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高中英语人教版 (新课标)必修1&2Unit 1 Friendship教案
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这是一份高中英语人教版 (新课标)必修1&2Unit 1 Friendship教案，共6页。
(Direct Speech and Indirect Speech (Ⅰ)
整体设计
教学重点
Summarize the rules f Direct Speech and Indirect Speech.
教学难点
Get the students t learn abut the special cases in which the tenses shuldn’t be changed.
教学方法
Discussing, summarizing and practicing
教具准备
A prjectr and ther necessary teaching tls
三维目标
Knwledge aims:
Get the students t learn and grasp the rules f Direct Speech and Indirect Speech.
Ability aims:
Get the students t be able t use the rules t express their meanings and retail thers’ crrectly.
Emtinal aims:
1. Get the students nt t be afraid f grammar learning.
2. Get the students t develp their sense f grup cperatin.
教学过程
→Step 1 Revisin
1. Check the hmewrk exercises.
2. Have a dictatin t write sme imprtant wrds and expressins.
Suggested wrds and expressins:
upset ignre cncern lse cheat reasn share nature thunder entirely g thrugh hide away calm dwn set dwn grw crazy abut n purpse face t face accrding t
3. Translate sme sentences using the patterns we have learned.
Suggested sentences:
1）为了上课不迟到，他七点钟就出发了。(in rder t)
2）小明昨天没来上学确实是因为生病了。(It is. . . that. . . )
3）这小房间里太闹。(far t much)
4）那是我第一次到北京。(It is/was the first/secnd time/that. . . )
Suggested answers:
1）In rder nt t be late fr class, he set ff at seven ’clck. /He set ff at seven ’clck in rder nt t be late fr class.
2）It is because he was ill that Xiaming didn’t cme t schl.
3）There is far t much nise in the small rm.
4）It was the first time that I had been t Beijing.
→Step 2 Lead-in
Tell the class:In the last lessn, we learned Anne Frank’s stry. She is telling her stries t tw f her friends—yu and Mary. Mary has smething wrng with her ears, s yu have t repeat Anne’s sentences, using Indirect speech. Smetimes yu explain Mary’s sentences t Anne.
“I have t stay in the hiding place. ”said Anne.
→ Anne said she had t stay in the hiding place.
“D yu feel sad when yu are nt able t g utdrs? ” Mary asked Anne.
→ Mary asked Anne if/whether she felt sad when she was nt able t g utdrs.
“I dn’t want t set dwn a series f facts in a diary, ” said Anne.
→ Anne said that she didn’t want t set dwn a series f facts in a diary.
“What d yu call yur diary? ” Mary asked.
→ Mary asked what she called her diary.
. . .
Get the students t g n this tpic by themselves.
→Step 3 Grammar
1. Tell the class:Nw let’s lk at these sentences again. If we want t change Direct Speech int Indirect Speech, what shuld be changed?
2. Get the students discuss by themselves.
Perhaps mst students can find sentence structures, tenses, prnuns, adverbials f time and place and verbs shuld be changed.
3. Shw the students the frm n the screen. These are the rules.
当我们引用别人的话时，如果我们引用别人的原话，被引用的部分就叫直接引语，一般用“”引起来。如果我们用自己的话把意思转述出来，被转述的部分称为间接引语，间接引语在多数情况下都构成一个宾语从句。
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。
Mary said, “I am very happy t help yu. ”
→Mary said that she was very happy t help yu.
2）直接引语是一般疑问句或选择疑问句，变成间接引语时，由连词whether或if引导。
He asked me, “D yu like playing basketball? ”
→He asked me if/whether I liked playing basketball.
注意：大多数情况下，if和whether都可以用，但后面和r nt连用时或在动词不定式前或放在介词后作连接词时，一般只用whether。
She asked me whether I culd d it r nt.
3）直接引语是特殊疑问句，变成间接引语时，由原句的疑问词wh, whm, whse, hw, when, why, where 等引导。
My sister asked me, “What d yu think f the film? ”
→My sister asked me what I thught f the film.
4）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。
He asked Lucy, “Where have yu been? ”
→He asked Lucy where she had been.
Mary said, “What d yu want, Ann? ”
→Mary asked Ann what she wanted.
