漫谈高中英语新教材教法

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1、漫谈高中英语新教材教学教法漫谈高中英语新教材教学教法一、实验区教师关注的问题一、实验区教师关注的问题1 如何备课？备课过程中会遇到哪些困难如何备课？备课过程中会遇到哪些困难？应注意哪些问题？应注意哪些问题？是否熟悉课标？是否熟悉课标？是否熟悉教材？是否了解是否熟悉教材？是否了解教材的优点和缺陷？教材的优点和缺陷？学生的水平和接受能力如何？学生的水平和接受能力如何？教师自身的能力如何？教师自身的能力如何？教学环境如何？教学资源如何？教学环境如何？教学资源如何？教科书的优点和缺乏教科书的优点和缺乏摘自摘自Lee & Adamson 1993优优 点点缺缺 点点1 1 提供了课程标准所要求的全提供了

2、课程标准所要求的全部或大部分信息。部或大部分信息。1 1 可能对某些题目提供材料多可能对某些题目提供材料多而对某些题目有所忽视。而对某些题目有所忽视。2 2 提供的材料有助于教师创造提供的材料有助于教师创造出形式多样的学习活动。出形式多样的学习活动。2 2 提供的材料和活动教师可能提供的材料和活动教师可能难以处理。难以处理。3 3 有助于教与学。有助于教与学。3 3 规定教师教学内容，但给教规定教师教学内容，但给教师留的空间小。师留的空间小。4 4 含有视听材料，辅助教学。含有视听材料，辅助教学。4 4 材料可能过时或缺乏针对性。材料可能过时或缺乏针对性。5 5 减轻教师准备教材的负担。减轻教

3、师准备教材的负担。5 5 受教科书编者思路的限制。受教科书编者思路的限制。2 如何处理教材？如何处理教材？课时如何安排？课时如何安排？教材内容如何整合？教材内容如何整合？各个课型该如何把握？各个课型该如何把握？一节课的容量和深度？一节课的容量和深度？教学目的是否明确？教学目的是否明确？教学的重点？教学的重点？如何设计教学活动？如何写教案？如何设计教学活动？如何写教案？Unit 1 Friendship单元整体设计思路单元整体设计思路第一课时第一课时 听说课听说课 Warming Up (p. 1); Listening (p. 41) and speaking第二课时第二课时 阅读课阅读课 P

4、re-reading (p. 2); Reading (p. 2); Comprehending (p. 3)第三课时第三课时 语法课语法课 Discovering useful structures (p. 5); Using structures (p. 42-43)第四课时第四课时 语言学习课语言学习课 Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42)第五课时第五课时 综合语言练习课综合语言练习课 Reading and listening (p. 6); Spe

5、aking (p.6); Listening task (p. 43)第六课时第六课时 写作课写作课 Reading and writing (p. 7) 第七课时第七课时 综合评价练习课综合评价练习课 Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises思考题1 为什么要这样整合课时？比方第一单元第为什么要这样整合课时？比方第一单元第一节课？为什么词汇课放在第四节？一节课？为什么词汇课放在第四节？2 教材中哪些内容被舍弃？舍弃的原那么是教材中哪些内容被舍弃？舍弃的原那么是什么？什么？一、教学内容：一

6、、教学内容： Warming Up (p. 1); Listening (p. 41) and speaking二、教学目标：二、教学目标：1能力目标能力目标 在本节课结束时，学生能够：在本节课结束时，学生能够：就就“朋友应具备什么品质这一话题表达自己的看法，朋友应具备什么品质这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。使用适当的形容词并通过简单举例来描述人的品质。在与其他人交流观点时使用同意或不同意的交际用语。在与其他人交流观点时使用同意或不同意的交际用语。理解听力材料中主人公对交友问题的看法，在教师的理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼

7、要地归纳中心内容。提示和帮助下简明扼要地归纳中心内容。在提供的语境中猜测新词汇的含义，并根据朋友应具在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。有的品质这一话题，通过联想记忆扩展词汇量。第一课时第一课时 听说课听说课2 2目标语言目标语言 重点词汇和短语重点词汇和短语 upset, loose, ignore, add up, walk the dog, 重点句型结构重点句型结构 calm down, have got to, be concerned about, cheat in the exam3 3文化目标文化目标 领会友谊和朋友的真正内涵，

8、懂得正确处领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。理与朋友之间的问题。 3 如何评价学生的学习？如何评价学生的学习？形成性评价？形成性评价？终结性评价？终结性评价？二、教材使用建议二、教材使用建议1 11 通览全书，把握主脉，明确教学内容通览全书，把握主脉，明确教学内容主题话题照应，人物主题话题照应，人物词汇复现词汇复现语法反复语法反复功能工程功能工程写作写作2 充分利用教学资源，灵活使用教材充分利用教学资源，灵活使用教材学生用书、练习册、教师用书学生用书、练习册、教师用书其他教学资源，如：其他教学资源，如：英语听说英语听说英语评价手册英语评价手册同步解析和测评同步解析和测评课

9、件课件投影片投影片修订版修订版SEFC3深入研究新课标、新教材，不断探深入研究新课标、新教材，不断探索行之有效的教学方法索行之有效的教学方法如：如：任务型语言教学任务型语言教学探究式学习、自主学习、合作学习探究式学习、自主学习、合作学习学习策略学习策略教学观：个性化教学，教学观：个性化教学，分层教学分层教学Tell me and Ill forgetShow me and I may rememberInvolve me and Ill understand 荀子曰：荀子曰：“不闻不假设不闻不假设闻之，闻之， 闻之不假设见之，闻之不假设见之， 见之不假设知之，见之不假设知之， 知之知之不假设行

10、之，不假设行之， 学至于行学至于行而止也而止也 4师师合作，互通互补，共同开展师师合作，互通互补，共同开展5集体备课，共享资源集体备课，共享资源6教研网络、论坛教研网络、论坛7研讨观摩课研讨观摩课8科研课题科研课题9总结反思总结反思 教学日志教学日志5 不仅要为“教而设计，还要为“学而设计各种课型：听、说、读、写、词汇、语法等培养学生的综合语言运用能力 “教材千变，考试万变，但能力培养是教学的永恒主线Unit 1 FriendshipPeriod 2ReadingI Pre-reading1. Look at the pictures and the title of the reading

11、passage. Guess what it might be about.Annes best friend2. Now observe the text carefully to find out:how many parts it containswhat the different parts are aboutIt contains two parts. One part is one page of Annes diary, the other one is the background knowledge about Anne and her diary.Pre-readingR

12、eading skills: skimmingHow to skim:Read the title.Read the introduction or the first paragraph.Read the first sentence of every other paragraph.Read any headings and sub-headings.Notice any pictures, charts, or graphs.Notice any italicized or boldface words or phrases.Read the summary or last paragr

13、aph. II Fast reading1. Read the first part of the reading section and answer these questions:Who was Annes best friend?When did the story happen?Her diaryKitty.During World War II.SkimmingReading skills: scanningHow to scan: Read for specific information you are looking for. Use headings and any oth

14、er aids that will help you identify which sections might contain the information you are looking for.Selectively read and skip through sections of the passage. The place of the storyThe heroines（女主人公）（女主人公）full nameHer best friendThe length of time her family hid awayThe time they started to hide2.

15、Fill in the form below:Netherlands Anne Frank her diary-Kitty over two yearsFast readingScanningJuly 1942Fast reading3. Join the correct parts of the sentences.1.Anne kept a diary because2.She felt very lonely because3.They have to hide because4.Anne named her diary 5. Kitty becauseA.she couldnt mee

16、t her friends.B.Jews were caught by Nazis and put away.C.she could tell everything to it.D.she wanted it to be her best friend. Fast reading4. Read the diary quickly to find out the main idea of the diary.Anne expressed _after hiding for a long time._kept Anne spellbound.Skimmingher feelings about n

