江苏省永丰初级中学九年级英语上册《Unit 6 Detective stories》教案 牛津版

《Unit 6 Detective stories》教案Ⅰ.教学目标
II. Teaching materials analyzing and rearranging教材分析和重组
1．教材分析
本单元的话题是侦探小说（Detective stories），围绕该话题向学生介绍了一些有关犯罪方面的英语词汇和句型，并很自然地引入了直接引语变间接引语的语法知识，以及侦探故事的写作训练。

通过对案情的分析，可以培养学生的观察和分析问题的能力；同时可以使学生认识到真善美与假恶丑之间的区别，形成对事物正确的认识与评价标准。

6.1 Comic strip 是本单元的一个warm-up，通过Eddie打扮成侦探形象引起的一件滑稽可笑的事情来预热本单元的话题——侦探故事，为学习本单元内容做好铺垫。

对话生动有趣，而所涉及的话题亦是学生们特别感兴趣的。

因此教师要充分发挥学生的主动性、积极性，并利用多媒体等教学资源圆满完成本单元的热身活动。

6.2 Welcome to the unit 是本单元的导入单元，学生在这一课时中开始接触与侦探故事相关的词汇，A部分引导学生开动脑筋推断嫌疑犯；B部分要求学生动手画出嫌疑犯的画像，以此导入本单元，并培养学生的观察和分析问题的能力。

6.3 Reading是一个阅读课。

A是一则关于谋杀案的新闻报道，报道了Valley Town发生的一起谋杀案。

案情扑朔迷离，能够激发学生的学习兴趣，调动学生的积极思维，使学生很自然地学习到了有关侦探故事方面的英语短语和句型。

B、C部分各有两份练习，B1是词汇释义练习；B2是根据课文内容安排的判断正误练习。

C1是谈论该谋杀案的对话填空练习；C2是关于该谋杀案的短文纠错练习。

练习设计从词汇到文章内容的理解，层层深入，逐步加深学生对文章的理解，十分有利于完成本课的教学目标。

6.4 Vocabulary是词汇学习课，进一步介绍有关不同种类的犯罪和罪犯的英语词汇，从而扩充与本单元话题Detective stories相关的英语词汇知识。

6.5 Grammar是语法课。

本课时分两部分介绍直接引语变间接引语的语法知识。

A部分学习有时态变化的间接引语，重点介绍了陈述句和疑问句由直接引语变间接引语时的变化规则。

A1提供的是一些群众在接受一位记者采访时所说的原话，然后要求学生将这些话转换成间接引语。

A2是将疑问句的直接引语变为间接引语的练习。

B部分学习无时态变化的间接引语。

B1是Amy的母亲将Millie在电话中所说的话随即转述给在浴间里的Amy，练习无时
态变化的间接引语。

B2是一位警官和一位抢劫案目击证人的对话，然后要求学生综合运用所学有关间接引语知识完成Millie的报告。

在介绍间接引语的语法知识时，教材中所涉及的内容仍然是与Detective stories 有关的话题，这样既学习了语法也巩固了与本单元话题相关的词汇和句型。

6.6 Integrated skills是一节综合技能课。

本课时围绕侦探故事这一话题展开听说读写的活动。

A1通过阅读陆侦探的笔记完成对一起绑架案中的两名嫌疑犯简介部分所缺内容的填空。

A2是个听力练习，补全A1部分对两名嫌疑犯简介中所缺的其余部分。

A3是写的练习，根据A1，A2的信息完成陆侦探的助手所写报告中缺失的部分。

B 是说的练习，给出的情景是陆侦探和李警官谈论报告中所提到的两名嫌疑犯的对话。

要求学生以此为范例，在模仿的基础上脱离示例编出自己的对话。

6.7 Pronunciation是一节语音课。

本课时介绍单词的重音知识。

即英语中有些单词由于重音不同引起词义和词性的变化。

6.8 Main task是一节写作课，这一课时的设计目的是逐步引导学生写一篇有关侦探故事的短文。

A部分是帮助Millie完成写作竞赛任务。

A1是根据所提供的四句话将四幅图按故事发展的先后进行排序。

A2是补全短文中所缺的单词。

B部分引导学生自己完成一篇侦探故事。

B1的练习写A1相似，B2要求学生自己动手写作。

6.9 Checkout是本课时的最后一节课，也是一节复习课。

复习本单元所学直接引语变间接引语知识以及本单元所学的重点词汇。

2. 教材重组和课时分配
Period 1 Comic strip & Welcome to the unit
Period 2 Reading A &B
Period 3 Reading C & Vocabulary
Period 4 Grammar A
Period 5 Grammar B
Period 6 Integrated skills A
Period 7 Integrated skills B & Pronunciation
Period 8 Main task
Period 9 Checkout
III. Teaching plans for each period 分课时教案
Period One Comic strip & Welcome to the unit
Teaching goals 教学目标
1. Target language 目标语言
a. Words and phrases 生词和短语
detective murderer suspect occupation salesman medium cruel wanted reward be dressed like … go missing make notes on sb. medium height the person mostly likely to be the murderer be wanted for …
b. Key sentences 重点句子
Why are you dressed like that?
My food has gone missing.
The person is wanted for murder!
2. Ability goals 能力目标
Learn to talk about which suspect is most likely to be guilty.
3. Learning ability goals 学能目标
Help Ss learn to talk about which suspect is most likely to be guilty. Teaching important and difficult points 教学重难点
To talk about which suspect is most likely to be guilty.
Teaching aids 教具准备
Tape recorder, pictures and projector.
Teaching procedures and ways 教学过程与方式
Step I Warm-up
This activity leads to the topic in the unit and introduces some new vocabulary. Show a photo of Sherlock Holmes on the screen.
T: Do you know the man in the picture? Who is he?
