Teaching objectives and demands:
1. After the learning of this unit the students are supposed to master the following words and expressions: purse; somewhere; loose; drawer; actual; in actual fact; defence/defense; Cairo; pause; aloud; sudden; flash; in a flash; hold out; uniform; calm; fear; break into; fair; sunglasses; the moment; aircraft; adventure; break off; fight; reception desk; bee; lightning; Hong Kong
2. The students required to understand and also be able to use the daily expressions in communication (conjecture):
I’m sure…
I guess…
She might have…
It looks as if…
It seems that….
She must have…
3. Grammar: in learning the unit, we are going to revise indirect speech.
4. Language use: the students are got involved in listening, speaking, reading and writing practice to improve their language use abilities.
Time arrangement:
This unit is going to be finished in 6~7 teaching periods, including a unit test.
Key and difficult points of this unit:
1. Grammar: the indirect speech.
2. Words and useful expressions
3. Daily expressions in communication
4. Listening and writing practice
Lesson 37
Teaching objectives:
1. Students are required to master the following words and useful expressions: purse; somewhere; loose; drawer; actual; in actual fact
2. Students are supposed to master and use the everyday English for communication (Prediction, Conjecture and Belief 預(yù)見(jiàn)、猜測(cè)和相信):
I’m sure…
I guess…
She might have…
It looks as if…
It seems that….
She must have…
3. Grammar: in learning the unit, we are going to revise the indirect speech.
4. Language use: Manipulate listening, speaking practice for the students to use the language.
Teaching aids: tape recorder; slide show and blackboard.
Key points:
1. Dialogue presentation
2. Vocabulary and grammar usage in real-situation dialogues
3. Free dialogue making
4. Learn the expressions of express your ideas.
Teaching procedures:
Step 1. Revision
Revise the expressions of conjecture. Get the students to give some examples of conjecture that we learnt before. The following are some lead-ins: It must be… It can’t be…
Step 2. Presentation
SB Page 55, Part 1. Tell the students that we are going to learn a dialogue in which we will learn some expressions of Prediction, Conjecture and Belief.
Step 3. Listening
Play the tape for the students follow the dialogue. Tell the students to answer the questions in Wb Exercise 1. After the listening, some students are asked to answer the questions to the class. Answers: See P109.
Step 4. Reading and explanations
Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think.
It’s not like her to have missed two days of classes.
一兩天不來(lái)上課，她不是這樣的人。
〖剖析〗It’s (just) like sb to do sth “某人（恰恰）就是這個(gè)樣子”，表示表?yè)P(yáng)或者不滿，其否定式則表示懷疑。如：
It‘s like him to leave the work to others. 他就是把工作推給別人的人。
It was like him to fail us at the last minute. 他就是這樣，在關(guān)鍵時(shí)刻讓我們失望。
It’s just like her to think of others before thinking of herself. 她恰恰就是先人后己的人。
It isn‘t like him to have said anything like that .他可不是說(shuō)出那種話的人。
It isn’t like her to have spent so much money. 花掉這么多錢，我看這不像她做得出來(lái)的事。
◆ 下面兩句不一樣：It‘s not like her to have missed two days of classes.
一兩天不來(lái)上課，她不是這樣的人。（不上課的事已經(jīng)發(fā)生）
It’s not like her to miss two days of classes.
她不是那種兩天不來(lái)上課的人。（并未發(fā)生過(guò)不上課的事，只是泛泛而談）
◆ to have missed 是非謂語(yǔ)動(dòng)詞的完成式，表示動(dòng)作早已完成。是高考測(cè)試中的重要知識(shí)點(diǎn)。又如：
① It isn‘t like him to have told a lie to the manager. 他不是給經(jīng)理撒謊的那種人吧。
② I’m glad to have seen your headmaster yesterday .
③ He is said to have written a novel about the Long March. 據(jù)說(shuō)他寫(xiě)了一本關(guān)于長(zhǎng)征的小說(shuō)。
④ They thought it a pity not to have invited them. 他們認(rèn)為沒(méi)有邀請(qǐng)他們是令人遺憾的。
⑤ I regretted to have missed such good chances . 我遺憾的是錯(cuò)過(guò)了這些好機(jī)會(huì)。
Step 5. Practice
SB P55, Part 2. Tell the students this part is compiled to practice the expressions of expressing your insistence. Get the students to make sentences using the phrases given in the box. Pick up students to yell out their sentences. After they have practiced the structures given, they are asked to practice the following sentence structures:
Part A
A：Excuse me, Where are you from?
B：Can you guess?
A：You must come from Australia, don‘t you?
B：Yes, I do. How did you guess?
A：The way you speak! Which part of Australia are you from?
B：Plum tree. That’s a small village near Sydney.
Part B
A：Hello. May I speak to Mr. Wu?