17、atureEverything about natureIII Careful reading1. Read the diary carefully and fill in the table.Time Nature Feeling Before hidingAfter hiding blue sky, songs of birds, moonlight, flowers never felt spellbounddarkness, rain, wind, thundering cloudsfelt crazy Careful readingAnnes feelings as she was

18、looking out at the night skyeagerexcitedanxioussadlonelyearnestcrazycalmHow do you think he felt? Josef, a Jewish boy rescued 解救解救during World War IIBefore he was rescued:After he was rescued:IV DifficultiesPick out the difficult sentences from the reading passage. Discuss in groups of four and work

19、 out the meaning together. Difficulties1. I wonder if its because I havent been able to be outdoors for so long that Ive grown so crazy about everything to do with nature.2. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have

20、kept me spellbound. 3. It was the first time in a year and a half that Id seen the night face to face4. I am only able to look at nature through dirty curtains hanging before very dusty windows. Difficulties1. I wonder if its because I havent been able to be outdoors for so long that Ive grown so cr

21、azy about everything to do with nature.its becausegrow/be crazy aboutsomething/anything/everything to do with我不知道这是不是因为我很久无法出门的缘我不知道这是不是因为我很久无法出门的缘故故, ,我变得对一切与大自然有关的事物都无我变得对一切与大自然有关的事物都无比狂热比狂热。2. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flo

22、wers could never have kept me spellbound.Difficulties我记得很清楚，以前，湛蓝的天空、鸟儿的我记得很清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。歌唱、月光和鲜花，从未令我心迷神往过。spellbind v. 吸引人；迷人吸引人；迷人when 引导的定语从句划线局部修饰句引导的定语从句划线局部修饰句中的中的timeDifficulties3. It was the first time in a year and a half that Id seen the night face to faceIts the firs

23、t timethat 某人第一次做某事某人第一次做某事face to face. 面对面面对面这是我一年半以来第一次面对面目睹夜晚这是我一年半以来第一次面对面目睹夜晚。4. I am only able to look at nature through dirty curtains hanging before very dusty windows. hanging before very dusty windows 现在分词现在分词短语短语, 修饰修饰curtains.我只能透过肮脏的窗帘看大自然我只能透过肮脏的窗帘看大自然, ,窗帘悬挂窗帘悬挂在沾满灰尘的窗前在沾满灰尘的窗前。Diffi

24、cultiesV Summary1. According to the information in the table below try to use the first person to retell the story:Whather diaryWhat kindtold everything toWhen World War IIWhereAmsterdam, NetherlandsWhathid away so as not to be caughtAnnes best friendTimeNatureFeelingBefore hidingblue sky, songs of

25、birds, moonlight, flowersnever felt spellboundAfter hidingdarkness, rain, wind, thundering cloudsfelt crazy, held in their powerAnnes feeling SummaryRetelling I lived in _in the _ during _. My family were _, so we had to _ for a year and a half in order _ by the German Nazis. During that time I wasn

26、t able to go _ for so long that I had _ about everything to _ nature. Once, I decided to look at the moon _ by myself. AmsterdamNetherlandsWorld War IIhide awayJewishnot to be caughtoutdoorsgrown so crazydo withat midnightRetelling But I didnt _ open the window to see the night _ because I was afrai

27、d of being discovered by the Nazis. I felt very _ without seeing my old friends. So I had to make a new friend -_, whom I could tell _ to. Sadly, at last my family was discovered and caught by _ sometime later.dare toface to facelonelymy diary Kittyeverythingthe German Nazis1. Read the text again an

28、d review the meaning and usage of the key words and phrases: do sth. on purpose, in order to, face to face, hide away, set down, a series of, go through, dare, holdin ones power, no longer2. Retell the story yourself in the first person.VI Homework1 对教材的内容进行适当的对教材的内容进行适当的补充补充和和删减删减2 替换替换教学内容和活动教学内容和

29、活动3 扩展扩展教学内容或活动步骤教学内容或活动步骤4 调整调整教学顺序教学顺序5 调整调整教学方法教学方法6 总结教材的使用情况总结教材的使用情况教材使用建议教材使用建议2 2Now discuss these questions with your partner: nDoes a friend always have to be a person? nCan animals or other things be our friends?IV SpeakingSample answers: Yes, I think so. So do I. Of course. No, I dont th

30、ink so. Neither do I. Im afraid not. I agree because we can . Yes, but .Im sorry, but I dont agree. In my opinion, I think/believe/feel that its bad for us to .Unit 1 period 1IV SpeakingSample questions:What do you think?How would you feel about that?Do you think ?/ Why do you think so?/ What are yo

31、ur ideas?思考题这节课关于这节课关于“说的话题来自于教材哪个局说的话题来自于教材哪个局部的素材？为什么要用这个话题进行讨论？部的素材？为什么要用这个话题进行讨论？教学中应该注意的问题教学中应该注意的问题教师应该在课堂上用多长时间处理热身？教师应该在课堂上用多长时间处理热身？ 时间不宜过长，一般建议控制在时间不宜过长，一般建议控制在5 51010分钟之内，分钟之内，否那么可能喧宾夺主，冲淡主要的教学内容。否那么可能喧宾夺主，冲淡主要的教学内容。在整合单元教学时，应如何处理在整合单元教学时，应如何处理“热身？热身？ 两种处理方法：作为阅读局部的两种处理方法：作为阅读局部的“热身；作为热身；

32、作为单元主题的热身。单元主题的热身。“热身局部有新词汇怎么办？热身局部有新词汇怎么办？ 热身局部的词汇，教师不必在教学热身局部的词汇，教师不必在教学“热身时花热身时花大力气来讲，可以引导学生用猜词的方法根据上下大力气来讲，可以引导学生用猜词的方法根据上下语境来判断词汇的意思。凭借语境无法猜出意思的语境来判断词汇的意思。凭借语境无法猜出意思的单词或短语，教师可以直接告诉他们词汇的含义，单词或短语，教师可以直接告诉他们词汇的含义，以扫清理解障碍，因为本单元后面有专门的词汇板以扫清理解障碍，因为本单元后面有专门的词汇板块来重新再现这些单词。块来重新再现这些单词。 热身热身Warming Up )听力

33、听力Listening )学生听的困难来自以下几个方面：学生听的困难来自以下几个方面：1 1语言方面语言方面: : 语音、语调、单词发音在句中的语音、语调、单词发音在句中的变化，如连读、同化、弱化、失去爆破变化，如连读、同化、弱化、失去爆破, , 还还有重音、语调以及口语习惯表达方法、语法有重音、语调以及口语习惯表达方法、语法结构等。结构等。2 2听的技能听的技能: : 听文段大意和细节、确定中心思听文段大意和细节、确定中心思想、理解人物关系、推断作者意图、懂得因想、理解人物关系、推断作者意图、懂得因果关系、做出结论等等。果关系、做出结论等等。3 3文化背景知识文化背景知识: : 如历史、地理

34、、社会常识、如历史、地理、社会常识、思维方式、社交礼仪、价值观念、禁忌幽默、思维方式、社交礼仪、价值观念、禁忌幽默、文化习俗等文化习俗等 4 4语言材料的篇幅和难度语言材料的篇幅和难度5 5大班教学的局限大班教学的局限How to teach listening in class?Here are some general steps for teachers to follow: Listen for the accent: This is optional if your class have good listening skills and good pronunciation. Li

35、sten all the way through without stopping. Your purpose is to concentrate on the accent of the speaker rather than the content. It will help students “tune in and understand the content better. Listen for the main idea: This stage is necessary for all listeners. Let the students listen to the whole

36、text and ask them for the main idea. Encourage them to use their own words to talk about it. Do not tell them the answer or stop the tape before the end of the listening. Listen for the detailed information: Do the same for each part if the listening text is divided into several parts. Let the stude