（2)直接引语是客观事实、真理、规律等，变成间接引语时，时态不变。
The teacher tld his students, “The earth ges rund the sun. ”
→The teacher tld his students that the earth ges rund the sun.
（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。
He said, “I haven’t seen my daughter tday. ”
→He said that he hadn’t seen his daughter that day.
注意：如果转述时就在原来的地方，就在说话的当天，就没必要改变指示代词、时间状语、地点状语等。
时态变化规律表
一些常用词变化规律表
Optin:如果学生基础较好，语法部分也可用英语讲解。
1. Direct Speech
In direct speech, the riginal speaker’s exact wrds are given and are indicated by qutatin marks.
“I dn’t knw what t d, ” said Tm.
In sme grammar bks, “said Tm” is referred t as a reprting clause. “I dn’t knw what t d, ” is referred t as the reprted clause.
2. Indirect Speech
In indirect speech, the exact meaning f the speaker’s wrds is given, but the exact wrds are nt directly quted.
Tm said that he didn’t knw what t d.
T cnvert direct speech int indirect speech:
If the main verb is past tense, present tense verbs in “that clause” must als be changed t past tense.
Tm said that he didn’t knw what t d.
First and secnd persn prnuns must be changed t third persn prnuns.
Tm said that he didn’t knw what t d.
(The wrd “that” can ften be left ut:Tm said he didn’t knw what t d. )
3. Indirect Questins
The same rules apply t indirect questins as t indirect statements. The difference is that a wh-clause is used instead f a that clause.
Direct questin:“Did Dick’s hrse win a prize? ” Owen asked.
Indirect questins:Owen asked whether/if Dick’s hrse had wn a prize.
Direct questin:“Why wn’t yu marry me? ” asked Dnald.
Indirect questin:Dnald asked her why she wuldn’t marry him.
﹡In telling a stry r recunting events, a speaker using direct speech has all the resurces f intnatin t prduce a lively accunt. Because indirect speech is always reprted by smene else, the accunt is mre reserved and restrained.
“What shall we d? ” asked Mary.
“Dn’t wrry, Mary, ” said Dick, “I’ve gt a plan. ”
Mary asked Dick what they shuld d. He tld her nt t wrry and that he had gt a plan.
﹡The ability t change direct speech int indirect speech is a useful skill fr thse engaged in taking the minutes f a meeting r reprting n events.
Direct speech:“First f all, I wuld like t thank everybdy wh helped with the fair. The results were very gd, and we will nw be able t buy tw mre cmputers. ”
Indirect speech:The principal said that he wuld like t thank everybdy wh had helped with the fair. He annunced that the results were very gd and that the schl wuld nw be able t buy tw mre cmputers.
→Step 4 Practice (Discvering useful structures)
Get the students t turn t Page 5. Please change the fllwing direct speech int indirect speech and indirect int direct.
1. “I’m ging t hide frm the Germans, ” Anne said.
2. “I dn’t knw the address f my new hme, ” said Anne.
3. “I cannt ask my father because it is nt safe t knw, ” she said.
4. “I had t pack up my things very quickly, ” the girl said.
5. “Why did yu chse yur diary and ld letters? ” Dad asked her.
6. Mum asked her if/whether she was very ht with s many clthes n.
7. Margt asked her what else she had gt.
8. Anne asked her father when they wuld g back hme.
9. Anne asked her sister hw she culd see her friends.
10. Mther asked Anne why she had gne t bed s late the night befre.
→Step 5 Crrecting mistakes
Analyze the cmmn mistakes students have made during the practice. Let the students lk at the screen and pay attentin t these sentences. Then chse the right sentence and make it clear why the ther ne is wrng.
→Step 6 A game
Play a guessing game “wh is my secret friend? ” One student cmes t the frnt with his partner. The rest students ask him questins while his partner changes them int indirect speech. In the end, the persn wh has guessed the right answer can cme t the frnt t take the place f the first student. S the game ges n.
Suggested sentences:
Can yur friend speak?
What des he/she wear tday?
Is he/she tall r shrt?
What d yu and yur friend d in yur free time?
D yu quarrel with each ther?
. . .
→Step 7 Wrkbk
D Exercise 1 in Using Structures n Page 42. Here is anther page f Anne’s diary. Read it thrugh and then use indirect speech t retell the stry.