B：Sorry he has gone to Guangzhou.
A：I saw him this morning. When did he leave?
B：Twelve o’clock. He must have arrived by now.
A：Oh, what a pity! When will he be back?
B：It seems that he won’t be back until next Wednesday.
A：Ok, thanks. Bye!
B：Bye!
Step 6. Workbook
Workbook Lesson 37, Exx.2 and 3. Get the students to do the exercises individually and then check the answers with the students.
Answers: See Wb P109.
Homework
(1) Finish off the exercises of Lesson 37 in the workbook.
(2) Preview the next lesson.
Evaluation of teaching:
Lesson 38-39 The Trick (1) & (2)
Teaching aims:
1. After learning the text, the students are required to master the following words and useful expressions: defence/defense; Cairo; pause; aloud; sudden; flash; in a flash; hold out; uniform; calm; fear; break into; fair; sunglasses; the moment; aircraft; adventure; break off; fight; reception desk; bee; lightning; Hong Kong
2. Revise the grammar: the indirect speech.
3. Get the students to read the text using the following reading skills: skimming, scanning and note making.
Key points: 1.Words and grammar 2. Reading comprehension
Teaching methods: Reading-note making and practice.
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson 37.
Step 2. Presentation
Get the students to talk about the picture, ask the students the following questions as a lead-in: Where do you think the story happened? What do you think is the story about?
Step 3. Scanning
Now get the students to read the text and answer the following questions:
① Why was Bill worried?
② Where had Bill planned to travel to?
③ What was the new plan?
Step 4. Scanning
Tell the students to read the text more carefully to find out the specific information. Answer the questions in Ex. 1 on P110 and Ex. 1 on P111 in the workbook. Pick out some students to answer the questions. After that the students are expected to master the important information of the text.
Step 5. Language points
(1) pick up 得到，獲得，收聽(tīng)到，拾起，中途讓某人上車
This kind of radio can pick up the programmes broadcasting by BBC.
這種收音機(jī)接受 BBC電臺(tái)的節(jié)目比較容易。
He had picked it up from a research station in the desert the day before.
這是他前一天從沙漠地區(qū)的研究所取來(lái)的。
(2) glance over = glance ( one‘s eyes ) over 隨便看一看，瀏覽 。
Oh, he didn’t study it . He only glanced over it.
噢，他沒(méi)有研究過(guò)它，只粗略地看了一看。
glance over 有時(shí)相當(dāng)于 look over , glance through。在課文中的 … then glanced over his shoulder before continuing down the street . (然后他回頭望了望，就又沿街走去。)
最好一段中的 glance at 為“對(duì)……瞥一眼”。He glanced at his watch once again.
(3) Have a sudden thought 突然想出一個(gè)主意
I still remember he had a sudden thought in time of danger. 我至今記得他當(dāng)時(shí)在危險(xiǎn)的緊急關(guān)頭想出了辦法。
have … thought of / about 有……的辦法，有……想法，有……打算
I had no thought of hurting his feeling. 我無(wú)意傷害他的感情。
I had some thoughts of going to the countryside. 我想到鄉(xiāng)下去。
Have you got any thoughts about next weekend? 你下周有啥打算 ？
(4) in a flash 瞬息，剎那間
In a flash he remembered everything and a plan began to form in his mind.
An idea formed in my mind in a flash. 我腦子里閃出一個(gè)想法。
(5) hold out 伸出，拿出
He held out his hand and stopped a taxi. 他伸手?jǐn)r了一輛出租車。
(6) on one‘s arrival ……一到達(dá)
On his arrival he went straight to the counter.
他一到達(dá)就徑直向服務(wù)臺(tái)走去。
(7) in uniform 身著制服
Do you know the man in uniform over there?
你認(rèn)識(shí)那邊身著制服的人嗎 ？
(8) appear calm 外表顯得很鎮(zhèn)靜（注意這里 appear 是系動(dòng)詞，故后接形容詞 calm ，不要用 calmly ）
(9) with fear 害怕地
(10) have a look around = look around = look about = look round 環(huán)顧四周
(11) follow sb upstairs 跟某人上樓 (注意upstairs 為副詞，其前不要加 to )。又如：go upstairs / downstairs
(12) break into 非法進(jìn)入，破門而入；闖入
We had to break into the room as we had lost the key.
This box looks as if it’s been broken into. 看來(lái)這箱子有人撬過(guò)。
(13) walk over to 走到……處
(14) by name 名叫；指名道性地
The assistant, Tom by name, is asking to see you.
一個(gè)名叫湯姆的售貨員要求見(jiàn)你。
by the name of 名叫，以……身份
A friend of mine by the name of Mike will be your manager.
