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111 （Teaching aims and demands） 類別 課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目 話 題 Friends and friendship; interpersonal relationships 詞 匯 upset ignore calm concern loose Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat teenager exactly disagree grateful dislike tip swap item add up calm﹍down have got to be concerned about walk the dog go through set down a series of on purpose in order to at dusk face to face no longer suffer form get/be tired of pack (sth) up get along with fall in love join in 功 能 1．態(tài)度(attitudes) Are you afraid that---? I’ve grown so crazy about--- I didn’t dare--- 2．同意和不同意（agreement and disagreement） I agree. I think so. Exactly. I don’t agree. I don’t think so. I’m afraid not. 3．肯定程度（certainty） That’s correct. Of course not. 語 法 直接引語和間接引語(1): 陳述句和疑問句(Direct Speech and Indirect Speech(1):statements and questions) 1．陳述句 “I don’t want to set down a series of facts in a diary.” Said Anne.(Direct speech)→ ----- Anne said that she didn’t want to set down a series of facts in a diary.(Indirect speech) 2．一般疑問句 “Does a friend always have to be a person?”the writer asks us.→ The writer asks us if a friend always has to be a person. 3．特殊疑問句 “When do you call your diary?” Anne’s Father asked Anne when she went to bed the night before. Period One Step1. Warm-up Brainstorming: let Students say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful…. Step 2. Talk about your old friends 1. Students talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc. 2. Self-introduction Step 3. Make new friends . Report to the class students: who will probably be your friend and why. Step 4. Do a survey Students do the survey in the text ,P1 Sep 5. Listening and talking Do Wb P41 (Talking). While Students listen to the material, ask them to take notes about the speaker’s views of making friends. When Students make their conversations, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not. Step 6. Discussion Divide Students four in one group and each group choose a topic to discuss. There are four topics. Topic 1: Why do you need friends? Make a list of reasons why friends are important to you. Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend? Topic 3: Does a friend always have to be a person? Who else can be your friend? Why? Topic 4: List some qualities of a person who does not make friends easily. Step 7. Summary 1. Ask Students themselves to summarize what is friendship and what is the most important in making friends. 3. Tell Students: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation Students finish the following evaluation form. Standard: A, B,C Contents 自評(píng) 他評(píng) 1. I’m active in talking with others. 2. I’m active in cooperating with others. 3.I can espess myself fluently, accurately and appropriately. 4. I know more about friendship after this lession. 5. Do you think you need to improve yourself in some aspects? Which aspects? Homework: 1. Look up the new words and expressions in warming up and pre-reading in a dictionary. 2. Write a short passage about your best friend. Period Two Step1.Warming Up Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home. How would you feel? What would you do? Four students a group discuss with each other for 2 minutes. Activity2: Play a short part of the movie Schindler’s List Step2. Predicting Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend? What will happen in the pastsage? Step3. Skimming Students skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend? When did the story happen? Step4. Intensive reading Students work in group of four to discuss the following open questions: 1.Why did the windows stay closed? 2.How did Anne feel? 3.What do you think of Anne? 4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文). 5.Which sentences attract you in the passage? Step5. Activity Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you. What will you take? Why? How will you spend the 3 months? How will you treat each other and make friends ? Step6.Assignment Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class. Homework: Task2.Ex2.3on Page3 PeriodThree Step 1. Warming Up Check the Students’ assignment: task 2 Step 2. Language points: 1.add (v.) 1). To put together with something else so as to increase the number, size, importance, etc.