的主语，就不需要表示出来，但是如果逻辑主语不是主句的主语，就得把v.－ing形式自己的主语表示出来。如：

Thewholeclassroomhaving_been_cleaned，thestudentswenthomehappily.

(3)在want，need，deserve，require，repay，bear，take等动词及形容词worth后，习惯用动词－ing的主动形式表示被动意义，相当于“tobedone”。如：

Thehousewants_cleaning.

这房屋需要打扫。

Mywatchneeds_repairing.

我的手表需要修理。

Thewaydeserves_mentioning.

这个方法值得一提。

Theseyoungtreeswillrequire_looking_aftercarefully.

这些小树需要细心照顾。

Thefilmisworth_seeing.

这部影片值得一看。

?Step3　Exercises

句型转换(改成带－ing形式被动结构的简单句)

(1)Thehotelwhichisbeingbuiltnowbesidetheparkwasdesignedbyagroupofyoungmen.

(2)Thelittlegirlwaseventuallyawarethatherparentsabandonedherinthemountainousvillage.

(3)Hewouldcomeevenifwedontinvitehim.(without)

(4)Afterhehadbeenexaminedseveraltimes，hewastoldtobehealthy.

(5)Inoticedthatsomepeopleweretakentothepolicestation.

Suggestedanswers：

(1)Thehotelbeingbuiltnowbesidetheparkwasdesignedbyagroupofyoungmen.

(2)Thelittlegirlwaseventuallyawareofbeingabandonedbyherparentsinthemountainousvillage.

(3)Hewouldcomewithoutevenbeinginvited.

(4)Afterhavingbeenexaminedseveraltimes，hewastoldtobehealthy.

(5)Inoticedsomepeoplebeingtakentothepolicestation.

?Step4　Drilling

AskstudentstodoExercise1onPage23andcheckwiththeirpartnersthenchecktogether.

AskstudentstodoExercise2andchecktheanswerstogether.

Keys：1.beingattacked　2.Beingheldup　3.Beingincluded　4.Havingbeenaccepted

5．beingtold　6.Beinghelpedout　7.beingtaken　8.beingphotographed　9.beingswallowed.

?Step5　Usingstructures

Showstudentsthe6picturesonPage64andaskthemtodescribethemusingthepassive－ingforminpairs.

Keys：1.beinginvited　2.beingkeptwaiting　3.beingattacked　4.beingawarded　5.beingshoutedat　6.beingblamed

?Step6　Homework

FinishoffExercise2onPage64.

Unit4bigbusiness-grammar学案

Unit4bigbusiness-grammar学案
一．快捷识记
I．过去分词作状语所表示的意义：
过去分词短语作状语，可表示时间，原因，条件等，可发展为一个状语从句。过去分词作状语可分为：
一般式(done)表示分词动作与谓语动作同时发生或分词动作发生于谓语动作之前。
完成式(havingbeendone)强调分词动作发生在谓语动作之前。例如：
Scolded(Asshewasscolded)bytheteacher,thegirlsattherewithoutliftingherhead.
由于被老师批评了，那个女孩低着头坐在那儿。
II．过去分词作状语时的具体用法：
1．过去分词作时间状语相当于一个时间状语从句。例如：
Asked(Whenhewasasked)whathadhappened,heloweredhishead.
当他被问问题的时候,他低下了头。
2．过去分词作原因状语相当于一个原因状语从句。例如：
Frightened(=Because/Asshewasfrightened)bythetiger,thegirldidntdaretosleepalone.
因为害怕老虎,这个女孩不敢单独睡觉。
3．过去分词作条件状语相当于一个条件状语从句。例如：
Grown(Iftheseseedsaregrown)inrichsoil,theseseedscangrowfast.
如果种在肥沃的土壤里，这些种子能长得很快。
Given(Ifweweregiven)moretime,wecoulddoitbetter.
如果给我们更多时间的话，我们可以做得更好。
注意：此句中的given在许多语法书中作为介词处理。
4．过去分词作让步状语相当于一个让步状语从句。例如：
Left(Althoughhewasleft)athome,Johndidntfeelafraidatall.
虽然John被单独留在房间里,他一点都不害怕。
5．过去分词作状语表示伴随动作或状态。例如：
Theteacherenteredtheclassroom,(andhewas)followedbyagroupofstudents.
老师进入教室，后面跟着一帮学生。
二.练一练：
1.________inthequeueforhalfanhour,Tomsuddenlyrealizedthathehadlefthiswalletathome.
A.TowaitB.Havewaited
C.HavingwaitedD.Tohavewaited
2.________bythebeautyofnature,thegirlfromLondondecidedtospendanothertwodaysonthefarm.
A.AttractingB.Attracted
C.TobeattractedD.Havingattracted
3.Theresearchissodesignedthatonce________nothingcanbedonetochangeit.
A.beginsB.havingbegun
C.beginningD.begun
4.________tosunlightfortoomuchtimewilldoharmtoonesskin.
A.ExposedB.Havingexposed
C.BeingexposedD.Afterbeingexposed
5.Priceofdailygoods________throughacomputercanbelowerthanstoreprices.
A.areboughtB.bought
C.beenboughtD.buying
参考答案：1—5CBDCB