我的一個(gè)名叫邁克的朋友要成為你們的經(jīng)理。
(15) walk around 在……隨便轉(zhuǎn)轉(zhuǎn)
(16) smile to oneself 暗自微笑
The man with the beard smiled to himself.
Bill smiled to himself and began to feel less anxious.
I saw Mary smile to herself as she read the funny article.
注意類似的表達(dá)還有： think to oneself 暗想，say to oneself 自言自語(yǔ)。
(17) make a lot of money 賺一大筆錢
(18) for a moment 一下子，片刻，一會(huì)兒
注意：for the moment 目前，暫時(shí)
(19) get on the aircraft to 乘飛機(jī)去……
(20) It is perfect for 對(duì)……妙極了
(21) force sth open 強(qiáng)行打開(kāi)
注意：open 作賓補(bǔ)。如：The boxes of precious stones were forced open. 一箱箱寶石被強(qiáng)行打開(kāi)。
(22) break off 打斷，折斷，突然停止，休息，絕交
He broke off a branch and gave it to me.
Tom broke off telling the story to answer the telephone. 湯姆講故事時(shí)突然停下來(lái)，去接電話。
She broke off with her best friend. 她與自己最好的朋友斷絕了往來(lái)。
Let’s break off for ten minutes. = Let‘s have a rest for ten minutes.
(23) a flight of twelve stairs 一節(jié) 12 級(jí)臺(tái)階
(24) turn round / about 轉(zhuǎn)身，轉(zhuǎn)向
They turned round and stood in the middle of the room , completely astonished .
(25) lead up to 向上通到……
(26) be curious about 對(duì)……好奇
(27) escape from 從……逃離
(28) make a telephone call to 給……打電話
(29) play a trick on 給……開(kāi)玩笑
(30) be ashamed of 對(duì)……感到慚愧
(31) as busy as a bee 忙忙碌碌
(32) a flash of lightning 一道閃電
(33) be supposed to do 應(yīng)該干 ……
Step 6. Comprehension
(1) SB P57, Part 2. Get the students to put the following sentences into correct order according to the plot of the story.
(2) SB P57, Part 3. Discuss the six questions in pairs or in groups of four. After they have finished, some students are picked out to report they opinion to the rest of class.
(3) SB P58, Part 2. After the students have rest the whole story, they are asked to answer the eight questions in pairs. This practice is designed to consolidate the story.
Step 7. Practice---- grammar revision
SB P59, Part 3~5, Tell the students to do the exercises about indirect speech. Tell the students to work in groups to change the sentences into indirect speech or direct speech as required.
直接引語(yǔ)變間接引語(yǔ)的 10 個(gè)注意點(diǎn)
本單元的語(yǔ)法要求是復(fù)習(xí)間接引語(yǔ)（Indirect Speech）和直接引語(yǔ)( Direct Speech )。同學(xué)們要通過(guò)本單元系統(tǒng)掌握表示請(qǐng)求或者命令的直接引語(yǔ)（祈使句）變成間接引語(yǔ)的方法。掌握當(dāng)直接引語(yǔ)是一個(gè)陳述句時(shí)，在變成間接引語(yǔ)時(shí)應(yīng)把這個(gè)陳述句變成由連詞 that 引導(dǎo)的賓語(yǔ)從句，并根據(jù)意思改變?nèi)朔Q和時(shí)態(tài)以及時(shí)間或者地點(diǎn)狀語(yǔ)。下面是必須靈活駕馭的知識(shí)要點(diǎn)：
〖注意點(diǎn) 1 〗
直接引語(yǔ)到間接引語(yǔ)的時(shí)態(tài)有變化。如直接引語(yǔ)的現(xiàn)在完成時(shí)變成間接引語(yǔ)的過(guò)去完成時(shí)等。時(shí)態(tài)變化中應(yīng)注意：
直接引語(yǔ)表述的是客觀真理時(shí)，間接引語(yǔ)中的時(shí)態(tài)不變。
Our teacher said, “The earth moves around the sun. ” →
Our teacher said that the earth moves around the sun.
直接引語(yǔ)是過(guò)去完成時(shí)，變間接引語(yǔ)時(shí)時(shí)態(tài)不變。
The boy said to his parents, “I had finished my homework before supper.”→
The boy told his parents that he had finished his homework before supper.
直接引語(yǔ)變成間接引語(yǔ)時(shí)，虛擬語(yǔ)氣不變。
“We wish we didn‘t have to take exams. ”said the children . →
The children said that they wished they didn’t have to take exams.
〖注意點(diǎn) 2 〗
指示代詞、人稱代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)及方向性動(dòng)詞也有變化。如直接引語(yǔ)中的 now變?yōu)?間接引語(yǔ)的 then 等。
注意如果轉(zhuǎn)述發(fā)生在當(dāng)?shù)亍?dāng)天的事，直接引語(yǔ)中的 come , here , today , this morning , yesterday , tomorrow 等不必改變。
He said, “I want this. ”→ He said that he wanted that.