Ss: Yes, He is Sherlock Holmes. (H elp Ss answer in English if Ss don’t know.) T: Yes. Sherlock Holmes is a famous detective. He is very smart and can solve many difficult cases.
Explain the title of this unit. And tell them that in this unit they are going to learn many expressions about detective stories.
Step II Presentation
This activity leads to the comic strip and arouses the Ss’ interest.
1. Show Picture 1 and point at Eddie
T: Who is this?
Ss: He is Eddie.
T: What does he look like?
Ss: A detective. / Sherlock Holmes.
T: What’s he doing?
Ss: He is looking for something. / He is solving a crime.
2. Ask Ss to listen to the tape recorder and answer: What is he looking for?
3. Play the tape again and answer:
1) Why is Eddie dressed like that?
2) Is he looking for a murderer?
4. Play the tape for Ss listen and repeat. Then read in pairs.
5. Explain
be dressed like … 打扮成…
e.g. He is dressed like a detective.
much more serious much +比较级… 得多
e.g. much more important
much cheaper
much better
go missing 消失
e.g. My handbag has gone missing.
Step III Act
This activity consolidates the conversation.
Ask Ss to act the conversation in pairs and then act it in front of the class.
Step IV Presentation
This activity presents the new vocabulary in this period and helps Ss think like
a detective.
T: What will you do if there is a crime?
S: Call 110. / Tell others and tr y to call 110. / …
T: Well, let’s see what detectives will do.
Explain the context and ask five Ss to read the report on Page 99. Then divide the class into groups of four and discuss who is most likely to be the murderer. Ask individual Ss these question s:
Sample:
T: Who do you think may be the murderer?
S: I think Jimmy White is most likely to be the murderer.
T: Why?
S: Because he’s tall and strong. He is good at fighting.
T: I don’t think he’s the murderer. He’s always helpful.
S: Then who do you think is the murderer?
Ask some other Ss to continue this discussion.
Sample:
S1: I think Frank Johnson is most likely to be the murderer.
S2: Why?
S1: Because he was alone at home. He is a cruel man. And he felt nervous when the police asked him questions.
S2: I agree. / I don’t think so. Sometimes, the person most likely to the murderer is not the real one. Some people can hide themselves very well.
S3: …
Explain B and let them complete drawing the murderer.
At last tell the Ss that any answer is possible. Let’s make a survey to see who is most likely to be the murderer. Then read out each suspect to the class and ask Ss to raise their hands to show who is most likely to be the murderer. Write down the numbers under each suspect on the Bb, and say the results like this: …(number) Ss think …(name) is most likely to be the murderer.
Step V Explanation
This activity ensures that Ss understand the new expressions relating to detective stories.
Ask Ss whether they can understand the following expressions and explain them.
1. make notes on sb. 给某做笔录
e.g. Have you made notes on that suspect?
2. medium height 中等高度
3. What does the murderer look like?
e.g. What does your brother look like?
He is tall and slim.
4. This person is wanted for murder! 此人因谋杀罪被通缉。