Unit4AttitudestowardsOurElders-grammar学案

Unit4AttitudestowardsOurElders-grammar学案

省略

一概述省略是一种修辞,它的使用主要是为了避免重复,它不仅适用于书面语,而且在口语中更加明显.

1概念为了表达简洁,或重点突出,常省去某个词,短语,甚至句子.这种形式就叫省略.

HesaidthathewouldpayavisittotheGreatWallthenextweek.

Heisonlyaliveandishealthy.

当在英语中也有许多的固定省略结构,这种省略其实是一种约定的历史文化,我们不需将其补充完整,即使按照语法可以这样做,也没有必要.如:

Nopains,nogains

Seeingisbelieving

Outofsight,outofmind

2省略的目的和遵循的原则

省略有两个目的

1语言简洁,结构紧凑.

Iwonderwhenandwheretoholdthemeeting

when=whentoholdthemeeting

---Illgiveyouanecklaceasabirthdaygift

---Really?butwhen?when=whenyouwillgiveittome

2重点突出,目标明确

Willyoutellmebywhomandforwhomitwasordered?

bywhom=itwasorderedbywhom

---Whowillbesenttocarryouttheplan?

---Johnson

它遵循的原则是不破坏结构或引起歧义

TheyvisitingandwewillbevisitingtheHeavenTemple

应改为TheyareandwewillbevisitingtheHeavenTemple

二省略句的应用

一简单句中的省略

1主语的省略

1第一人称省略

Ihopetoseeyouagain

2第二人称在祈使句中的省略

Goandseewhoitis

Dontopenthewidow,oryoumaycatchacold

3第三人称的省略

SheDoesntlookwell

ItisaPityhewonthelp

2动词的省略

1助动词省略,多在口语中

Hi,Tom,whereyougoing?

2主动词省略.

MarydoesntspeakFrench,butJimdoes.

TomcanspeakEnglish,andsocanLucy.

---Jimhaspassedtheexam

---Sohehasandsohaveyou

3系动词省略

Areyouhungry?

4Therebe句型的省略

Thereoughttobenobodyintheclassroom

IsthereAnythingIcandoforyou?

5在独立主格结构中being;havingbeen的省略,一般只适用于其后是介词或短语,如果是名词不省略

Themeetingbeingover,theywenthome

Bookbeinginhand,heenteredtheroom.

Itbeingsunday,wedidtgotoschool.

6不定式to后动词的省略。这类动词有expect,like,wish,hope,prefer;love;intend,mean,refuse等

----Wouldyouliketoattendtheparty?

----Idliketo

另外，在haveto;needtooughtto;begoingto;usedto后也省略主动词

Idontliketostayuplate,butIusedto

Idontwanttomeettheman,butIhadto二从句中的省略

1定语从句中的省略

1作宾语的关系代词which;that;whom的省略

DoyouknowthegirlwhomItalkedtojustnow?

Haveyouseenthebikewhich/thatIboughtfromTom?

如果定语从句中的动词后的介词，放到关系代词前，那么关系代词不能省略。

2作状语的关系副词when/where/why的省略

ThatwasthelasttimewhenImethim

2状语从句中的省略

当状语从句中的主语和主句的主语一致时，可以省略状语从句中的主语和系动词be.

1连词when;if;evenif;unless;once;until;as;than+pp

Hedidtheworkaswellasexpected

Iwontattendthepartyevenifinvited

2连词〈when;while;though+doing

Icameacrosshimwhencrossingonthestreet.

Thoughworkinginsuchpoorconditions,hestillfinishedtheworkontime.

3连词as,asif,once+名词

Onceathief,heworksasapolicemannow.

4连词though,whether,when,if+形容词

Ifnecessary,pleaseapologizetoher

5连词,while,asif,whether+介词短语

WhileinEngland,helearnedaforeignlanguage.

另外，我们也可以用so;not替代上文中的内容，此时常用ifso/not

Workhardaroundtheclock.Ifso,youwillsucceed.

Youshouldfinishtheworkontime.Ifnot,youwillbepunished

在某些形容词glad;ready;pleased;happy等后。

---Willyoucarryouttheplan?

---Imgladto

假如语境中有表示时态的have,havebeen,和be，常在答句中表现出来。

---whyhaventyouattendedthelecture?

---Idliketohave,butitrainedheavily

练习：

1.Tomwantedtoplayfootballwithhisfriendsinthestreet,buthisfathertoldhim______.

A．nottoB．nottodoC．nottoitD．donotto

2.—DoyouthinkJackisgoingtowatchafootballmatchthisweekend?

—_______.

A．IbelievenotB．IbelievenotsoC．Idon’tbelieveitD．Idon’tbelieve

3.—Whatdoyouthingmadethegirlsoglad?

—_______abeautifulnecklace.

A．AsshereceivedB．Receiving

C．ReceivedD．Becauseofreceiving

4.Fatheradvisedmenottosayanythinguntil________atthemeeting.

A．askingB．toaskC．askedD．ask

5.—Haveyouwateredtheflowers?

—No,but_______.

A．IamB．I’mgoingC．I’mjustgoingtoD．Iwillgo

6.—Hehasn’tgonetotheofficeuptonow.

—Well,he_______.

A．shouldB．oughttoC．oughttogoD．oughttohave

7.—Thewarisverylikelytobreakoutinthenearfuture.

—I_____ifthesituationgoesasitis.

A．hopesoB．hopenotC．amafraidnotD．amafraidso

8.—Yououghttohavegiventhemsomeadvice.

—______,butwhocaredwhatIsaid?

A．SooughtyouB．SoIoughtC．SoIdidD．Sodidyou

9.Themanwefollowedsuddenlystoppedandlookedasif_______whetherhewasgoingintherightdirection.

A．seeingB．havingseenC．toseeD．tohavesen

10.______hecome,theproblemwouldbesettled.

A．WouldB．ShouldC．ShallD．If

11.—CanIseeyouat3:00pmnextMonday?

—I______.IwillhaveflowntoNewYorklongbeforethen.

A．amafraidnotB．amafraidsoC．amafraidtoD．amafraidnotto

12.—Isthatabookonfarming?Ifso,Iwanttoborrow_______.

—Yes,itis.

A．thisB．itC．oneD．theone

13._______,Iwillhelpyouwithyourwork.

A．IfIampossibleB．IfitpossibleC．IfpossibleD．Possible

14.—Howareyougettingonwithyourwork?

—Oh,I’msorry.Thingsaren’tgoingsowellas______.

A．plansB．planningC．plannedD．toplan

15.—Areyouavolunteernow?

