高二英语教案：《Unit 19 direct speech and indirect speech》教学设计

2021-07-10 高中试讲英语教案小学英语英语教案

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Teaching Aims:

1 .Enable the students further to know and understand how to change Direct Speech into Indirect Speech.

2. Help the students remember all kinds of changes when we change a Direct Speech into an Indirect Speech so that they can use them freely.

Teaching Important Point:

The changes of pronounce, verbs, adverbials of time and places.

Teaching Difficult Point:

How to change some special sentences from Direct Speech into Indirect Speech..

Teaching Methods:

1. Review method to make the students gain new insights through restudying old materials.

2. Pair work or group work to enable every student to work in class.

Teaching Aids:

1. The multimedia

2 The blackboard

Teaching Procedures:

SteⅠ Greetings and Revision

1. Greet the whole class as usual.

2. Review Direct Speech and Indirect Speech.

1. Look at the screen and get an idea of Direct Speech and Indirect Speech through examples.

2. Find out the difference between direct speech and indirect speech.

(1). She said, "I won't go there any more."

She said she wouldn't come here any more.

(2). He said, "This will be finished tomorrow. "

He said that would be finished the next day.

(3). Paul said, "I visited China last year"

Paul said he had visited China the year before.

(4). "I am very glad to visit your school", she said.

She said she was very glad to visit our school.

(5). He said，"I haven't heard from my parents these days. "

He said that he hadn't heard from his parents those days.

直接引述别人的原话，叫直接引语。(直接引语一般前后要加引号）用自己的话转述别人的话，叫间接引语。(间接引语在多数情况构成宾语从句，不用引号）。

Step Ⅱ Revision and Discussion

(Show the following on the screen.)

直接引语如果是陈述句，变为间接引语时，用连词that引导（that在口语中常省略）从句中的人称、时态、指示代词、时间状语、地点状语等都要作相应的变化。

时态转换的一般规律：

一般现在时一般过去时

现在进行时过去进行时

现在完成时过去完成时

一般过去时过去完成时

一般将来时过去将来时

过去完成时不变

过去进行时不变

时间状语、地点状语及某些对比性的指示代词和动词变化：

直接引语

间接引语

人称 Iwe

he 或 shethey指示代词thisthesethatthose

地点状语herethere

动词comebringgo take 时间状语nowthen

today

that daytonight

that nightyesterday

the day beforetomorrow

the next (following ) daylast month (week, etc.)

the month (week, etc.) beforenext month (week, etc.)

the next (following) month (week, etc.) four months (week, etc.) ago

four months (weeks, etc.) before the day after tomorrow

two days later

StepⅢ Practice

Put the sentences into Indirect Speech:

1. He said，"I am very sorry. "

He said that he was very sorry.

2. "You should be more careful next time,"my father told me.

My father told me that I should be more careful the next time.

3. She said to her son, "I'll check your homework tonight."

She said to her son that she would check his homework that night.

4. Tom said, "We are listening to the pop music "

Tom said that they were listening to the pop music.

5. He said, "I have left my book in your room."

He told me that he had left his book in my room.

6. He said, "I am busy."

He said that he was busy.

7. Betty said, "I'll be waiting for your call."

Betty said that she would be waiting for my call.

Step Ⅳ Test

1. You needn't have come over." She said to him.

2. The teacher said, "I'll try to give you some easier examples tomorrow morning.

3. He said that this was his fault and promised to be more careful next time.

4. "Where have you been all the time and where have you been doing?" Jack asked me.

5. "Are you sure they will agree to come this evening?'' She asked me.

6. They asked the teacher whether he could go to their bedroom that night to help them with their English grammar.

7. "Go at once," the officer said to his man.

8. He asked me to go there again the next day.

高一英语教案(Indirect Speech)

Teachingaims:

MasterGrammar:IndirectSpeech(requestandcommmand)

Learningdifficulty:

HowtousetheGrammar

Learningimportant:

EnableSstousetheIndirectSpeech

Teachingprocedures:

Step1.Greetingandleading-in

Greeteveryoneasusual

Step2.Revision

Asksomestudentstorecitelanguagepointsonthebackboard

RecitetheReading!

(宏志全部学生背；英才个别学生背)

Step3.UsingaboutLanguage

做课本P111---4

答案略

（要求学生用最短的时间完成）

Step4.ExplanationGrammar

Dosomeexercise

（学生合作完成并总结）

1.“Pleaseclosethewindow,”hesaidtome.

→He______me_____thewindow.
　A.saidto;tocloseB.toldto;closing

C.asked;tocloseD.saidto;pleaseclose

2.Hesaid,“Don’tdothatagain.”

He_____me_______thatagain.

A.saidtome;nottodoB.saidtome;don’tdo

C.toldme;don’tdoD.toldme;nottodo

3.“Don’tputitonmyhat.”hiswifesaidtohim.

Hiswifetoldhim___putiton___hat.

A.don’t,hisB.don’t,herC.notto,hisD.notto,her

4.RoseaskedTom,“Didyouseemypurse?”

RoseaskedTom___.

A.whetherthathehadseenherpurse

B.whetherhehadseenherpurse

C.thatwhetherhehadseenherpurse

D.thatifhehasseenherpurse

5.Heaskedme________withme.

A.whatthematteris

B.whatthematerwas
C.what’sthematter

D.whatwasthematter

6.Heasked,“AreyouaPartymemberoraLeaguemember?”

→Heaskedme______.
A.amIaPartymemberoraLeaguemember

B.wasIaPartymemberoraLeaguemember

C.ifIwasaPartymemberoraLeaguemember

D.whetherwasIaPartymemberoraLeaguemember

7.“You’vealreadygotwell,haven’tyou?”sheasked.