37、nts read the exercises first and listen to the tape. Ask them to take notes while listening so as to catch the important information that may help them complete the exercises.Listen and check: Play the whole tape again and check the answers to the exercises. If the students have difficulty, let them

38、 listen again.Listen for the pronunciation: This is optional. The students can listen again to the tape to improve their pronunciation and / or intonation.阅读教学的目的是什么？阅读教学的目的是什么？lReading for informationlReading for developing reading skillslReading for learning the languagelReading for pleasure新课程提倡什

39、么样的阅读教学模式？新课程提倡什么样的阅读教学模式？lInteractive approach阅读过程可分成几个阶段？阅读过程可分成几个阶段？lPre-readinglWhile-readinglPost-reading阅读阅读 (Reading)写作教学中应该注意的问题写作教学中应该注意的问题根据学生英语的实际能力、写作课的长度和根据学生英语的实际能力、写作课的长度和强度来制定某一个阶段的写作教学的目标。强度来制定某一个阶段的写作教学的目标。 写作教学是分阶段分步骤进行的，由易到写作教学是分阶段分步骤进行的，由易到难：难：控制性写作练习控制性写作练习 Controlled writing e

40、xercises指导性练习指导性练习 Directed Exercises 指导性作文指导性作文 Guided Composition交流性的写作，包括作文写作交流性的写作，包括作文写作 Expressive writing including composition writing设立评价写作的标准。设立评价写作的标准。 文章的内容有理有据、文章的结构文章的内容有理有据、文章的结构逻辑关系、文章的语言表达语法、逻辑关系、文章的语言表达语法、词汇、句法、标点符号词汇、句法、标点符号实现从关注写作成果转向关注写作过程。实现从关注写作成果转向关注写作过程。 构思阅读和讨论、拟提纲头脑风构思阅读和讨

41、论、拟提纲头脑风暴、起草初稿、校订检查和修改、暴、起草初稿、校订检查和修改、定稿定稿运用适当的修改策略。运用适当的修改策略。 防止初期阶段过多修改；课堂上纠正学防止初期阶段过多修改；课堂上纠正学生共同的错误等生共同的错误等新课标关于语言知识教学的理念新课标关于语言知识教学的理念目标：目标： 改变改变“过分重视语法和词汇知识的讲解与传授，过分重视语法和词汇知识的讲解与传授，无视对学生实际语言运用能力的培养的倾向无视对学生实际语言运用能力的培养的倾向实施：实施：课改绝不是反对词汇和语法教学课改绝不是反对词汇和语法教学. .但但“语法教学必语法教学必须从形式主义中走出来须从形式主义中走出来要引导学生

42、从表达需要出要引导学生从表达需要出发，从观察语言形式入手，关注语言形式的表意功发，从观察语言形式入手，关注语言形式的表意功能和在实际语境中的作用能和在实际语境中的作用. .提倡提倡“单词学习要结合表达需求、话题范围和语境单词学习要结合表达需求、话题范围和语境进行。简单地用中英文对照方法学习和记忆单词或进行。简单地用中英文对照方法学习和记忆单词或者孤立地死记硬背单词不利于对英语单词的理解、者孤立地死记硬背单词不利于对英语单词的理解、掌握和积累掌握和积累 单词学习应和学习策略的培养和单词学习应和学习策略的培养和应用相结合应用相结合详见英语课程标准解读，详见英语课程标准解读，20042004：153

43、-163,153-163,词汇词汇How to deal with vocabulary in an intensive reading textJustifying proceduresReasons:1.It is a high frequency word or will occur in other texts.2.It is a useful technical word.3.It is a low frequency word.4.It is important for the message of the text.5.It is not important for the me

44、ssage of the text. 6.It has useful parts.7.It is easy to guess from context.8.It is like a first language word. Justifications for Procedures for Dealing with Words in TextsWays of dealing with wordsReasons1, 2, 3 4, 56, 7, 8Preteach146Replace it in the text before giving the text to the learners34,

