人教版 (新课标)必修1&2Unit 2 English around the world教案
展开这是一份人教版 (新课标)必修1&2Unit 2 English around the world教案，共3页。
必修一 Unit2 English around the world
Grammar
Aims: To discover useful words and expressions; To discover useful structures
Procedures
I. Direct and Indirect Speech
Direct Speech | Indirect Speech | |||||||
simple present | simple past | |||||||
simple past | past perfect | |||||||
present perfect : He said, “I have gone to school every day.” | past perfect | |||||||
present progressive: He said, “I am going to school every day.” | past progressive | |||||||
past progressive: He said, “I was going to school every day.” | perfect progressive | |||||||
future (will) | would + verb name | |||||||
future (going to) | present progressive | |||||||
past progressive | ||||||||
Direct Speech | Indirect Speech | |||||||
auxiliary + verb name He said, “Where do you go to school?” | simple past | |||||||
Imperative He said, “Go to school every day.” | infinitive | |||||||
Direct Speech | Indirect Speech | |||||||
simple present + simple present | simple present + simple present | |||||||
present perfect + simple present | present perfect + simple present | |||||||
past progressive + simple past | past progressive + simple past | |||||||
past progressive + past perfect | ||||||||
Direct Speech | Indirect Speech | |||||||
can | could | |||||||
May He said, “I may go to school every day.” | might | |||||||
Might: He said, “I might go to school every day.” | ||||||||
must | had to | |||||||
have to: He said, “I have to go to school every day.” | ||||||||
Should: He said, “I should go to school every day.” | should | |||||||
ought to: He said, “I ought to go to school every day.” | ought to | |||||||
II. Discovering useful words and expressions
- Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.
- Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.
(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)
III. Discovering useful structures
(Making commands and requests using indirect speech)
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
1) Choose one who is to give the first command.
2) Ask another person in your group to tell somebody what you said.
3) The third person will change the request or command from direct into indirect speech.
4) Change role so that each person gets the chance to give commands and turn them into indirect speech.
Example: T: Please don’t talk in class. S1: What did our teacher tell us? / What did our teacher say? S2: He told/asked us not to talk in class. / She said not to talk in class. |
2. Get the students thinking about the difference between the request and command.
Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.
★ A: _______________________________________
B: I’ll go and collect some wood right now, master.
★ A: _______________________________________
B: Of course I’ll be happy to collect your shopping for you.
★ A:__________________________________________
B: Yes. I’ll shut the door at once, Mr. Zhang.
★ A:_________________________________________
B: No, I won’t get your coat if you talk to me like that.
★ A:_________________________________________
B: Sorry. I’ll get that book for you right now.
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