→Sheasked________.
A.ifIhavealreadygotwell,hadn’tyou
B.whetherIhadalreadygotwell
C.haveIalreadygotwell

D.hadIalreadygotwell.

8.Heasked________forthecomputer.

A.didIpayhowmuch

B.Ipaidhowmuch
C.howmuchdidIpay

D.howmuchIpaid

9.Theboysaid,“MayIgoalongwithyou?”

Theboyaskedme___.

A.ifImightgoalongwithyou

B.ifhemightgoalongwithyou

C.ifhemightgoalongwithme

D.ifhemightgoalongwiththeboy

10.Hesaid,“Mother,theboyisverynaughty.”

→He____verynaughty.

　A.saidhismotherthattheboywas
　B.saidtohismotherthattheboyis
　C.toldhismotherthattheboywas
　D.spoketohismotherthattheboywas

总结规律：

祈使句的间接引语——采用“动词+宾语+不定式”结构。

told/asked/orderedsb.(not)todosth.

如果祈使句是表示请求，间接引语的动词常用ask，如果是表示命令，间接引语的动词常用tell,order,command等。

Step5.doingexercise

课本P123—4

(askSstowriteanswersontheblackboard)

（教师点评）

Step6.summary

SummarizeuptheGrammar

高二英语Unit19TheMerchantofVenice教学设计

Unit19TheMerchantofVenice

Allthatglittersisnotgold.

Ｉ．单元教学目标

技能目标Goals

TalkaboutShakespeareandhisplays

Learntorecountdetailinconversation

ReviewDirectandIndirectSpeech

Writeashortplay

II．目标语言

功

能

句

式

Statingone’sviews

CorrectmeifI’mwrong,but...

Oneofthemostimportantfactsis...

AsfarasIknow...

Youshouldn’tforgetthat...

Youcould,forexample，...

Afterall，...

Whatshouldn’tbeforgottenis...

ThewayIwouldgoaboutit...

Butinthisparticularcase...

词汇

四会词汇

merchant,crown,deny,mercy,enemy,reasonable,weakness,judgement,gentleman,greeting,envy,troublesome,declare,merciful,bless,legal,deed,surgeon,requirement,court,justice,therefore,kindness,punish,punishment,order,sword,complex

认读词汇

Venice,Hamlet,Romeo,Juliet,Troilus,Cressida,uneasy,Bassanio,Antonio,Portia,Shylock,duke,masterpiece,revenge,ducat,fate,scale,Bellario,tragedy

词组

payback,havemercyon,goabout,asfarasIknow,tearup,atthemercyof,godownonone’sknees

重点词汇

merchant,mercy,accuse,declare,fortune,bargain,worthy,consequence

结构

ReviewDirectandIndirectSpeech

重

点

句

子

Youmightaswellgostanduponthebeachandarguewiththesea.P67

Ifyouofferedmesixtimeswhatyouhavejustoffered,Iwouldstilltakemypoundofflesh.P67

Shylock,howcanyouhopeformercyforyourselfwhenyoushownone?P67

Todoagreatright,doalittlewrongandinthatwaywecansaveAntonio.P68

IfShylockcutsdeepenough,I’llpayhimbackwithallmyheart.P68

Allhewantedwasjustice.P71

Ⅰ.BriefStatementsBasedontheUnit

TheMerchantofVeniceisthemostoutstanding“romantic”comedywrittenbyWilliamShakespeare,thegreatestBritishplaywrightandpoetofRenaissance.ThisplayismainlyabouttheprocessofastorythatShylock,acruelandgreedymoneylender,ispunishedbyAntonio,amerchantofVenice,withthehelpofhisfriends—PortiaandBassanio.Thecentralthemeoftheplayisthetriumphoflove(betweenPortiaandBassanio)andfriendship(betweenAntonioandBassanio)overinsatiablegreedandbrutality(aspresentedbyShylock).AhappyendingisbroughtaboutwhenShylockispunished.HerewecanseethetrueprogressivesignificanceofTheMerchantofVeniceandofitsauthor:consistenthatredfortheoppressorsandsympathyfortheoppressed.Meanwhile,itprovidesusanopportunitytolearnsomelanguagepointsaswellasrevisingDirectandIndirectspeech.

Ⅱ.TeachingGoals

1.TalkaboutShakespeareandhisplays.

2.Learntorecountdetailinconversation.

3.ReviewDirectandIndirectSpeech.

4.Writeashortplay.TheFirstPeriod

TeachingAims:

1.Learnandmasterthefollowing:

(1)Wordsandphrases:

merchant,duke,masterpiece,mercy,enemy,payback,aswellas,afterall

(2)EverydayEnglish:

CorrectmeifI’mwrong,but…

Oneofthemostimportantfactsis…

AsfarasIknow,…

Youshouldn’tforgetthat…

Youcould,forexample,say…

Afterall,…

Whatshouldn’tbeforgottenis…

ThewayIwouldgoaboutit…

Butinthisparticularcase…

2.Trainthestudents’listeningandspeakingabilities.

TeachingImportantPoints:

1.Improvethestudents’listeningability.

2.Improvethestudents’speakingabilityandlearnsomeusefulphrasesaswellaseverydayEnglish.

TeachingDifficultPoints:

1.Howtohelpthestudentsgetthegeneralideaofthelisteningmaterialandfindtheanswerstothelisteningexercises.

2.Howtogetthestudentstofinishthetaskofspeaking.

TeachingMethods:

1.Talking,speakingandlisteningtoimprovethestudents’abilitytouseEnglish.

2.Individual,pairorgroupworktomakethestudentsfinisheachtask.

TeachingAids:

1.themultimedia

2.theblackboard

TeachingProcedures:

StepⅠGreetingsandLead-in

T:Goodmorning/afternoon,everyone.

Ss:Goodmorning/afternoon,Mr/Ms.

T:Sitdown,please.Classbegins.First,pleasetellmeifyouareinterestedinplays,especiallysomeoftheworld-famousplays.

Ss:Yes.

T:TherewasagreatBritishplaywrightandpoetintheworld’shistoryofliterature.Hewroteabout37playsandalargenumberofpoemsinhislife.Here’sapictureofhim.Doyouknowwhoheis?

(Teachershowsthepicture.)

Ss:WilliamShakespeare.

(Bb:WilliamShakespeare)

T:Quiteright.Helivedfrom1564to1616(Bb:1564~1616).HeisconsideredtobethegreatestplaywrightandpoetoftheRenaissance(14th~16thcenturies)inEurope.Asaplaywright,hewrotetragedies,comedies,historicalplays.Asapoet,hewrotenarrativepoemsandsonnets.

T:Today,wearegoingtolearnUnit19.TheMerchantofVenice(Bb:Unit19TheMerchantofVenice).Inthefirstperiodofthisunit,we’lllearnsomethingmoreabouthisplaysaswellas?TheMerchantofVenice.?First,Let’slearnsomenewwordsandphrases.Lookatthescreen.

(Teachershowsthescreenanddealswiththemasusual.)

merchantn.商人

△Venicen.威尼斯（意大利港口城市）

△Bassianio巴萨尼奥（男子名）

△Portia鲍西娅（女子名）

△Antonio安东尼奥（男子名）

△Shylock夏洛克（男子名）

payback偿还；报答

△ducatn.古时候在欧洲通用的金币

duken.公爵

masterpiece/n.杰作；最佳作品

mercyn.?怜悯；仁慈

△revengen.复仇；报复

enemyn.敌人

asfaras到目前为止；就某种程度或范围而言

afterall毕竟Bb:payback,asfaras,afterall）

StepⅡWarmingup

T:Well.NowpleaseopenyourbooksatPage65.LookatWarmingup.Lookatthepicturesandreadeachquotationonebyone.Trytounderstandeachoneofthem.Thentellfromwhichplays,ofwhichthetitlesarebelowthepictures,theycome.Workinpairstoprepareforafewminutes.

(Afewminuteslater.)

T:Areyouready?

Ss:Yes.

T:Who’dliketohaveatry?Anyvolunteer?

S1:ThefirstoneandthethirdonearefromHamlet;thesecondonefrom/KingHenryⅣ?;thefourthoneRomeoandJuliet;thelastoneTroilusandCressida.

T:Youdidagoodjob.Sitdown,please.Thenwhatdoyouthinkthesefamouswordsmean?CanyouexplaintheminEnglish?

Ss:Yes.Butnotclearlyandexactly.

T:So,letmeexplainthemtoyou.ListencarefullyandtellwhichoneIamreferringto.Doyouseemypoint?

Ss:Yes.

T:No.1:Whymustyoubethesonofmyfamily’sgreatestenemy?Refuseyourfamilyformylove.

Ss:“Romeo,Romeo,whyareyouRomeo?Denyyourfather,andrefuseyourname…”

T:No.2:Thatisaquestionwhethertoliveoninthisworldortodie,thatis,totakeactionortodonothing.

Ss:“Tobeornottobe;thatisaquestion.”

T:No.3:Itisbestnottolend(money)toothersandnottoborrowfromothers.Whenwelendsomething.Werisklosingboththethingwelendandthefriendshipwiththatotherperson.

Ss:“Neitheraborrowernoralenderbe.”

T:No.4:Apersonwhohasgreatresponsibilities,suchasaking,isconstantlyworriedandthereforedoesn’tsleepsoundly.

Ss:“Uneasyliestheheadthatwearsacrown.”

T:No.5:Emptywords,notrealthoughtsorideasfromtheheart.

Ss:“Words,words,onlywords,nomatterfromheart.”

T:Great.However,Istillwanttosuggestyoufindtheseplays,fromwhichthequotationscomefrom,toreadorwatchthemifyouhaven’tbefore.Doyouthinkso?

Ss:Yes.

T:WhatotherplaysofShakespearedoyouknow?

Ss:TwelfthNight;KingLear;Othello…

(Teacherwritesthemaswellasthosetalkedaboutjustnow.)

StepⅢListening

T:Welldone.We’vetalkedmuchaboutShakespeareandhisplays.Next,let’slistentotheintroductiontoTheMerchantofVenice,themostoutstanding“romantic”comedy.Itwilltellushowthestorytakesplaceandhelpsuslearnaboutthemaincharactersinit.Canyoufollowme?

Ss:Yes.

T:OK.NowpleaselookattheListeningpartatPage66.First,readthroughthequestionsinExercise1.Thenlistentothetapetofindtheanswers.

(TeacherallowstheStudentsafewminutestoprepare,andthenplaysthetape.Afterthat,teachercheckstheanswers.)

Suggestedanswers:

Ex.11.Venice

2.threemonths

3.threethousandsducats

4.apoundofhisflesh

T:Welldone.NowpleasereadthroughtherequirementsofExercise2.ThenI’llplaythetapeagainforyoutofinishthefollowingchart.

(AftertheStudentsprepareforawhile,teacherbeginstoplaythetape.Attheend,checktheanswerswiththewholeclass.)

Suggestedanswers:

StepⅣSpeaking

T:Uptonow,we’velearntmuchaboutShakespeareandhisplays.Canyoutellmewhatmakeshisplayamasterpiece,HanMei?

S4:Theideasbehindtheplayareaboutproblemswhicharestillimportanttopeopleofdifferentagesinmoderntimes.

T:CanyougivesomeexamplesshowninTheMerchantofVenice?Anyvolunteer?

S5:Mercyversusrevengeandloveversusmoney.

T:Quiteright.Now,pleasereadthetwosituationsinSpeakingfirst.Thenfindexamplesforeachoneinmodernlifeandworkinpairstodiscusswhetheritisrightorwrong.Areyouclearaboutthat?

Ss:Yes.

T:Andbehindthesituation,therearesomeusefulexpressions.Studythemfirst,thenusetheminyourdialogueifpossible.Doyouremember?

Ss:Yes.

(Thestudentsbegintowork.Teachergoesamongthemtoseehowtheyaregoingonwiththework..Afewminuteslater,teacheraskssomepairstoactoutbeforeclass.)

Sampledialogues:

Situation1

A:InTheMerchantofVenice,ShylockgetsthechancetokillAntonio,andhewould.What’sevenmore,herefusestheDuke’spersuasiontohavemercyonAntonio.Butwhentherolesareturnedaround,theDukeshowsmercytoShylockdespitethefactthatnobodyreallylikesShylock.Whatwouldyoudoifyouhadyourworstenemyinyourpower?

B:Inmyopinion,peopleshouldbekindandmerciful.Thepunishmentonmyenemyshoulddependsonthesituation.Ifhetriestocorrecthisfaultandisabletogetalongwellwithmeinfuture,Iwillforgivehim.Afterall,afriendisbetterthananenemy.

A:Iagreewithyou.Whatshouldn’tbeforgottenisthatallthethingshasalimitedline.

B:HowdoyouliketheplayTheMerchantofVenice?HaveyoureadanyotherplaysofShakespeare?

A:It’sworthreading.Theideasbehinditarestillimportanttotoday’speople.Besides,I’vereadRomeoandJuliet,KingLearandsoon.

B:Great!Wouldyouliketotellmethestoriessomeday?

A:Noproblem.

Situation2

A:Youknow,inTheMerchantofVenice,Bassaniocan’tmarryPortiabecausehedoesn’thaveenoughmoney.Whatapity!Andthishappenseverywherearoundtheworld.Whatdoyouthinkaboutasituationlikethat?

B:Frommypointofview,loveismoreimportantthanmoney.Ifmoneyislost,wecanearnitbyourhands.However,ifloveislost,itcanneverbebackagain.

A:Moneyisnecessary,butnotthemostimportant.Moneycanbringyoumanythings,butitcannotbuyyouhappiness.

B:Yes.Greatmindsthinkalike.

StepⅤSummaryandHomework

T:Inthisclass,we’vemainlytalkedaboutShakespeareandhisplays.Whileweweredoingeachtask,we’velearntsomeusefulexpressions,suchaspayback,asfaras,afterall.Afterclass,Ihopeyoucanpractiseusingthemagain.Besides,remembertopreviewtheReadingpartinthisunit.Somuchfortoday.Goodbye.

Ss:Goodbye.

StepⅥTheDesignoftheWritingonthe

Blackboard

Unit19TheMerchantofVenice

TheFirstPeriod

Ⅰ.WilliamShakespeare(1564~1616)

KingHenryⅣ/Hamlet/RomeoandJuliet/TroilusandCressida/TwelfthNight/KingLear/Othello

Ⅱ.Phrases:

payback,aswellas,afterallTheSecondPeriod

TeachingAims:

1.Learnandmasterthefollowing:

(1)Words:

weakness,anymore,greatness,judgement,gentleman,troublesome,gentle,bless,surgeon,declare,court

(2)Phrases:

tearup,havemercyon,offerup,beseated

2.Trainthestudents’readingability.

3.Learntorecountdetailinconversation.

TeachingImportantPoints:

1.Usefulwordsandphrases:

havemercyon,anymore,tearup,offerup,beseated,payback

2.Improvethestudents’readingability.

TeachingDifficultPoints:

Helpthestudentsunderstandtheplayexactly,especiallythefollowingsentences.

1.Youmightaswellgostanduponthebeachandarguewiththesea.

2.IofferyoutentimesthemoneythatAntoniohasborrowed.

TeachingMethods:

1.Asking-and-answeringbeforereadingtomakethestudentsinterestedinwhattheywillread.

2.Fastandcarefulreadingtotrainthestudents’readingability.

3.Discussionafterreadingtomakethestudentsfurtherunderstandwhatthey’veread.

TeachingAids:

1.themultimedia

2.theblackboard

TeachingProcedures:

StepⅠGreetings

Greetthewholeclassasusual.

StepⅡRevisionandPre-reading

T:Yesterday,welearnedalotaboutWilliamShakespeareandhisplays.Who’dliketotellthetitlesofhisfourgreattragedies?Volunteers?

S1:Hamlet,Othello,KingLear,Macbeth.

T:Thankyou.Sitdown,please.Andhealsowrotesomeromanticcomedies.Whichisthemostoutstandingone?

Ss:TheMerchantofVenice.

T:Tellthenamesofthemaincharactersintheplay.

Ss:Shylock,Antonio,Bassanio,Duke,Portia.

T:AfterPortiaknowsthatAntoniohastogiveShylockapoundofhisflesh,shethinksupaplantosaveAntonio.WhatdoyouthinkPortiawilldotosaveAntonio?

S2:IthinkshewillgiveShylockmuchmoremoneythanwhatAntonioborrowedfromhim.

T:WillShylockaccepthermoney?

S2:Maybe.Heisgreedy.

T:Itsoundsreasonable.Isthereanyonewhohasadifferentopinion?

S3:IthinkshewilltrytopersuadeShylocktoshowmercytoAntonio.

T:Willshesucceed?Don’tforgetheiscruelandhehatedAntonio.Whohasreadthisplay?TelluswhatPortiadoestosaveAntonio.

S4:ShepretendstobeajudgeandarrivesatthecourtoftheDuke.

T:Thankyou.Sitdown,please.Today,we’regoingtoreadthisplay,TheMerchantofVenice.Afterreadingit,we’llknowwhathappenedinthecourt.First,let’slearnsomenewwordsandexpressions.Lookatthescreen.

(Teachershowsthescreenanddealswiththemwiththewholeclass.)

havemercyon对……表示怜悯

weaknessn.?软弱；弱点

anymoreadv.不再

greatnessn.伟大

judgementn.判决；判断

gentlemann.?绅士

envy?vt.n.妒忌；羡慕

troublesomeadj.令人烦恼的；讨厌的

mercifuladj.仁慈的；宽大的

gentleadj.温柔的；柔和的；有教养的

blessvt.祝福，保佑

tearup撕毁；取消（合同等）

swearvt.vi.发誓；宣誓

offerup献出；献上

surgeonn.外科医生

△sentencen.判决

declarevt.宣布；宣称

courtn.法庭

△scalen.天平盘；称盘StepⅢReading

T:Well.NowpleaseturntoPage67.Readtheplayquicklyandfindoutwhatshedoeswhenshearrivesatthecourt.Youcanbegintoreaditnow.

(Afterafewminutes,teachercheckstheanswer.)

T:OK.Everyone,Ithinkyoumusthavefoundtheanswer.Who’dliketotellme?

S5:ShetriestopersuadeShylocktoshowmercytoAntonioandacceptthemoneyofferedbyBassanio.

T:Doesshesucceed?

S5:No.

T:Whatdoesshedonext?

S5:ShehastoallowShylocktotakehispoundoffleshfromAntonio’sbreast.

T:Thankyou.Sitdown,please.Doyouagreewithhim/her?

Ss:Yes.

T:Welldone.You’veunderstooditwell.Nowpleasereaditcarefullyagainandfurtherunderstandit.Atthesametime,findoutalltheusefulphrases.Afewminuteslater,I’llcollectthemfromyou.

(Afterafewminutes,teachercollectsandwritesthemontheblackboard.Afterthat,teacherdealswithsomelanguageproblems.)

T:Lookattheblackboard,please.Allthesephrasesareimportantanduseful.Youmustrememberthemandtrytousethem.Doyouremember?

Ss:Yes.

T:Besides,therearesomeotherlanguagepointswhichareusefulbutdifficulttounderstand.I’llexplainthemtoyou.Lookatthescreen.

(Teachershowsthescreenandexplainstothestudents.)

1.anymore=anymore

e.g.Shedoesn’tlivehereanymore.

Aretheyproducingthismachineanymore?

2.may/mightaswelldosth.

e.g.Sincenobodyelsewantsthejob,wemightaswelllethimhaveit.

Allthepubsareclosing.Wemayaswellgohome.

3.Ifyouofferedme…,Iwouldstilltake…

(Note:if=evenif)

e.g.Ifsheispoor,she’shonestatleast.

Ifthesunweretoriseinthewest,Iwouldnotbreakmyword.

4.beseated

e.g.Hethenaskedmetobeseated.

Sheseatedherselfonthesofa.

Shesawafewpeopleseatedonthebenchatthebackoftheclassroom.

5.…howcanyouhopeformercyyourselfwhenyoushownone?

(Note:when=if)

e.g.I’llcomewhenI’mneeded.

She’llbeabletogiveyouhelpwhennecessary.

6.IoffertentimesthemoneythatAntoniohasborrow.

e.g.Thenewbuildingisfourtimesthesizeoftheoldone.

Thestreetisthreetimesthelengthofthatone.

Theroomistwicethesizeofthatone.

(=Theroomisastwicelargeasthatone.)

7.pay-back

e.g.Haveyoupaid(me)backthemoneyyouowemeyet?

I’llpayhimbackforthetrickheplayedonme.

Rosedoesn’tknowhowtopayhimbackforhishelp.(Bb:anymore=anymore,may/mightaswelldosth,beseated,if=evenif,when=if,times,payback)

StepⅣListeningandReadingAloud

T:OK.NowI’llplaythetapeofthetext.First,listenandfollow.Then,listenandrepeat.Meanwhile,payattentiontoyourpronunciationandintonation.Iseverythingclear?

Ss:Yes.

(Teacherbeginstoplaythetape.Afewminuteslater,teacherdealswiththenextpart.)

StepⅤPost-reading

T:Now,youmusthaveunderstoodtheplaymoreexactly.Let’shaveadiscussionaboutit.PleaseturntoPage69.LookatthequestionsinPost-readingandworkingroupsoffourtodiscussthem.Afterawhile,I’llasksomeofyoutoreporttotherestoftheclass.Begintoworknow.

Suggestedanswers:

1.Sheiscleverandlearned.

2.Heiscruel.

3.ShylockhatedAntoniobecauseAntoniohadmanytimesscoldedhimpubliclyforbeinggreedyandcruel.

4.(A)Literally,withtheheartwhichheshallcutoutofmybody;(B)metaphorically,whole-heartedly,willingly.

5.①Usually,thingsareweighedwithabalance.

Weighsgointotheleftscaleandthingsgointotherightscale.

②ShewantstoremindShylockthathemustcutexactlyapoundoffleshfromAntonio,nomore,noless.

③Thedeepermeaningofthebalanceisjustice.

InPortia’scourtoflaw,moralsareweighed.

6.DukespeakstoAntonio

ShylockspeakstoDukeBassaniospeakstoAntonio

PortiaspeakstoBassanio

StepⅥSummaryandHomework

T:Inthisclass,wehavemainlyreadthefirstpartof?TheMerchantofVenice?.Whilereadingit,we’vealsolearnedsomeusefulwordsandexpressionsandsentences.Afterclass,readthetextagainandrevisewhatwe’velearntinthisclass.That’sallfortoday.Seeyou!