He said, “I arrived yesterday morning.” → He said he had arrived the morning before.
He said, “I‘ll come here this evening.”→ He said he would come here this evening.
〖注意點(diǎn) 3 〗
直接引語(yǔ)是陳述句，間接引語(yǔ)為 that 引導(dǎo)的賓語(yǔ)從句。
She said to me, “I’m studying Japanese these days.”→
She told me (that) she was studying Japanese those days.
〖注意點(diǎn) 4 〗 直接引語(yǔ)是一般疑問(wèn)句時(shí)，間接引語(yǔ)為whether / if 引導(dǎo)的賓語(yǔ)從句。
Mr. Howe asked, “Are you preparing for it?”→
Mr. Howe asked whether we were preparing for it.
如果是表示建議時(shí)可用 suggest / advise 來(lái)完成。
“Shall we meet at the theatre?” he said. → He suggested that we should meet at the theatre. = He suggested meeting at the theatre.
〖注意點(diǎn) 5 〗
直接引語(yǔ)是特殊疑問(wèn)句時(shí)，間接引語(yǔ)為連接代詞（副詞）引導(dǎo)的賓語(yǔ)從句。
He asked, “Which one do you like best?”→ He asked which one you liked best.
〖注意點(diǎn) 6 〗
直接引語(yǔ)是反意疑問(wèn)句時(shí)，間接引語(yǔ)為 whether / if 引導(dǎo)的賓語(yǔ)從句。
He asked, “You have succeeded, haven‘t you?”→ He asked us if we had succeeded.
也可以將疑問(wèn)部分的主語(yǔ)作間接引語(yǔ)中的賓語(yǔ)。
“Shut the door, will you?”→ He told / asked me to shut the door.
〖注意點(diǎn) 7 〗
直接引語(yǔ)是祈使句時(shí)應(yīng)把間接引語(yǔ)的句式改為 ask , tell , order 等+ 賓語(yǔ) + 不定式。間接引語(yǔ)有時(shí)可以用 that 引導(dǎo)的賓語(yǔ)從句。以 let 開(kāi)頭的祈使句變間接引語(yǔ)時(shí)要選用 suggest + ing ， suggest + that 從句，ask sb to do , advise sb to 。
The Party secretary said, “Let’s do our best to win still greater victory.”→ The Party secretary advised that we should do our best to win still greater victory.
〖注意點(diǎn) 8 〗
直接引語(yǔ)是感嘆句時(shí)可以用 what / how 引導(dǎo)。間接引語(yǔ)是祝愿時(shí)用 wish 。
“ How fast he runs! ”he said . → He said how fast he ran. = He said that he ran very fast.
He said,“Happy new year! ”→ He wished me a happy new year.
〖注意點(diǎn) 9 〗
直接引語(yǔ)中有多種句式時(shí)，間接引語(yǔ)按照各自的句式轉(zhuǎn)換。
“I can hardly hear the radio.”he said .“Could you turn it up?”→
He said he could hardly hear the radio and asked me to turn it up.
〖注意點(diǎn) 10 〗
如果直接引語(yǔ)中后一句說(shuō)明前一句的原因時(shí)，可以用 as 來(lái)替代第二句的引導(dǎo)詞。
“You‘d better wear a coat. It’s very cold outside.”he said .→
He advised me to wear a coat as it was very cold outside.
Step 8. Workbook
Get the students to do the wb exercises in these two lessons individually and then check the answers with the class. Answers: See Wb P110~111.
Homework
(1) Finish off the exercises of Lesson 38~39 in the workbook.
(2) Revise the key points of these lessons.
Evaluation of teaching:
Lesson 40
Teaching aims and demands
1. Provide the chance for students to have a listening practice
2. Revise the grammar with the students: the indirect speech
3. The students are required to practice the words and useful expressions in Checkpoint 10.
Key points: 1. Grammar; 2. Listening 3. Useful expressions.
Teaching methods: Listening - practice
Teaching procedures
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the previous two lessons.
(3) Revise Step 7 of the previous lesson.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 142 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 10 with the students. Get the students to make up sentences using the useful expressions if time permits.
Step 4. Word study
SB P60, Part 2. Read the instructions and get students to fill in the blanks with the words in correct form.
Step 5. Writing
SB P60, Part 3. Read the instructions and tell the students to develop a paragraph by using given phrases below and use the ing form that we have just learned.
Step 6. Workbook
Workbook Lesson 40. Ex. 1~3. Get the students to do the exercises and then check the answers with the students. Answers: See P112.
Homework
(1) Finish off the wb exercises of Lesson 40.
(2) Revise the key points of this unit.
Evaluation of teaching: