he said, “i go to school every day.” simple past
he said (that) he went to school every day. simple past
he said, “i went to school every day.” past perfect
he said (that) he had gone to school every day. present perfect
he said, “i have gone to school every day.” past perfect
he said (that) he had gone to school every day. present progressive
he said, “i am going to school every day.” past progressive
he said (that) he was going to school every day. past progressive
he said, “i was going to school every day.” perfect progressive
he said (that) he had been going to school every day, future (will)
he said, “i will go to school every day.” 共13页,当前第3页12345678910111213would + verb name
he said (that) he would go to school every day. future (going to)
he said, “i am going to school every day.” present progressive
he said (that) he is going to school every day. past progressive
he said (that) he was going to school every day direct speech indirect speech auxiliary + verb name
he said, “do you go to school every day?”
he said, “where do you go to school?” simple past
he asked me if i went to school every day.*
he asked me where i went to school. imperative
he said, “go to school every day.” infinitive
he said to go to school every day. direct speech indirect speech simple present + simple present
he says, “i go to school every day.” simple present + simple present
he says (that) he goes to school every day. present perfect + simple present
he has said, “i go to school every day.” present perfect + simple present
he has said (that) he goes to school every day. past progressive + simple past
he was saying, “i went to school every day.” past progressive + simple past
he was saying (that) he went to school every day. past progressive + past perfect
he was saying (that) he had gone to school every day. direct speech indirect speech can
he said, “i can go to school every day.” could
he said (that) he could go to school every day. may
he said, “i may go to school every day.” might
he said (that) he might go to school every day. might
he said, “i might go to school every day.” must
he said, “i must go to school every day.” had to
he said (that) he had to go to school every day. have to
he said, “i have to go to school every day.” should
he said, “i should go to school every day.” should
he said (that) he should go to school every day. ought to
he said, “i ought to go to school every day.” ought to
he said (that) he ought to go to school every day. ii. discovering useful words and expressions1. 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.2. 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. 共13页,当前第4页12345678910111213you 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.period 3: a sample lesson plan for using language(standard english and dialects)aimsto read out and talk about standard english and dialectsto write about learning english by brainstormingproceduresi. warming up1. introduction: in china there’re so many dialects that the government encourages the whole nation to speak putonghua, which is regarded as standard chinese.2. role-play: get students to work in pairs. let one student be a chinese and the other a foreigner. role-play a conversation about the chinese language to have them discuss why putonghua has to be used in china.ii. reading1. get the students thinking about the topic of the text to predict what it says.2. skimming: read quickly to find the topic sentence for each paragraph.para. 1: there is no such a thing as standard english.para. 2: american english has many dialects whose words and expressions are different from “standard english”.para. 3: geography plays a part in making dialects.3. scanning: work in pairs. read the text to locate particular information.1). do you know what standard english is from the text?2). what is a dialect? why does american english have so many dialects?4. language focus: 共13页,当前第5页123456789101112131) believe it or not: used when you are going to say something that is true but surprising: believe it or not, john cheated in the exam.2). there is no such a …as: used to say that a particular person or thing does not exist: these days there is no such a thing as a job for life.3). standard english: the form of english that most people in britain use, and that is not limited to one area or group of people 4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language5). play a part/role in: be one of the causes that make something happen: besides dieting, exercising plays an important part in losing weight.iii. listeningto introduce the students to a dialect and a form of standard “english”.you may follow these steps:1). set the context for the students by describing the situation;2). tell the class: you are going to listen to a boy named buford. he speaks a southern dialect of ame with an east, texas accent. remember: pronunciation is determined by accent. on the other hand, buford’s teacher, jane, speaks standard bre. (i.e. what is heard on the bbc.)3). play the tape for the students to listen.4). encourage the students to give the standard equivalents for the dialectic words from buford’s story, using the context.
dialectic words
from buford’s storystandard english equivalents
hey
y’all
ain’t
yer
ya
pup
swimmin’
jumpin’
feelin’
‘bout
‘nough
shoulda seen
got outtahello everyone aren’tyouryouchildswimmingjumpingfeelingaboutenoughshould have seengot out of6). play the tape again and let the students answer the questions in pairs after listening.7). check the answers. (variant: you may also ask the students to retell buford’s story in standard english in pairs.)iv. speaking1. make sure the students know that the word used for directions often vary depending on what kind of english the speaker uses. present the list to the students:amy (american) lady (british)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streets共13页,当前第6页12345678910111213right right-hand side2. prepare their role-play in pairs: be sure that one plays a speaker of british english and the other a speaker of american english. ask students to select actual streets and location in their hometown for giving directions.3. performance: ask two pairs to perform their dialogue in class.sample version:s1: excuse me, sir. but i can’t find the drugstore?s2: pardon?s1: i said i couldn’t find the chemist’s shop.s2: well, go round the corner on your right-hand side, straight on and cross the flyover. you will find it ahead.s1: thank you very much.s3: what did he say?s1: he told us to go round the corner on the right, go straight on and then cross the overpass. the drugstore will be ahead.self-assessment criteria:did you cooperate well with your partner(s) while practicing?can you ask for directions and give directions clearly?can you express your ideas fluently? if not, what’s your main problem?did you go naturally between american english and british english while talking to each other.v. writing1. making a posterfirst ask the students to make educated guesses about how english can help some aspect of chinese life, in particular its economy.then, in pairs students work on their poster.finally, ask several pairs to present their poster in class for assessment.a sample poster china’s future lies with learning englishreasons for learning english:※ world trade is done in english;※ international organization (such as the un) use english;※ we need contact with the developed western world to build our country;※ the developed world uses english in its dealings.why the chinese language will not do?※ very few people in the west speak chinese;※ chinese is a difficult language to learn;※ most businessmen do not have time to learn new languages every time they enter a new international market.so china’s future lies with learning english2.writing assessment1) can you give persuasive reasons for the topic on your poster?2) can you verbalize your ideas fluently?共13页,当前第7页123456789101112133) can you put your own english learning experiences into a broader perspective?4) can you organize your ideas in a logical way?5) have you made a brainstorming map before you set out to design your poster? do you think it helps your writing?6) what kind of mistakes have you made in your writing? what can you do to avoid such mistakes?further applyingthe teacher may also guide the students to do the writhing task in the workbook on page 53. you may take the following steps:step 1: students divided into groups of four share their own learning experiences and ideas about english learning.step 2: students make a list as follows:my problemsideas for improvementwhy i like englishmy future with englishstep 3: make notes about the paragraphs for the writing.step 4: the teacher helps develop ideas in a positive and encouraging way. step 5: students write about the topic after class as homework. sample version:my experience of learning englishmany people all over the world speak english as their second language. it is not too much to say that it has become an international language. studying english can make life fun. it enables you to watch american movies, read english books and listen to english songs. moreover, as english is an international language, you will be able to communicate with foreigners when you are on a trip abroad. traveling will be more interesting that way. it is a good idea to make friends with foreigners. in my opinion, it is the best way to improve your english. in addition, it will be fun and it will expand your view of the world. if you make friends with a native speaker, you can practice your spoken english more often and then you can communicate with people around the world. you can also become familiar with the customs and habits of different cultures. there are some people who are afraid to make friends with foreigners because they are not confident of their english. however, many foreigners do not care about grammar. they will get your key words in the sentence and figure out the whole meanings. therefore, it is unnecessary to be afraid to make friends with them; just go head!learning english helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. briefly said, english is so useful to us that we should all learn it.part tw teaching resources(第二部分:教学资源)共13页,当前第8页12345678910111213section 1: approaches to process writing 程序写作教学法i. pre-writing1. brainstorminggetting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. 2. planningstudents make a plan of the writing before they start. these plans can be compared and discussed in groups before writing takes place. 3. generating ideasdiscovery tasks such as cubing (students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.) 4. questioningin groups, the idea is to generate lots of questions about the topic. this helps students focus upon audience as they consider what the reader needs to know. the answers to these questions will form the basis to the composition. 5. discussing and debatingthe teacher helps students with topics, helping them develop ideas in a positive and encouraging way. ii. focusing ideas 1. fast writingthe students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. the important thing is to keep writing. later this text is revised. 2. group compositionsworking together in groups, sharing ideas. this collaborative writing is especially valuable as it involves other skills (speaking in particular). 3. changing viewpointsa good writing activity to follow a role-play or storytelling activity. different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc. 4. varying formsimilar to the activity above, but instead of different viewpoints, different text types are selected. how would the text be different if it were written as a letter, or a newspaper article, etc. iii. evaluating, structuring and editing 1.orderingstudents take the notes written in one of the pre-writing activities above and organize them. what would come first? why? here it is good to tell them to start with information known to the reader before moving onto what the reader does not know. 2. self-editinga good writer must learn how to evaluate their own language ─ to improve through checking their own text, looking for errors, structure. this way students will become better writers. 3. peer editing and proofreadinghere, the texts are interchanged and the evaluation is done by other students. in the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. you could also ask the students to reduce the texts, to edit them, concentrating on the most important information. 4. the importance of feedback共13页,当前第9页12345678910111213it takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. positive comments can help build student confidence and create good feeling for the next writing class. it also helps if the reader is more than just the teacher. class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.5. writing as communicationprocess writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. it requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing. 6. potential problemswriting is a complex process and can lead to learner frustration. as with speaking, it is necessary to provide a supportive environment for the students and be patient. this approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. in the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.section 2: background information on english around the worldi. british english, american english and chinesecars and drivingbritish englishamerican englishchinesecar parkparking lot 停车场driving licensedriver's license驾照flyover overpass天桥four waycrossroads十字路口hire carrental car 租用车motorwayfreeway(western u.s.)expressway (eastern u.s.)高速公路petrolgasoline(gas)汽油tyretire轮胎windscreenwindshield挡风玻璃foodbritish englishamerican englishchinesebiscuitcookie饼干chipsfrench fries炸土豆片crispspotato chips油炸土豆片jacket potatobaked potato带皮烤的马铃薯jamjelly 酱mince hamburger碎牛肉;牛肉饼porridge oatmeal稀饭puddingdessert布丁;甜点sweetdessert餐后甜点tincan罐头othersbritish englishamerican englishchineseautumnfall 秋天 billcheck清单bin linertrash bag垃圾袋botanic gardenbotanical garden植物园bracessuspenders吊裤带;吊杆charitynon-profit organization慈善机构chemist’spharmacy/drug store药店cinema movie theater, theater电影院coachbus长途汽车diydo it yourself自己动手做dustbintrash can垃圾箱engaged (as in telephone)busy(电话)占线共13页,当前第10页12345678910111213fee (for schooling)tuition学费fit (verb)equip, fit out安装flat apartment 单元住宅footballsoccer 足球freephonetoll-free免费电话toll-freedress (noun)外衣;服装gentsmen’s room男厕headmasterprincipal男厕hire (hire a car)rent (rent a car)租借holidayvacation假日illsick有病的in future in the future未来,将来in hospital in the hospital住院join the trainget on the train 上火车jumpersweater毛线衫licence (noun) license执照liftelevator电梯lorrytruck卡车mathsmath数学nilzero零notebill纸币on stream on line在生产中postmail邮件queueline长队railwayrailroad铁路returnround trip返程rise (noun - in salary)raise加薪rubbereraser橡皮擦rucksackbackpack背包shopping trolleyshopping car购物手推车“sorry” “excuse me”, “pardon me”对不起stand (for election)run (for election)竞选swear word curse word咒语subwayunderpass餐巾subwayunderpass地下道;地铁tea toweldish towel餐巾telephone boxtelephone booth电话亭toilet restroom厕所torchflashlight火炬trainerssneakers运动鞋transport (noun)transportation运输trouserspants裤子trolleycart手推车tube subway 地铁undergroundsubway地铁vestundershirt背心waistcoatvest马甲ii. different english, different spellingsamerican englishtheater, center, litercolor, honor, labor, favor, vaportraveler, woolenskillful, fulfillcheckprogramstoryrealize, analyze, apologizedefense, offense, licenseburneddreamedsmelledspelledspoiledbritish englishtheatre, center, litrecolour, honour, labour, favour, vapourtraveler, woolenskilful, fulfilchequeprogrammestoreyrealise, analyse, apologisedefence, offence, licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/spoilediii.websites recommended to the students 推荐网站www.e-l-e.net.cn www.bg-map.comwww.esl.about.com www.english-zone.comwww.effingpot.com www.topics-mag.com going to any of the websites may enable the students to learn more about the differences between american english and british english.section 3: words and expressions from unit 2 english around the world include 1. v. to be one of the parts; to make something or someone part of a larger group: our tour party included several retired couples. the team is looking strong; especially now they have included beckham. 2. including & included: everyone has to go to the dentist’s, you included. there were twelve of us, including tom and me.共13页,当前第11页12345678910111213