Ss:Seeyou!

StepⅦTheDesignoftheWritingontheBlackboard

Unit19TheMerchantofVenice

TheSecondPeriod

Ⅰ.Words

anymore=anymoreif=evenifwhen=if

Ⅱ.Phrases:

showmercyon,may/mightaswelldosth.,tearup,offerup,dothedeed,beseated,

takesb.inone’sarms

Ⅲ.Sentencepatterns:

Aisthree(four,etc.)timesthesize(height,etc.)ofB.?TheThirdPeriod

TeachingAims:

1.Learnandmasterthefollowingwordsandphrases:

justice,murder,godownonknees,punishment,immediately,order,sword,conflict,complex

2.Trainthestudents’readingability.

3.Trainthestudents’abilitytowriteaplay.

TeachingImportantPoints:

1.Helpthestudentsunderstandthetextexactlyandmasterthefollowingwordsandphrases:

shall,atthemercyof,godownonknees

2.Helpthestudentsfinishthetaskofwritingaplay.

TeachingDifficultPoint:

Howtohelpthestudentswriteaplay.

TeachingMethods:

1.Listeningbeforereadingtogetthegeneralideaofthetext.

2.Asking-and-answeringafterreadingtomakethestudentsunderstandthedetailedinformation.

3.Individual,pairorgroupworktomakeeverystudentworkinclass.

4.Performingtomaketheclasslivelyandinteresting.

TeachingAids:

1.themultimedia

2.theblackboard

TeachingProcedures:

StepⅠGreetings

Greetthewholeclassasusual.

StepⅡRevisionandLead-in

T:Yesterday,wereadthefirstpartofTheMerchantofVenice.?Antonio’strialwastakingplaceatthecourt.Doyoustillrememberwhathappenedatthecourt?WangHai,couldyoupleaseretellthestoryinthefirstpart?

S1:Yes.Atthecourt,theDuketriedhardtopersuadeShylocktohavemercyonAntonio,butShylockinsistedonhavingapoundofhisflesh.EvenifBassaniowouldpayhimdoublethemoneyAntoniohadborrowed,Shylockwouldnotchangehismind.WhiletheDukewaswonderingwhattodo,Portiaarrived,pretendingtobeafamouslawyer.Atfirst,PortiaalsotriedtopersuadeShylocktohavemercyonAntonioandtakemorethanthreetimeshismoney.ButShylockstillrefusedtogiveuphisdemandforapoundoffleshfromAntonio,soPortiasaidhemighttakehisknifetopreparetodothedeed.

T:Welldone.Sitdown,please.WillShylockgethispoundofflesh?Let’sgobacktothecourt.First,listentothetapeofthesecondpartoftheplay.TrytofindoutwhatwillhappentoAntonioandShylockatlast.Begintolisten!

(Teacherplaysthetapeandcheckstheanswerattheend.)

T:Haveyoufoundouttheanswer?

Ss:Yes.

T:Who’dliketohaveatry?

S2:ShylockwillnotgetAntonio’sflesh.HehastogivehalfofhismoneytothecityofVeniceandpromisetoleavetheotherhalfofhismoneyuponhisdeathtohisdaughterandherhusband.

T:(Totheotherstudents)Isthatright?

Ss:Yes.

T:OK.Nowlet’slearnthenewwords.Thenreadtheplay.Lookatthescreen,please.

(Teachershowsthenewwordsonthescreenanddealswiththemasusual.)

justicen.公正；正义

murdervt.谋杀

godownonone’sknees跪下

punishmentn.惩罚

immediately?adv.?立刻；马上

ordervt.命令；下令

swordn.?剑；刀

conflictn.?冲突；战斗

complexadj.错综复杂的；难解的

△tragedyn.?悲剧StepⅢReading

T:Now,pleaseopenyourbooksatPage71.Readthesecondpartoftheplaycarefullyandfindouttheanswerstothequestionsonthescreen.

(Showthescreen.)

1.HowdoesPortiastopShylockfromcuttingAntonio’sflesh?

2.WhatdoesPortiasaywhenShylockfinallyagreestotakethreetimesmorethanAntonioborrowedfromhim?

3.Whatistheresultofthetrial?Doesthestoryhaveahappyending?(Teacherallowsthestudentssometimetoreadtheplayandprepareforthequestions.Attheend,asksomestudentstoanswerthequestions.)

Suggestedanswers:

1.PortiaallowsShylocktotakeexactlyonepoundoffleshfromAntonio,nomore,noless.ShealsotellsShylockthathemustnotletonedropofhisbloodfall.SoShylockgivesin.

2.ShesaysthatShylockmustgivehalfofhismoneytoAntonioandtheotherhalftothecityofVeniceaccordingtothelaw.

3.Antonioissaved.Shylockgetspunished.Thestoryhasahappyending.

(Aftercheckingtheanswers,teacherdealswithsomelanguagepoints.)

T:Welldone.You’veunderstooditbetter.Nowlet’slearnsomeusefulwordsandphrasesinit.Lookatthescreen.(Showthescreen.)

1.shall

e.g.WeshallstartforBeijingtomorrow.(futureuse)

Youshallhaveanicepresentforyourbirthday.(promise)

Youshallbesorryforwhatyouhavedone,Itellyou.(warning)

Whenhecomesinnobodyshallsayaword.(order)

Nothingshallstopusfromcarryingouthisplan.(decision)

2.atthemercyof

e.g.Theywerelostatsea,atthemercyofthewindsandthewaves.

3.godownonone’sknees

e.g.Theywillnevergodownontheirkneesbeforetheoppressors.

4.beg…for

e.g.Theprisonerbegged(thejudge)formercy.(Bb:shall,atthemercyof,godownonone’sknees,beg…for)

StepⅣWriting

T:Well,we’vereadTheMerchantofVenice.Ithasahappyending.Canyoutellmewhetheritisatragedyoracomedy?

Ss:Comedy.

T:Whydoyouthinkitisacomedy?

Ss:BecausetheGoodwins,andtheBadloses.

T:Youareright.Now,pleaseturntoPage72andlookatthetipsofgettingthemainpointofaplay.

(Teacherandthestudentsreadthroughthetipsandwritesomekeywordsontheblackboard.Afterthat,teachersaysthefollowing.)

T:Today,anothertrialtookplacebetweentwowomen.Theyarearguingaboutababy.Howdidthestoryoccur?Andwhatwouldtheydo?PleasereadthepassageinWritingatPage71andfindoutwhowinsthetrial,theGoodortheBad?Youcanbeginnow.

(Afterthestudentsfinishreadingthepassage.Teachercheckstheanswer.)

T:OK.Everyone,haveyoufoundouttheanswer?Whowins?

Ss:Yes.TheGoodwins.

T:Quiteright.Now,pleaseworkingroupsoffourorfivetowriteashortplaybasedonthisstory.GivenamestotheKing,thetwomothersandthechildren.Thereisalsoacharactertoplaytheroleofthesoldier.Ifyoulike,youcanalsohaveafewothercharacterswhoarefriendsofthetwomothers.Canyoufollowme?

Ss:Yes.

T:Besides,findagoodtitleforyourplay.Doyouremember?

Ss:Yes.

T:OK.Begintopreparenow.Fiveminuteslater,I’llaskonegrouptoactoutyourplaybeforetheclass.

Asampleplay:

CleverKingCharles

Characters:

Sarah(Sa):thewomanwhosebabyisliving

Deborah(D):thewomanwhosebabyisdead

Charles(C):theKing

Emma(E):afriendofthetwowomen

Simon(S):asoldieroftheKing

(InsideKingCharles’palace)

C:Whatisyourquarrel?

Sa:OKing!Ihaveababy.AndDeborahhasababy.Onebabyisdead.ThedeadbabylookslikeDeborah’sbaby.IthinkDeborahtookmybabywhenherbabydied.

D:OKing!Sarahisangrybecauseherbabyisdead.Shecametoseemybaby.Whenshesawmybabyshewanteditbecauseherbabyisdead.

E:OKing!Isawthetwobabies.IthinkthedeadbabyisDeborah’sbaby.IthinkDeborahtookSarah’sbabyinthenight,whenSarahwasasleep.

C:Calltheswordsman.Tellhimtobringhissword.

(Amancomesin.Hehasabigswordinhishand.)

S:OKing!Hereistheswordsman.

C:Bringthebabyhere.(AservanttakesDeborah’sbabyandbringsittotheKing.)IamajustKing.Idonotknowwhosebabythisis.IdonotknowifthisisDeborah’sbabyorSarah’sbaby.ButImustbejusttoeachofyou.Iwilltakethisbabyandcutitintotwohalves.ThenSarahcanhavehalfofthebaby,andDeborahcanhavehalf.

D:Yes,yes,theKingisagoodKing.Cutthebabyinhalves.

Sa:Butthebabywilldie!

C:Yes,thebabywilldie.Butyoushalleachhaveonehalfofthebaby.Soyouwillnotquarrelanymore.

Sa:OKing!Savemybaby.Donotcutthebaby.GivethebabytoDeborah.Letthebabylive.

C:GivethebabytoSarah.Sarahwantsthebabytolive.SoIknowthatSarahisthemother.Deborahisabadwoman.ShetookSarah’sbaby.

(TwomentakeDeborahaway.)

E:TheKingisajustKing.OgoodKingCharles!CleverKingCharles!

StepⅤSummaryandHomework

T:Inthisclass,wereadthesecondpartofTheMerchantofVeniceandlearnedtowriteaplay.Bydoingthis,we’velearnedsomeusefulwordsandphrases,andourskillinusinglanguagehasbewelldeveloped.Afterclass,practisemoreandrevisewhatwe’velearntinclass.That’sallfortoday.Seeyounexttime.

Ss:Seeyounexttime.

StepⅥTheDesignoftheWritingontheBlackboard

Unit19TheMerchantofVenice

TheThirdPeriod

Ⅰ.Wordsandphrases:

shall,atthemercyof,godownonone’sknees,beg…for

Ⅱ.Tipsofgettingthemainpointofaplay

aconflictbetweentheGoodandtheBad

→complexproblemsandrelationship

→strugglebetweenthem

→ahigher,wisecharactertofindthesolution

→theGoodwins,andtheBadloses

→acomedy

TheFourthPeriod

TeachingAims:

1.Reviewthewordsandphrasesappearinginthelasttwoperiods.

2.ReviewDirectandIndirectSpeech.

TeachingImportantPoints:

1.Getthestudentstomasterthewordsandphrasescorrectly.

2.GetthestudentstomastertheinterchangesofDirectandIndirectSpeech.

TeachingDifficultPoint:

Helpthestudentsmasterthechangesofthepronouns,tenses,adverbialsintheinterchangesofDirectandIndirectSpeech.

TeachingMethods:

1.PractisingtofinishthetasksinWordStudyandinGrammar.

2.Individual,pairorgroupworktomakeeverystudenttakeanactivepartinclassandfinisheachexercisebetter.

TeachingAids:

1.themultimedia

2.theblackboard

TeachingProcedures:

StepⅠGreetings

Greetthewholeclassasusual.

StepⅡRevision

T:Inthelastfewperiods,we’velearnmoreaboutoneofShakespeare’plays—TheMerchantofVenice.Whathaveyoulearntfromit?