If time desn’t permit, declare it as hmewrk.
Suggested answers:
Anne said that they went quickly upstairs and int the hiding place when they arrived at Prinsengracht. She said that they clsed the dr behind them and they were alne. She said (that)Margt had cme faster n her bicycle and was already waiting fr them. She said (that)all the rms were full f bxes and they lay n the flr and the beds. She said (that)the little rm was filled with bedclthes and they had t start clearing up at nce, if they wished t sleep in cmfrtable beds that night. Anne said (that)her mther and Margt were nt able t help. She said (that)they were tired and lay dwn n their beds, but her daddy and she, the tw “Helpers” f the family, started at nce.
Anne said (that)they unpacked the bxes, filled the cupbards and tidied the whle day, until they were extremely tired. She said they did sleep in clean beds that night. She said they hadn’t had any warm fd t eat all day, but they didn’t care. Anne said (that)her mther and Margt were t tired and wrried t eat, and her daddy and she were t busy.
→Step 8 Hmewrk
1. Finish ff the related Wrkbk exercises.
2. Review and grasp the rules f Direct Speech and Indirect Speech.
板书设计
活动与探究
Get the students t wrk in grups f fur ut f class and design a questinnaire t find ut what kind f friends yur classmates are. The purpse f this activity is t encurage students t think independently and act in matters f immediate cncern and interest. It als can develp students’ design ability and spirit f cperatin.
Sample questinnaire
Directins:
This questinnaire has fur questins. Each questin is fllwed by three pssible answers. Please read the questins, and then cnsider which respnse fits yu best.
Questins:
1. Why am I clse friends with this persn nw?
A. Because he/she is smene I really enjy sharing emtins and special events with.
B. Because my friend wuld be upset if I ended the relatinship.
C. Because being friends with him/her helps me feel imprtant.
2. Why d I spend time with my friend?
A. Because my friend wuld get mad at me if I didn’t.
B. Because it is fun spending time with him/her.
C. Because I think it is what friends are suppsed t d.
3. Why d I listen t my friend’s prblems, r t what my friend has t say?
A. Because my friend praises me and makes me feel gd when I d.
B. Because it’s interesting and satisfying t be able t share like that.
C. Because I really value getting t knw my friend better.
4. Why d I keep prmises t my friend?
A. Because I believe it is an imprtant persnal quality t live up t my prmises t a friend.
B. Because it wuld threaten ur friendship if I were nt trustwrthy.
C. Because I wuld feel bad abut myself if I didn’t.
Scring Sheet:
1. A 3 B 2 C 1
2. A 1 B 2 C 3
3. A 1 B 2 C 3
4. A 3 B 2 C 1
Explanatins:
4~6 pints:Yu are nt a gd friend. Yu either neglect yur friend’s needs r just d what he/she wants yu t d. Yu shuld think mre abut what a gd friend needs t d.
7~9 pints:Yu are a gd friend but yu smetimes let yur friendship becme t imprtant, r yu fail t shw enugh cncern fr yur friend’s needs and feelings. Try t strike a balance between yur friend’s needs and yur wn respnsibilities.
10+ pints:Yu are an excellent friend wh recgnizes that t be a gd friend yu need t balance yur needs and yur friend’s. Well dne.
直接引语
间接引语
一般现在时
一般过去时
现在进行时
过去进行时
一般将来时
过去将来时
一般过去时
过去完成时
现在完成时
过去完成时
过去完成时
过去完成时
现在完成进行时
过去完成进行时
直接引语
间接引语
指示代词
this
that
these
thse
时间状语
nw
then
tday
that day
tmrrw
the next (fllwing)day
next week/mnth/. . .
the next (fllwing)week/mnth. . .
yesterday
the day befre
last week/mnth/. . .
the week/mnth/. . . befre
three days/mnths/. . . ag
three days/mnth/. . .
this week/mnth/. . .
that week/mnth. . .
地点
here
there
动词
cme
g
Direct Speech
Indirect Speech
1. Mary said, “I am very happy t help yu. ”
Mary said that she was very happy t help yu.
2. He asked me, “D yu like playing basketball? ”
He asked me if/whether I liked playing basketball.
3. My sister asked me, “What d yu think f the film? ”
My sister asked me what I thught f the film.