增加，添加 Please add something to what I’ve said, John. 2). To join numbers, amount, etc so as to find the total 相加 Add up these figures for me, please. add to something: to increase 增加 What he did has added to out difficulties. add up to: to amount to 加起來等于；總計(jì) The cost added up to 100 million yuan. 2. cheat v. 1). To act in a dishonest way in order to win 欺騙；作弊 2). (of, out of) to take from (someone) in a dishonest way 騙取 They cheated the old woman out of her money by making her sign a document she didn’t understand. n. 1). an act of cheating 作弊行為 2). one who cheats 騙子 3. go through 1). To examine carefully 仔細(xì)閱讀或研究 I went through the students’ papers last night. 2). To experience 經(jīng)歷，遭受或忍受 You really don’t know what we went through while working on this project. 4. crazy (adj.) 1). mad, foolish 瘋狂的，愚蠢的 It’s crazy to go out in such hot weather. 2). wildly excited; very interested 狂熱的，著迷的 She is crazy about dancing. 5. lonely (adj.) unhappy because of being alone or without friends 孤獨(dú)的，寂寞的 He has been very lonely since his wife left him. lonely/alone alone 1). without or separated from others 單獨(dú)的 She lives alone. 2). only 僅僅，只有。用于名詞或代詞之后。 The gloves alone cost $ 80. leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事 Leave that alone. It’s mine. She has asked to be left alone. 6. be concerned about/for: be worried about 擔(dān)心 We’re all concerned about her safety. 7. upset: 1). Adj. worried; sad; angry; not calm 不安，心煩意亂， 生氣 He is upset. 2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣 His cheating on the exam upset his teacher. 8．well adj. 身體好 adv. 好 Int. 噢， George was well and truly drunk. I couldn’t very well say no when there was no one else she could ask. 9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷 The children watched spellbound as the magician took rabbits from his hat. Step 3. Learning about language 1. Finish Ex.1, 2 and 3. on Page 4. 2. Direct speech and indirect speech: Students do Ex.1 and 2 on Page 5. Then let the Students themselves discover the structures. Step 4. Practice Using structures on Page 42: ask the Students to use indirect speech to retell the story. Homework: Finish Wb. Ex, 1 and2 on page 41 and 42. Period Four Step 1. Revision Check the Students’ assignment. Step 2. Reading Students read the letter on page 6 Notes: 1. get along with 2. fall in love Step 3. Listening Students should take notes while they are listening. 1. First listening: Students listen and answer the questions of part 2 on page 6. 2. Second listening: Students listen again and finish part 3 on page 6. Step 4. Listening Students listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 . Step 5. Speaking Students work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. Homework: 1. Students prepare the reading task on page 44. 2. Surf the internet and find some material about friendship in different countries. Period Five Step 1. Warming Up Students say something about making friends and how to maintain friendship. Step 2. Listening Students listen to a short passage and fill in the blanks on page 41 (listening). Step 3. Reading 1. First reading: Students read the passage about friendship in Hawaii and finish Wb.Ex1.on page 44 2. Second reading: Students read again and discuss the questions on page 44 3. Students share their material about friendship in different countries in groups, and then choose some groups to show them in class. Step 4. assignment Students collect some proverbs about friendship. Step 5. Pre-writing 1. Read a letter from a student called Xiaodong. 2. Go over the advice on page 7 and be ready for writing. Step 6. While-writing Ask the Students to write a letter to Xiaodong as an editor and give him some advice. 1. Students make a list about the important information that they need. 2. Students begin to write the letter to Xiaodong. 3. Students revise their letters by themselves. 4. Students exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….) 5. Students get back their own writing paper and write the letter again. Step 7. Post-writing Choose some students’ writing paper and show them in the class. Ask the Students to correct the mistakes together and also learn from some good writings. Step . Writing for fun 1. Students read the pastsage on page 7 by themselves. 2. Students try to write a few lines to describe their best friends or a person they know. 3. Show some Students’ writings in class. Homework: Do Wb writing task on page 46. Period six I can use this period freely. I can use this period to let Students sum up what they have learned and explain what Students couldn’t understand very well in this unit. I can also add more practice in this period to consolidate what the Students have learned. Finally, ask the Students to finish checking yourself on page 47. It is very important to improve their learning. Teaching aims教學(xué)目的:?? 