—No,butI_________.IworkedfortheCitySportsMeetinglastyear,

A．usedtoB．usedtobeC．usedtodoD．wasusedto

答案与解析：

1．A不定式作宾语补足语时，其后的内容常被省略，只保留不定式符号to。

2．A

3．BReceivingabeautifulnecklace后面省略了前文中的madethegirlsoglad。

4．C状语从句中省略了Iwas。

5．C

6．D承前省略的不定式后有助动词have时，不定式等号to后要保留have。

7．D

8．C

9．Casiftosee是asifhewasgoingtosee的活力说法。

10．B此处是对将来情况的假设。虚拟条件句的谓语部分有should,had或were时，可把if省去，而把should,had或were放在从句的主语之前，构成主谓部分倒装。

11．A

12．B

13．CIfpossible是Ifitispossible的活力说法。

14．C

15．B

Unit4 Earthquakes-Grammar教案

一名合格的教师要充分考虑学习的趣味性，作为教师就要好好准备好一份教案课件。教案可以让学生能够听懂教师所讲的内容，减轻教师们在教学时的教学压力。所以你在写教案时要注意些什么呢？以下是小编为大家精心整理的“Unit4 Earthquakes-Grammar教案”，仅供参考，欢迎大家阅读。

Unit4Earthquakes-Grammar教案
1．Teachingobjectives
Learntousedirectspeechandindirectspeech
2.Teachingimportantpoint
SummarizetherulesofDirectSpeechandIndirectSpeech.
3.Teachingdifficultpoint
Learnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.
4.Teachingmethods
Discussing,summarizingandpracticing.
5.Teachingprocedures
Step1Leadin
T:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.
“Ihavetostayinthehidingplace.”saidAnne.→
Annesaidshehadtostayinthehidingplace.
“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→
TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.
“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→
Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.
“Whatdoyoucallyourdiary?”Tomasked.→
Tomaskedwhatshecalledherdiary.
Ssgoonthistopicbythemselves.

Step2Grammar
T:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?
Ssdiscussbythemselves.
Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.
T:Quiteright.Lookattheformonthescreen.Thesearetherules.

直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that引导。例如：
Shesaid,"Iamveryhappytohelpyou."→
Shesaidthatshewasveryhappytohelpyou.
2.直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if引导。例如：
Heaskedme,"Doyoulikeplayingfootball?"→
Heaskedmeif/whetherIlikedplayingfootball.
注意：大多数情况下，if和whether可以互换，但后有ornot,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
Sheaskedmewhetherhecoulddoitornot.
3.直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where等引导。例如：
Mysisteraskedme,"Howdoyoulikethefilm?"→
MysisteraskedmehowIlikedthefilm.
4.直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell,ask,order等的宾语。例如：
Thecaptainordered,"Bequiet."→
Thecaptainorderedustobequiet.
注意：此种情况的否定句，在动词不定式前加not。
Myteacheraskedme,"Dontlaugh."→
Myteacheraskedmenottolaugh.
5.一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
HeaskedLucy,"Wheredidyougo?"→
HeaskedLucywhereshewent.
Tomsaid,"Whatdoyouwant,Ann?"→
TomaskedAnnwhatshewanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
Theytoldtheirson,"Theearthgoesroundthesun."→
Theytoldtheirsonthattheearthgoesroundthesun.
(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：
Hesaid,"Ihaventseenhertoday."→
Hesaidthathehadntseenherthatday.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
DirectSpeechIndirectSpeech
Presentpast
Pastpastandpastperfect
Presentperfectpastperfect
Pastperfectpastperfect
Presentcontinuouspastcontinuous

Step3practice
T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.
1.“I’mgoingtohidefromtheGermans,”Annesaid.
2.“Idon’tknowtheaddressofmynewhome,”saidAnne.
3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.
4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.
5.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.
6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.
7.Margotaskedherwhatelseshehadgot.
8.Anneaskedherfatherwhentheywouldgobackhome.
9.Anneaskedhersisterhowshecouldseeherfriends.
10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.

Step4Correctingmistakes
TanalysesthecommonmistakesSshavemadeduringthepractice.
T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.

Step5Agame
Playaguessinggame“whoismysecretfriend?”Onestudentcomestothefrontwithhispartner.
Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.
Suggestedsentences:
Canyourfriendspeak?
Whatdoeshe/sheweartoday?
Ishe/shetallorshort?
Whatdoyouandyourfrienddoinyourfreetime?
Doyouquarrelwitheachother?...

Step6Homework
DoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.