45、 5Put it in a glossary1，34, 5Put it in an exercise after the text14, 56, 8Quickly give the meaning34, 58Do nothing about it357, 8Ways of dealing with wordsReasons1, 2, 3 4, 5 6, 7, 8Help the learners use context to guess1, 2, 347Help the learners use a dictionary1, 2, 34, 5Break it into parts and ex

46、plain 1, 2, 34, 56Spend time looking at its range of meanings and collocations1, 24, 5Paul Nation, Managing Vocabulary Learning 中小学英语教师开展丛书：词汇教学设计中小学英语教师开展丛书：词汇教学设计语法教学建议语法教学建议语法学习可以采用归纳法，即给予学生大量含语法学习可以采用归纳法，即给予学生大量含有某种语言用法的语言材料短文、对话或有某种语言用法的语言材料短文、对话或其他文本及音像资料。学生通过大量接触其他文本及音像资料。学生通过大量接触和使用这些资料对所要学习

47、的语法或词语用和使用这些资料对所要学习的语法或词语用法有了足够的感知，再经过讨论或教师的点法有了足够的感知，再经过讨论或教师的点拨，总结归纳出某种语法的用法。拨，总结归纳出某种语法的用法。语法图表可以用于学生自学或小组讨论，得出语法图表可以用于学生自学或小组讨论，得出一个结论并以图表形式归纳出假设干用法特一个结论并以图表形式归纳出假设干用法特点。这样学习语法的方法给予学生大量接触点。这样学习语法的方法给予学生大量接触语言材料的时机，而不仅仅是让学生记住语语言材料的时机，而不仅仅是让学生记住语法规那么。法规那么。Unit 1 Friendship Period 3GrammarDirect sp

48、eech & Indirect speech Listen to Annes story. The teacher will repeat each sentence after her. Pay attention to how your teacher retells what Anne said. Notice the difference between Annes story and your teachers retelling of it. I Warming Up Pay attention to how your teacher retells what Anne said!

49、S: My name is Anne Frank and my family is Jewish. T: She said that her name was Anne Frank and her family was Jewish. Direct speechIndirect speech_ Warming Up Pay attention to how your teacher retells what Anne said!S: My family and I are hiding in Amsterdam.T: She said that she and her family were

50、hiding in Amsterdam. Direct speechIndirect speech_ _ Warming Up Pay attention to how your teacher retells what Anne said!S: My only true friend is Kitty my diary. T: She said that her only true friend was Kitty her diary. Direct speechIndirect speech_ Warming Up Pay attention to how your teacher ret

51、ells what Anne said!S: After hiding here for a long time, Ive become crazy about nature.T: She said that after hiding there for a long time, she had become crazy about nature. Direct speechIndirect speech_ Warming Up1. Look at the sentences in Exercise 1 of your Students Book on page 5. Work in pair

52、s and identify the difference between direct speech and indirect speech in the sentences.Differences: Verb tenses Pronoun forms Word order Adverbials of time II Grammar StudyGrammar Study2. Now, observe the changes between direct speech and indirect speech in the chart, and then try to summarize the

53、 rules !Sentence structureDirect speechIndirect speechDeclarativePositiveShe said, “I passed this exam.”NegativeJohn said, “I cant finish the job this afternoon.”She said that she had passed that exam.John told me that he couldnt finish the job that afternoon.Grammar StudySentence structureDirect sp

54、eechIndirect speechInterrogative (yes/no questions)“Are you going to buy this coat?” Sam asked Mary.Sam asked Mary if she was going to buy the coat.Grammar StudySentence structureDirect speechIndirect speechSpecial Interrogative“How can I solve the problem?” Jane asked me.Jane asked me how she could

55、 solve the problem.Work in groups of four, study all the examples provided and read the grammar appendix on page 89-90. Finish your task of summarizing the rules.Grammar Study Task 1Direct SpeechIndirect SpeechSentence structureDeclarativeYes/No questionsSpecial questionsTask 2Direct SpeechIndirect

56、Speech Tense PresentPastPresent perfectPast perfectPresent continuousFutureTask 3Direct SpeechIndirect SpeechPronounFirst personSecond personThis TheseAdverbial of placeHereThis placeThese places VerbCome Bring Task 4Direct SpeechIndirect SpeechAdverbial of timeNowTodayYesterdayThis week/month/yearL

57、ast week/month/yearThree days agoTomorrow Task 1Direct SpeechIndirect SpeechSentence structureDeclarativeSay/tell sb.that+clasueInterrogativeAsk/wonder whether/if +statement orderSpecial InterrogativeAsk/wonder wh-word +statement orderSummaryTask 2Direct SpeechIndirect Speech Tense PresentPastSimple

58、 PastPast PerfectPresent PerfectPast PerfectPast PerfectPast PerfectPresent ContinuousPast ContinuousFuturePast FutureSummaryTask 3Direct SpeechIndirect SpeechPronounFirst personThird personSecond personFirst/third personThis/ theseThat /ThoseAdverbial of placeHereThereThis placeThat placeThese plac

59、esThose places VerbCome Go Bring TakeBorrowLend SummaryTask 4Direct SpeechIndirect SpeechAdver-bial of timeNowThenTodayThat dayYesterdayThe day before/the previous dayThis week/month/yearThat week/month/yearLast week/month/yearThe week/month/year beforeThree days agoThree days beforeTomorrowThe next

60、/following daySummaryChange direct speech into indirect speechCaseDirect speechIndirect speechA truth He said, “The earth goes around the sun.” Timetable He said, “The train leaves at 7:30 p.m.”A saying / proverb /quotation He said, “Rome isnt built in a day.” An adverbial indicating the past Tom sa

61、id, “I was born in July, 1978.” Grammar StudyTry to change direct speech into indirect speech :He said that the earth goes around the sun.He said that the train leaves at 7:30p.m.He said that Rome isnt built in a day.Tom said he was born in July, 1978.1.He said, “the earth goes around the sun.”2.2.

62、He said, “The train leaves at 7:30p.m.”3.3. He said, “Rome isnt built in a day.”4.4. Tom said, “I was born in July, 1978.”Summary:Grammar StudyThere are some cases in which we dont need to change the tense in indirect speech.When direct speech is about: a) a truth 真理真理 b) a timetable 时间表时间表c) a sayi

63、ng/proverb/quotation 格言格言/引用语引用语d) An adverbial indicating the past 过去的时间状过去的时间状语语Try to do SB P.5 Ex.2 Change the sentences either into direct speech or indirect speech:1. Anne said that she didnt know the address of her new home.2. Anne told her father that she had got tired of looking at nature t

64、hrough dirty curtains and dusty windows.3. The girl said that she needed to pack up her things in the suitcase very quickly. III Practice4. Her father asked her why she chose/ had chosen her diary and old letters.5. “Are you very hot with so many clothes on? Mother asked/said to her.6. “What else ha

65、ve you hidden under your overcoat? Margot asked her.7. “ When shall we go back home? Anne asked her father.8. “ Why did you talk so much to that boy? Father asked Anne. PracticePracticeGM: Whats the weather like intomorrow? I cant hear the man clearly on the TV.GS: Thats all right. I can help. The m

66、an said it was going to rain.GM: What did he say about Shanghai?GS: . 1. Do WB P.42 Ex.1 2. Review the rules of the changes from direct speech into indirect speech.IV Homework备课时需要注意的几个问题备课时需要注意的几个问题1.仔细思考话题和任务目标仔细思考话题和任务目标2.确定完成任务需要的语言结构和词汇确定完成任务需要的语言结构和词汇3.课文内容所涉及的阅读能力课文内容所涉及的阅读能力4.听力中的技能特点听力中的技能特点5.语法结构和词汇可以表达什么与学生熟悉语法结构和词汇可以表达什么与学生熟悉的事情或本课的任务的事情或本课的任务6.思考每一个任务与总目标的关系思考每一个任务与总目标的关系7.选择适宜的练习方式选择适宜的练习方式