學(xué)習(xí)直接引語和間接引語 Teaching procedures(教學(xué)過程) Period7-9直接引語變間接引語 一 引語的概念 直接引述別人的原話，叫直接引語，直接引語通常都用引號(hào)“? ” 括起來 用自己的話把別人的話陳述出來，叫間接引語，間接引語在多數(shù)情況下都構(gòu)成一個(gè)賓語從句 二 直接引語是陳述句,變?yōu)殚g接引語時(shí)用連詞that引導(dǎo)賓語從句.從句中的人稱、時(shí)態(tài)、指示代詞、時(shí)間狀語、地點(diǎn)狀語等相應(yīng)變化. ※ 形成步驟： 1.不要逗號(hào)、冒號(hào)、引號(hào)。 2.要考慮到人稱的變化。（人稱變化與漢語一致） 3.要考慮時(shí)態(tài)的變化/語序的變化 4.要考慮人稱，時(shí)態(tài)．所有格的變化． ?1、如何變?nèi)朔Q： ?口訣：一隨主。二隨賓，第三人稱不更新。 “一隨主”是指在直接引語變間接引語時(shí)，如果從句中的主語是第一人稱或被第一人稱所修飾。從句中的人稱要按照主句中主語的人稱變化如： She?said.?"My?brother?wants?to?go shopping?with?me.?” →She?said?her?brother wanted?to?go shopping?with?her. “二隨賓”是指直接引語變間接引語時(shí)，若從句中的主語及賓語是第二人稱或被第二人你所修飾。從句中的人稱要跟引號(hào)外的主句的賓語一致。如果引號(hào)外的主句沒有賓語。也可以用第一人稱，如： ? ?He?said?to?Kate.?"How?is?your?sister?now?” ? →He?asked?Kate?how?her?sister?was?then. “第三人稱不更新”是指直接引語變間接引語時(shí)。如果從句中的主語及賓語是第三人稱或被第三人稱所修飾從句中的人稱一般不需要變化如： ?Mr?Smith?said, “Jack?is?a?good?boy.” →Mr?Smith?said?Jack?was?a?good?boy. 2、如何變時(shí)態(tài)： (1) 如果主句謂語動(dòng)詞為一般現(xiàn)在時(shí)或一般將來時(shí)，則間接引語中的動(dòng)詞仍保持直接引語的原來時(shí)態(tài)。 1.He says, “I’m very busy today.” He says (that) he is very busy today. 2.He will say, “I have watered the flowers.” He will say (that)he has watered the flowers. (2) 如主句謂語動(dòng)詞為過去時(shí)，則間接引語中的動(dòng)詞應(yīng)由現(xiàn)在的某種時(shí)態(tài)變?yōu)橄鄳?yīng)的過去某種時(shí)態(tài) 1) 一般現(xiàn)在時(shí)→一般過去時(shí)態(tài)； ??? She said: “ I am a student. ” → She said (that) she was a student. 2)一般將來時(shí)→過去將來時(shí) ?? She?said, "He?will?go?to?see?his?friend.” →She?said?he?would?go?to?see?his?friend。 ??? Tom said, “ I am going to play basketball tomorrow.” → Tom said he was going to play basketball tomorrow. 3) 現(xiàn)在進(jìn)行時(shí)→過去進(jìn)行時(shí)； ?? She said ,“I am reading a book.” →She said she was reading a book. 4) 一般過去時(shí)→過去完成時(shí) 5) 現(xiàn)在完成時(shí)→過去完成時(shí) 3　如何變所有格 She said: “my mother is a teacher.” She said her mother was a teacher. 總結(jié) 1)?? 人稱?? 2) 時(shí)態(tài)? ??3) 所有格?? 4) 標(biāo)點(diǎn)符號(hào) 直接引語和間接引語專項(xiàng)練習(xí) 一、如何變?nèi)朔Q 1. She said, “Our train will arrive in five minutes.” She said (that) _______ train would arrive in five minutes. 1. He said, “I’m very busy.” ?? He said (that) ______ was very busy. 3. She said,“ I like tennis.” She said that______ liked tennis. 4. He said to Lily,“ you must get up early.” He told Lily that _______ must get up early. 5. She said to me ,“ They want to help him.” She told me that _____ wanted to help him. 二、如何變時(shí)態(tài) 1. She said, “I will finish the work this morning.” She said that she_______ _______ the work that morning. 2. He said, “I go there with my friends.” He said that he______ with his friends. 3. He said, “I haven’t seen her today.” He said that he_______ ________ her that day. 4. He said, “I will come here this evening.” He said that he______ go there that evening. 5.The teacher said, “ The sun is bigger than the earth.” The teacher said that the sun_______ bigger than the earth. 6.My mother said to me, “You should make the bed by yourself.” ? My mother said to me that I _________ make the bed by myself. 三、所有格的變化 He said;“This is my book.” He said that is ______book. ?五 單項(xiàng)選擇1. He often says “ I shall tell you about them.” He often tells me that _____ will tell _____ about ______. A I…you…them B. he…me…them C. he…you…us? D. I…me…you 2. I shall tell him, “ I have written to you and her twice.” I shall tell him that _____ have written to _____ and ______ twice. A. I…h(huán)im…h(huán)er B.you…h(huán)im…h(huán)er C. I …you…me D. you…me…h(huán)er 3. Jack said to me,” You look worried today.” 4.Jack told me that _____ worried _____. A. he looks…today? ????B. you look…today? C. we looked…that day?? D. I looked…that day 5. Mrs Johnson said,” I drew the picture last week.” Mrs Johnson said that _____ the picture _____. A. she drew…the week before? ?B. I had drawn …that week C. she had drawn …the week before?? ?D. I drew …the last week 教學(xué)設(shè)計(jì)：了解直接引語和間接引語的概念。例如找兩名同學(xué)這樣對(duì)話。 A：我們下一周放一天假。 B同學(xué)用間接引語來引述A同學(xué)的話給我聽。 B: 他說他們下一周放假一天。這里，從漢語的角度來看，除了人稱變化外，好像沒什么變化，但翻譯成英語后，就要注意，語序，時(shí)態(tài)，人稱，時(shí)間狀語的變化。先讓學(xué)生自己通過對(duì)話，理解概念，然后再讓學(xué)生把剛才的句子翻譯成英語，自己尋找變成間接引語后的變化因素都有哪些。然后教師講解這些具體的變化因素，再加以練習(xí)鞏固。最后布置作業(yè)，要求學(xué)生規(guī)范作答。 。  111