Step VI Game
This activity helps Ss consolidate the expressions relating to detective stories.
1. Divide the class into grou ps of five. One of the five Ss plays the detective. He / She must raise a list of questions and ask the other four ‘suspects’:
1) What’s your name?
2) What do you do?
3) Where were you at 8 p.m.?
The detective makes notes on each “suspect”.
2. The teacher walk around the classroom and help Ss play this game. Ask each ‘detective’ tell the teacher and other classmates who does he / she think is the murderer and explain the reason.
Step VII Homework
1. Remember the expressions learnt in this lesson.
2. Act the conversation in comic strip.
Period Two Reading (1)
Teaching goals 教学目标
1. Target language 目标语言
a. Words and phrases 生词和短语
doorway confirm victim crime somewhere particularly bleed death evidence struggle obviously attacker bright engineer add fingerprint clue enemy well-paid guilty charge several system suppose witness breathe heavily blood prove arrest against law as a result put up a good fight break into offer a reward of lead to
b. Key sentences 重点句子
1. He was last seen leaving his office in New Town at about 7 p.m.
2. We are asking anyone who saw anything unusual last night to contact us.
3. A witness reported that he was breathing heavily and had blood on his shirt.
2. Ability goals 能力目标
To get the major idea of an article in the newspaper by reading.
To understand key vocabulary items based on the context.
3. Learning ability goals 学能目标
To identify specific detail by answering questions.
Teaching important and difficult points 教学重难点
To help Ss understand the major idea of this article.
Teaching aids 教具准备
1. Tape recorder and Multi-Media.
2. Some pictures about a murder from a detective story and the information about two or three suspects.
Teaching procedures and ways 教学过程与方式
Step I Revision and Lead–in
This activity leads to the new topic and introduces some new vocabulary.
Show some pictures about a murder and introduce the case.
T: There was a murder in New Town (a fictional place) last Monday. A man was murdered. There are three suspects. The police have made notes on each of them. (Show the notes on the screen) Please discuss in pairs about who is most likely to be the murderer.
Sample 1:
S1: Who do you think is most likely to be the murderer?
S2: Zhou Liang, I think.
S1: Why?
S1: Because he is jobless and was alone at home.
S2: I agree.
Sample 2:
S1: Who is the murderer?
S2: Maybe Li Xinming is.
S1: Why?
S2: Because he has a car and he was driving alone last Monday. He could kill the
man and then drove home quickly.
S1: I don’t think so. Sometimes a person looks like the murderer, but he / she is not the real murderer. Some murderers can hide themselves very well. You can’t find them. Sometimes a person like Shen Huigang may be the murderer. S2: …
Step II Reading
This activity includes pre-reading, while-reading and post-reading.
1. Show a picture related to this article and tell Ss: Last night, there was a murder in Valley Town. Please look carefully and answer:
(1) Who was murdered last night? (A young man was murdered.)
(2) Where was the boy of the young man found? (In the doorway of a clothes
shop.)
(3) Was there any blood? (Yes, there was.)
2. Ask eight Ss to each read a paragraph. After each paragraph, ask Ss to say which parts of the text they do not understand. And explain it in English. Then ask some questions about each paragraph.
Paragraph 1: What was the young man? (A computer programmer.)
Paragraph 2: When was the murder take place?
(Between nine o’clock yesterday evening and one o’clock this
morning.)
Did the police confirm where the victim was killed? (No, they didn’t.) Paragraph 3: What are the police look for? (Anyone who saw anything unusual.) How did the victim die? (He was attacked with a knife and bled to
death.)
Paragraph 4: What are the police doing now?