4. The teacher tld his students, “The earth ges rund the sun. ”
The teacher tld his students that the earth ges rund the sun.
(Direct Speech and Indirect Speech (Ⅰ)
整体设计
教学重点
Summarize the rules f Direct Speech and Indirect Speech.
教学难点
Get the students t learn abut the special cases in which the tenses shuldn’t be changed.
教学方法
Discussing, summarizing and practicing
教具准备
A prjectr and ther necessary teaching tls
三维目标
Knwledge aims:
Get the students t learn and grasp the rules f Direct Speech and Indirect Speech.
Ability aims:
Get the students t be able t use the rules t express their meanings and retail thers’ crrectly.
Emtinal aims:
1. Get the students nt t be afraid f grammar learning.
2. Get the students t develp their sense f grup cperatin.
教学过程
→Step 1 Revisin
1. Check the hmewrk exercises.
2. Have a dictatin t write sme imprtant wrds and expressins.
Suggested wrds and expressins:
upset ignre cncern lse cheat reasn share nature thunder entirely g thrugh hide away calm dwn set dwn grw crazy abut n purpse face t face accrding t
3. Translate sme sentences using the patterns we have learned.
Suggested sentences:
1）为了上课不迟到，他七点钟就出发了。(in rder t)
2）小明昨天没来上学确实是因为生病了。(It is. . . that. . . )
3）这小房间里太闹。(far t much)
4）那是我第一次到北京。(It is/was the first/secnd time/that. . . )
Suggested answers:
1）In rder nt t be late fr class, he set ff at seven ’clck. /He set ff at seven ’clck in rder nt t be late fr class.
2）It is because he was ill that Xiaming didn’t cme t schl.
3）There is far t much nise in the small rm.
4）It was the first time that I had been t Beijing.
→Step 2 Lead-in
Tell the class:In the last lessn, we learned Anne Frank’s stry. She is telling her stries t tw f her friends—yu and Mary. Mary has smething wrng with her ears, s yu have t repeat Anne’s sentences, using Indirect speech. Smetimes yu explain Mary’s sentences t Anne.
“I have t stay in the hiding place. ”said Anne.
→ Anne said she had t stay in the hiding place.
“D yu feel sad when yu are nt able t g utdrs? ” Mary asked Anne.
→ Mary asked Anne if/whether she felt sad when she was nt able t g utdrs.
“I dn’t want t set dwn a series f facts in a diary, ” said Anne.
→ Anne said that she didn’t want t set dwn a series f facts in a diary.
“What d yu call yur diary? ” Mary asked.
→ Mary asked what she called her diary.
. . .
Get the students t g n this tpic by themselves.
→Step 3 Grammar
1. Tell the class:Nw let’s lk at these sentences again. If we want t change Direct Speech int Indirect Speech, what shuld be changed?
2. Get the students discuss by themselves.
Perhaps mst students can find sentence structures, tenses, prnuns, adverbials f time and place and verbs shuld be changed.
3. Shw the students the frm n the screen. These are the rules.
当我们引用别人的话时，如果我们引用别人的原话，被引用的部分就叫直接引语，一般用“”引起来。如果我们用自己的话把意思转述出来，被转述的部分称为间接引语，间接引语在多数情况下都构成一个宾语从句。
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。
Mary said, “I am very happy t help yu. ”
→Mary said that she was very happy t help yu.
2）直接引语是一般疑问句或选择疑问句，变成间接引语时，由连词whether或if引导。
He asked me, “D yu like playing basketball? ”
→He asked me if/whether I liked playing basketball.
注意：大多数情况下，if和whether都可以用，但后面和r nt连用时或在动词不定式前或放在介词后作连接词时，一般只用whether。
She asked me whether I culd d it r nt.
3）直接引语是特殊疑问句，变成间接引语时，由原句的疑问词wh, whm, whse, hw, when, why, where 等引导。
My sister asked me, “What d yu think f the film? ”
→My sister asked me what I thught f the film.
4）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。
He asked Lucy, “Where have yu been? ”
→He asked Lucy where she had been.
Mary said, “What d yu want, Ann? ”
→Mary asked Ann what she wanted.
（2)直接引语是客观事实、真理、规律等，变成间接引语时，时态不变。
The teacher tld his students, “The earth ges rund the sun. ”
→The teacher tld his students that the earth ges rund the sun.
（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。
He said, “I haven’t seen my daughter tday. ”
→He said that he hadn’t seen his daughter that day.
注意：如果转述时就在原来的地方，就在说话的当天，就没必要改变指示代词、时间状语、地点状语等。
时态变化规律表
一些常用词变化规律表
Optin:如果学生基础较好，语法部分也可用英语讲解。
1. Direct Speech
In direct speech, the riginal speaker’s exact wrds are given and are indicated by qutatin marks.
“I dn’t knw what t d, ” said Tm.
In sme grammar bks, “said Tm” is referred t as a reprting clause. “I dn’t knw what t d, ” is referred t as the reprted clause.
2. Indirect Speech
In indirect speech, the exact meaning f the speaker’s wrds is given, but the exact wrds are nt directly quted.
Tm said that he didn’t knw what t d.
T cnvert direct speech int indirect speech:
If the main verb is past tense, present tense verbs in “that clause” must als be changed t past tense.
Tm said that he didn’t knw what t d.
First and secnd persn prnuns must be changed t third persn prnuns.
Tm said that he didn’t knw what t d.
(The wrd “that” can ften be left ut:Tm said he didn’t knw what t d. )
3. Indirect Questins
The same rules apply t indirect questins as t indirect statements. The difference is that a wh-clause is used instead f a that clause.
Direct questin:“Did Dick’s hrse win a prize? ” Owen asked.
Indirect questins:Owen asked whether/if Dick’s hrse had wn a prize.
Direct questin:“Why wn’t yu marry me? ” asked Dnald.
Indirect questin:Dnald asked her why she wuldn’t marry him.
﹡In telling a stry r recunting events, a speaker using direct speech has all the resurces f intnatin t prduce a lively accunt. Because indirect speech is always reprted by smene else, the accunt is mre reserved and restrained.
“What shall we d? ” asked Mary.
“Dn’t wrry, Mary, ” said Dick, “I’ve gt a plan. ”
Mary asked Dick what they shuld d. He tld her nt t wrry and that he had gt a plan.
﹡The ability t change direct speech int indirect speech is a useful skill fr thse engaged in taking the minutes f a meeting r reprting n events.
Direct speech:“First f all, I wuld like t thank everybdy wh helped with the fair. The results were very gd, and we will nw be able t buy tw mre cmputers. ”
Indirect speech:The principal said that he wuld like t thank everybdy wh had helped with the fair. He annunced that the results were very gd and that the schl wuld nw be able t buy tw mre cmputers.
→Step 4 Practice (Discvering useful structures)
Get the students t turn t Page 5. Please change the fllwing direct speech int indirect speech and indirect int direct.
1. “I’m ging t hide frm the Germans, ” Anne said.
2. “I dn’t knw the address f my new hme, ” said Anne.
3. “I cannt ask my father because it is nt safe t knw, ” she said.
4. “I had t pack up my things very quickly, ” the girl said.
5. “Why did yu chse yur diary and ld letters? ” Dad asked her.
6. Mum asked her if/whether she was very ht with s many clthes n.
7. Margt asked her what else she had gt.
8. Anne asked her father when they wuld g back hme.
9. Anne asked her sister hw she culd see her friends.
10. Mther asked Anne why she had gne t bed s late the night befre.
→Step 5 Crrecting mistakes
Analyze the cmmn mistakes students have made during the practice. Let the students lk at the screen and pay attentin t these sentences. Then chse the right sentence and make it clear why the ther ne is wrng.
→Step 6 A game
Play a guessing game “wh is my secret friend? ” One student cmes t the frnt with his partner. The rest students ask him questins while his partner changes them int indirect speech. In the end, the persn wh has guessed the right answer can cme t the frnt t take the place f the first student. S the game ges n.
Suggested sentences:
Can yur friend speak?
What des he/she wear tday?
Is he/she tall r shrt?
What d yu and yur friend d in yur free time?
D yu quarrel with each ther?
. . .
→Step 7 Wrkbk
D Exercise 1 in Using Structures n Page 42. Here is anther page f Anne’s diary. Read it thrugh and then use indirect speech t retell the stry.
If time desn’t permit, declare it as hmewrk.
Suggested answers:
Anne said that they went quickly upstairs and int the hiding place when they arrived at Prinsengracht. She said that they clsed the dr behind them and they were alne. She said (that)Margt had cme faster n her bicycle and was already waiting fr them. She said (that)all the rms were full f bxes and they lay n the flr and the beds. She said (that)the little rm was filled with bedclthes and they had t start clearing up at nce, if they wished t sleep in cmfrtable beds that night. Anne said (that)her mther and Margt were nt able t help. She said (that)they were tired and lay dwn n their beds, but her daddy and she, the tw “Helpers” f the family, started at nce.
Anne said (that)they unpacked the bxes, filled the cupbards and tidied the whle day, until they were extremely tired. She said they did sleep in clean beds that night. She said they hadn’t had any warm fd t eat all day, but they didn’t care. Anne said (that)her mther and Margt were t tired and wrried t eat, and her daddy and she were t busy.
→Step 8 Hmewrk
1. Finish ff the related Wrkbk exercises.
2. Review and grasp the rules f Direct Speech and Indirect Speech.
板书设计
活动与探究
Get the students t wrk in grups f fur ut f class and design a questinnaire t find ut what kind f friends yur classmates are. The purpse f this activity is t encurage students t think independently and act in matters f immediate cncern and interest. It als can develp students’ design ability and spirit f cperatin.
Sample questinnaire
Directins:
This questinnaire has fur questins. Each questin is fllwed by three pssible answers. Please read the questins, and then cnsider which respnse fits yu best.
Questins:
1. Why am I clse friends with this persn nw?
A. Because he/she is smene I really enjy sharing emtins and special events with.
B. Because my friend wuld be upset if I ended the relatinship.
C. Because being friends with him/her helps me feel imprtant.
2. Why d I spend time with my friend?
A. Because my friend wuld get mad at me if I didn’t.
B. Because it is fun spending time with him/her.
C. Because I think it is what friends are suppsed t d.
3. Why d I listen t my friend’s prblems, r t what my friend has t say?
A. Because my friend praises me and makes me feel gd when I d.
B. Because it’s interesting and satisfying t be able t share like that.
C. Because I really value getting t knw my friend better.
4. Why d I keep prmises t my friend?
A. Because I believe it is an imprtant persnal quality t live up t my prmises t a friend.
B. Because it wuld threaten ur friendship if I were nt trustwrthy.
C. Because I wuld feel bad abut myself if I didn’t.
Scring Sheet:
1. A 3 B 2 C 1
2. A 1 B 2 C 3
3. A 1 B 2 C 3
4. A 3 B 2 C 1
Explanatins:
4~6 pints:Yu are nt a gd friend. Yu either neglect yur friend’s needs r just d what he/she wants yu t d. Yu shuld think mre abut what a gd friend needs t d.
7~9 pints:Yu are a gd friend but yu smetimes let yur friendship becme t imprtant, r yu fail t shw enugh cncern fr yur friend’s needs and feelings. Try t strike a balance between yur friend’s needs and yur wn respnsibilities.
10+ pints:Yu are an excellent friend wh recgnizes that t be a gd friend yu need t balance yur needs and yur friend’s. Well dne.
直接引语
间接引语
一般现在时
一般过去时
现在进行时
过去进行时
一般将来时
过去将来时
一般过去时
过去完成时
现在完成时
过去完成时
过去完成时
过去完成时
现在完成进行时
过去完成进行时
直接引语
间接引语
指示代词
this
that
these
thse
时间状语
nw
then
tday
that day
tmrrw
the next (fllwing)day
next week/mnth/. . .
the next (fllwing)week/mnth. . .
yesterday
the day befre
last week/mnth/. . .
the week/mnth/. . . befre
three days/mnths/. . . ag
three days/mnth/. . .
this week/mnth/. . .
that week/mnth. . .
地点
here
there
动词
cme
g
Direct Speech
Indirect Speech
1. Mary said, “I am very happy t help yu. ”
Mary said that she was very happy t help yu.
2. He asked me, “D yu like playing basketball? ”
He asked me if/whether I liked playing basketball.
3. My sister asked me, “What d yu think f the film? ”
My sister asked me what I thught f the film.
4. The teacher tld his students, “The earth ges rund the sun. ”
The teacher tld his students that the earth ges rund the sun.
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