(They’re checking the scene for fingerprints and other clues.) Paragraph 5: What was the victim guilty of in the past?
(Computer crimes.)
Paragraph 6: What was he charged with?
(Breaking into several computer systems.)
Paragraph 7: Are there any suspects? (Yes, there are.)
Why was he suspected?
(Because a witness reported that he was breathing heavily and had
blood on his shirt.)
Paragraph 8: What have the victim’s par ents offered? (￥ 50,000.)
How can people contact the police?
(They can contact the police on 5550 1212.)
3. Play the tape. Get Ss to read the passage in a low voice with the tape.
4. Ask some individual Ss to read B1 and check up the answers. If the S’s answer is wrong, ask another one to correct it.
5. Ask Ss to complete B2 and correct the mistake if it is wrong.
Step III Oral practice
This activity provides oral practice using the target language.
T: Now work in pairs to make an interview. One is Detective Lu. The other is an
interviewer. Ask Detective Lu some questions on this case.
Sample:
S1: Where was the victim’s body found?
S2: We found the body in the doorway of a clothes shop.
S1: What was this young man?
S2: He was a computer programmer.
S1: When was he killed?
S2: We believe that the murder took place between 9 p.m. yesterday and 1 a.m. today.
S1: Are there any suspects so far?
S2: Yes. But the suspect has evidence to prove that he was at another place at the
time of the crime. Anyone with in formation can contact us on 5550 1212. The victim’s
parents have offered a reward.
S1: Thank you very much for your time.
Step IV Homework
1. Revise the new words in this lesson.
2. Complete C1 & C2 on Page 10
3.
Period Three Reading (2) & Vocabulary
Teaching goals 教学目标
1. Target language 目标语言
a. Words and phrases 生词和短语
gun kidnapping shoplifting theft kidnapper shoplifter thief be
attacked with… bleed to death as a result evidence of a struggle put up a good fight check the scene for fingerprint and other clues be guilty
of … be charged with … break into … make sb. some enemies at the time of
crime offer a reward of … lead to … contact the police on …
b. Key sentences 重点句子
1. He was last seen leaving his office in New Town at about 7 p.m.
2. We are asking anyone who saw anything unusual last night to contact us.
3. A witness reported that he was breathing heavily and had blood on his shirt.
2. Ability goals 能力目标
To be able to use the expressions to describe detective stories.
To learn some more vocabulary relating to crimes and criminals.
3. Learning ability goals 学能目标
Help Ss lea rn to use the vocabulary relating to detective stories.
Teaching important and difficult points 教学重难点
To explain the language points in reading part and expand vocabulary about detective stories.
Teaching Aids教具准备
a projector.
Teaching procedures and ways 教学过程与方式
Step I Revision
This activity helps Ss get further understanding of the article in the reading part.
1. Show the following questions on the screen and get Ss to ask and answer in pairs:
(1) When did the murder happen?
(2) How old was the victim?
(3) Was the man killed at the clothes shop?
(4) What was the murder weapon (武器)?
(5) Did the man try to fight off his attacker(s)?
(6) Did the man have many friends?
(7) What does the suspect look like?
2. Read the article in chorus.
3. Ask Ss to read the conversation in C1 in groups and then call up some groups to read the conversation and check up their answers.
4. Show C2 on the screen. Each S reads one sentence. Then tell whether there is a mistake in the sentence. If there is one, correct it based on the article in the
newspaper.
Step II Explanation
This activity helps Ss understand the expressions further and be able to use them adroitly.
Ask Ss whether they can understand the following expressions and explain them one by one.
1. He was last seen leaving his office in New Town at about 7 p.m.
最后一次看见他是下午7点, 他正要离开他在新镇的办公室。

see sb. doing sth. (主动语态) 看到某人正在做某事
sb. be seen doing sth . (被动语态) 某人被看到正在做某事
e.g. I heard someone crying outside the window just now.
Someone was heard crying outside the window just now.
2. take place 发生; 举行
Great changes have taken place in our home town since 1980.
Oxfam Trail walker takes place in November every year.
3. We are asking anyone who saw anything unusual last night to contact us.
我们请看到昨晚有任何异常情况的人与我们联系。

4. be attacked with … 被用（器具）……袭击
e.g. He was attacked with a stick.
5. bleed to death 流血致死
bleed-bled-bled
e.g. Look, your finger is bleeding.
6. The victim obviously put up a good fight. 受害人显然进行了奋力抵抗。

put up a good fight 奋力反抗
7. check the scene for fingerprint and other clues
勘查现场寻找指纹和其他线索
8. be guilty of… 犯……罪（或过失）
e.g. Who is guilty of taking the away the money in the bag?
谁拿了包里的钱？
I am not guilty of this crime. 我没犯罪。

9. be charged with (doing) sth. (被动结构词组) 被指控犯有……
charge sb. with (doing) sth. (主动结构词组)
The police charged him with stealing cars. (主动语态)
He was charged with stealing cars. （被动语态）
10. make sb. some enemies 给某人树敌
11. so far 到目前为止（常与现在完成时连用, 也可与一般现在时连用）
e.g. So far, I have read five pages.
So far, no one can reach the top of that mountain.
12. at the time of the crime 在犯罪时间
13. lead to … 导致，通向
e.g. The road leads to the park.
Careless driving led to this accident.
Step III Consolidation
This activity consolidates the understanding of the article.
Ask some individual Ss to retell the article.
Step IV Presentation
This activity expands the Ss’ vocabulary relating to detective stories.
1. Ask Ss some questions to lead in the vocabulary.
T: What is the crime in Valley Town?
S: Murder.
T: What do we call the person who murdered the young man?
S: Murderer.
T: Yes, quite right. Now let’s see some more pictures about c rimes and criminal.
Do you understand crime? Crime is something very bad done by a person. For example, murder is a kind of crime. And criminal is the person who has a crime. For example,
a murderer is a criminal.
2. Show each picture in Vocabulary and discuss with the Ss about what types of crimes and criminals. Repeat each word and ask some more individuals to read the new words.
After Ss understand all the new words, let them read in chorus.
Step V Exercises:
This activity helps Ss use the vocabular y adroitly.
1. Give the English for Chinese.
(1) At last, the ________ （贼） were arrested by the police.
(2) I have found four __________ （证人）to the murder case.
(3) Look! Is he _________ （商店行窃）?
(4) He was charged with _________ （偷窃）.
(5) Although he is arrested, he insists that he is not _________ （有罪的）. Keys: thieves; witnesses; shoplifting; the ft; guilty
2. Fill in the blanks with correct forms of the words given.
(1) I think I know one of the ________ (murder).
(2) The _________ (rob) was arrested two days ago.
(3) Did you catch the _________ (kidnap) at last?
(4) It’s meaningful to donate ________ ( bleed) to people in need.
(5) Do you know that _______ (crime)? He was a computer engineer in a big company. Keys: murderers; robber; kidnapper; blood; criminal
Step VI Homework
1. Review the new words and expressions and make up some sentences with the new vocabulary.
2. Preview Grammar A.
Period Four Grammar (1)
Teaching goals 教学目标
Target language 目标语言
a. Words and phrases 生词和短语
dare risk safety if put up in one’s mid-thirties wait in the queue be familiar with
b. Key sentences 重点句子
There’s a risk of getting killed.
The policeman asked where the body was.
I asked if / whether he knew the victim.
Mr Wu said (that) the sun rises in the east.
Ability goals 能力目标
Learn to use reported speech to talk about what someone else said.
Learning ability goals 学能目标
Help Ss learn to change direct speech into reported speech.
Teaching aids 教具准备
Slide and projector.
Teaching procedures and ways 教学过程与方式
Step I Lead –in
This activity provides guided oral practice using reported speech.
1. Get Ss to recognize the direct speech by revising Reading.
T: What did Detective Lu say about the victim before he died?
Ss: “The victim obviously put up a good fight,”said Detective Lu. (Help Ss answer if there is difficulty.)
2. Show the sentence on the screen or write it on Bb. Tell the Ss that it is called direct speech.
3. Get Ss to recognize the reported speech by revising Reading.
T: Did the victim have any criminal record?
Ss: Yes. Detective Lu said that the victim was guilty of computer crimes in the past. (Help Ss answer if there is difficulty.)
T: We use reported speech to tell someone what someone else said.
Step II Presentation
This activity helps Ss understand how to use the reported speech simply.
1. Ask Ss to find some more sentences which use direct speech and reported speech. T: Now please find some more sentences with direct speech and reported speech.
For example: “We are asking anyone who saw anything unusual last night to contact us,” said Detective Lu.
Detective Lu said, “We will work hard to find the murderer.”
He said he was going to visit his parents.
Detective Lu said that the victim was guilty of computer crimes in
the past.
…
Present Ss’ findings on the screen and read them aloud.
2. Let Ss read the explanation on page 105 and present the two forms on the screen. Explain which part of each sentence is changed when a direct speech is turned into a reported speech.
T: When direct speech is turned into reported speech, the meaning of the sentence is still the same. But we sometimes need to change the tense, pronounce, time and place because the situation is changed. How do we change some parts of a sentence? Let’s see these two forms:“I’m scared,” said the witness. This is direct speech. The witness said that she was scared. This is reported speech. “Am” is changed into “was” to turn it into simple past tense. “I” is change into “she”. Usually we change simple prese nt tense into simple past tense. (Explain other sentences like this.)
After the explanation, let Ss read these two forms aloud.
Step III Practice
This activity checks the Ss’ understanding of t his grammar.
1. Present the following simple questions on the screen and ask them to come up with the answers of their own.
(1) What did you have for breakfast?
(2) Have you ever been to Hong Kong?
(3) What will you do on Saturday?
(4) What is your favourite subject?
2. Get Ss into groups of four. Demonstrate one or two conversations with one of the
groups. Then ask them to do it in groups.
Sample1:
S1: What did you have for breakfast?
S2: I had some milk and an egg.
S3: What did he/ she say?
S4: He / She said that he had had some milk and an egg.
Sample 2:
S1: What is your favourite subject?
S2: My favourite subject is Chinese.
S3: What did he say?
S4: He / She said that his / her favourite subject was Chinese.
Step IV Exercise
This activity helps Ss practise reported speech in writing.
1. Explain the context and then ask some Ss to read the sentences in the books. Explain the difficult parts:
(1) be scared 感到害怕
Are you scared?
(2) notice sb. doing sth. 注意到某人在做某事
I noticed him walking past my house.
(3) dare to do sth. 敢做某事
Do you dare to go out at night?
(4) There’s a risk of getting killed.有被杀的危险。

There’s a risk of …有……的危险。

(5) for safety 为了安全
(6) put up 张贴，公布
(7) Time is running out. 时间快用完了。

run out 用完；耗尽
2. Ask Ss to complete it in writing. Get some individual Ss to read out their answers then ask the class to read aloud in chorus.
Step V Presentation
This activity presents the ways of reporting a question to other people.
1. Show a question, ask Ss to turn it into reported speech. e.g.
“Where can I find your house?” Jimmy asked me.
The Ss may give this answer: Jimmy asked me where could he find my house?
Tell Ss that it’s not rig ht to do so. We must change the word order. And we also have to change the question mark to a full stop. So the correct answer is: Jimmy asked me where he could find my house.
2. Ask Ss to change this sentence into reported speech:
“Does she watch TV at night?” asked the teacher.
Ask an S to change it into reported speech as he / she thinks. Correct his / her mistakes and remind Ss that we must use ‘if’ or ‘whether’ to introduce the reported part when we change a general question into reported speech. Otherwise the meaning is not complete. Ask Ss to read the explanation on page 107. Ask some pairs to do it orally. If there is a mistake, ask the whole class to correct it. Then let Ss complete it in writing.
Step VI Exercises
This activity provides exercises using reported speech.
Show the following exercise on the screen. Ask some volunteers to do it orally. Then let them complete it in writing and check it in pairs.
Turn the following into reported speech:
1. “Do you know the murderer?” the policeman ask ed me.
(The policeman asked me whether / if I knew the murderer.)
2. “We will try our best to study hard,” said the twins.
(The twins said that they would try their best to study hard.)
3. “I’m afraid of snakes,” said Sandy.
(Sandy said that he was afraid of snakes.)
4. “Have you been to the Great Wall?” Lily asked me.
(Lily asked me whether / if I had been to the Great Wall.)
5. “What did the suspect do at the supermarket yesterday?” he asked.
(He asked what the suspect had done at the supermarket the day before.)
Step VII Homework
Try to remember the two forms on page 105.
Period Five Grammar (2)
Teaching goals 教学目标
1. Target language 目标语言
a. Words and Phrases 生词和短语
robbery robber rob queue gunshot familiar get out of the shower
b. Key sentences 重点句子
Mr Wu said (that) the sun rises in the east.
2. Ability goals 能力目标
To use reported speech without tense change.
3. Learning ability goals 学能目标
To help Ss learn to use reported speech without tense change.
Teaching important and difficult points 教学重难点
To make Ss know when to use reported speech without tense change.
Teaching aids 教具准备
Multi-Media.
Teaching procedures and ways 教学过程与方式
Step I Revision
This activity reviews the reported speech with tense change.
Show the exercise on the screen and ask some individual Ss to do it orally.
Turn the following into reported speech:
1. “Why did you move to Shanghai three years ago?” Sandy asked Millie.
2. “Did you go to your office last night?” the interviewer asked the man.
3. “I’m going to the farm tomorrow,” Father said.
4. “Where is Tom?” asked Peter.
5. He said, “I’ve left my book in my room.”
Keys:
1. Sandy asked Millie why she had moved to Shanghai three years before.
2. The interviewer asked whether / if he had gone to his office the night before.
3. Father said (that) he was going to the farm the next day.
4. Peter asked where Tom was.
5. He said (that) he had left his book in his room.
Step II Lead-in and presentation
This activity leads to the new target language.
1. Write: “‘The sun rises in the east,’ said Mr Wu.” on the Bb and ask an S to turn it into reported speech. If there is no mistake, ask him / her why he / she does so. If there is a mistake, correct it.
2. Tell the Ss when we needn’t change the tense.
T: If we are reporting a fact or if the information is still true, we do not need to change the tense. Now please read the explanation and some examples on page 108.
3. Call up some individual Ss to read aloud the sentences and ask whether he / she can understand why the tense isn’t changed in each example. Then give them some more examples, and ask them to report the sentences:
“The moon goes around the earth,” he said to the child.
“Light travels much faster than sound,” the teacher said to us.
“Knowledge is power,” Mr Li said to us.
The engineer said, “I was born in 1967.”
“I will wait for him at the school gate tomorrow,” Amy says.
Step III Practice
This activity gives students the opportunity to practice the target language. 1. Explain B1 and ask Ss to complete it in writing. Then ask some pairs to read it
aloud.
2. Ask them whether they can understand every sentence in the conversation and explain the following:
(1) I left a book at your home.
leave sth. + 介词短语把某物遗留在某处
I left my bag in the car. (正)
I forgot my bag in the car. (误)
(2) get out of the shower 从淋浴出来；洗完淋浴
3. Explain B2 and ask a pair to read aloud it. Then have them complete the exercises in writing. Ask some Ss to read out their sentences and check the answer with the class.
4. Encourage Ss to raise any questions they have and explain the following:
(1) wait in the queue 排队等候
(2) see sb. doing sth. 看见某人在做某事（指看到动作过程中的一部分）
I saw them playing football when I walk past the playground.
(3) seem (to be) + adj 似乎……
He seemed (to be) very old.
seem to do sth. 似乎做某事
He seemed to have two brothers.
It seems to sb. that … 对某人来说似乎……
It seems to me that we’ve met each other somewhere before.
(4) be familiar with… 熟悉……
Are you familiar with this suspect?
5. Ask the whole class to read aloud the report in chorus.
Step IV Activity
1. This activity gives the students the opportunity to consolidate the target language.
Get the Ss into groups of three and say some facts and report the information to the others.。