Ss:TheGoodwillbeabletodefeattheBadatlast.Justiceissupportedbyeveryone.

T:Quiteright.Besides,we’velearntsomeusefulphrases.I’llgiveyouadictationofthem.Pleasetakeoutapieceofpaper.HuYeahpleasecometotheblackboard.…Areyouready?

Ss:Yes.

T:OK.Let’sbegin…

(Teacherbeginstogivethedictationandafterthat,checkstheanswerswiththewholeclass.)

StepⅢWordStudy

T:Welldone.NowpleaseopenyourbooksatPage69.LookatWordStudyinthisunit.Fillintheblankswiththewordsandphrasesfromthetext.You’dbetterreadeachsentencetoseewhichphrasefitsthedescriptionfirst.Thenfillintheblanksaccordingtothemeaning.SeewhatImean?

Ss:Yes.

T:OK.Youcanbeginnow.Firstbyyourself.Thencheckyouranswerswithyourpartner.Atlast,I’llcollecttherightanswers.

Suggestedanswers:

1.afterall2.payback3.showmercyto4.offered,tearup5.offerup6.Asfaras

StepⅣGrammar

T:Next,let’scometoGrammar.WeallknowinTheMerchantofVenice,ShylockinsistedontakingapoundofAntonio’sfleshaccordingtotheagreementbetweenthem.WhydidAntonioborrowmoneyfromShylock?

Ss:TohelphisfriendBassanio,whohadnomoneytomarryPortia,arichandbeautifullady.

T:Quiteright.Now,pleaseturntoPage70andreadthematerialinthebox.Thenworkinpairstochangeitintodialogues.

Act1:ThedialoguebetweenBassanioandAntonio.

Act2:ThedialoguebetweenAntonio,ShylockandBassanio.DoyouseewhatImean?

Ss:Yes.

(Thestudentsbegintowork.Teachergoesamongthestudentstoseehowtheyaregoingon.Atlast,teacheraskssomepairstoactouttheirdialogues.)

Sampledialogues:

Act1:(B=Bassanio;A=Antonio)

B:Antonio,IwanttotellyouagoodpieceofnewsthatIaminlovewithPortia,arichandbeautifullady.

A:Doessheloveyou?

B:Shelovesmetoo.

A:Thenwhydon’tyougetmarried?

B:IcannotaskhertomarrymebecauseIhavenomoney.Iwonderifyoucanlendmethreethousandducats.

A:I’dliketohelpyou,butallmyshipareatsea.Ihavenomoneyatpresent.

Act2:(S=Shylock)

A:Shylock,IwanttoknowifIcanborrowsomemoneyfromyou.

S:Iagreetolendyouthemoneyononecondition.Ifyoudon’tpaythemoneybackattheendofthreemonths,I’llhavetherighttohaveapoundofyourfleshtobecutofffromanypartofyourbody.

A:OK.Iwouldaccepttheseterms.

B:Please,Antonio,don’taccepttheseterms.

A:Don’tworry.I’lltakehisofferandsigntheagreement.

T:Wonderful.Youdidagoodjob.Next,let’slookatthesecondexercise.Herearetwoletters.OneistheletterthatAntoniowrotetoBassanio.TheotheroneistheletterfromthelawyertotheDuke.Byreadingthem,you’llknowmoreabouttheplay.Areyouinterested?

Ss:Yes.

T:Now,begintoread.Afterthat,changethemintoIndirectSpeech.Thencorrectmistakeseachother.Attheend,I’llasksomestudentstoreadtotheclass.Iseverythingclear?

Ss:Yes.

Suggestedanswers:

Letter1:

BassanioreceivedaletterfromAntonio.Intheletter,AntoniosaidthatallhisshipswerelostatseaandthatnowhehadtopayShylockwithapoundofhisfleshaccordingtotheiragreement.AntonioalsosaidhowhewishedtoseeBassaniobeforehedied,sinceitwasimpossiblethatheshouldliveinpayingShylock.AntoniotoldBassaniotoforgetabouttheletterifhisloveforAntoniowasnotenoughtoleadhimthere.

Letter2:

DoctorBellariowroteinhisletterthathewasveryill.HesaidthatwhentheDuke’sletter(had)reachedhim,he(had)hadwithhimalearnedyoungdoctorfromRomeandthathehadtoldthedoctoraboutthequarrelbetweenShylockandAntonio.HewrotetotheDuketheyhadstudiedmanylawbooksandthedoctorknewwhathewouldsay.HeaskedtheDuketoletthedoctorstandinhisplaceandgivejudgement.HetoldtheDukethathehadneverknownsoyoungabodywithsowiseaheadthoughhewasyoung.

(Aftercheckingthestudents’work,teacherdealswithsomelanguagepoints.)

T:Welldone.Next,let’slearnsomeusefulexpressions.Lookatthescreen,please.

(Teachershowsthescreen.)

1.beinlovewith/fallinlovewith

e.g.Theyhavebeeninlovewitheachothersincetheymetforthefirsttime.

ThefirsttimePetermetAliceataparty,hefellinlovewithher.

2.ononecondition/onconditionthat

e.g.Hewasallowedtogoswimmingonconditionthathekeptneartheotherboys.

I’llcomeonconditionthatJohnisinvited,too.

3.so/how/too+adj.+a(n)+n.?

e.g.Didyounoticethatyoumadesoseriousamistake?

Itistoodifficultabookforbeginners.

Howwonderfulaplanitwouldbe!(Bb:be/fallinlovewith,ononecondition/onconditionthat,so/how/too+adj.+a(n)+n.?)

StepⅤConsolidation

T:OK.Somuchforthelanguagepoints.InorderthatyoucanmasterDirectandIndirectSpeechbetter,especiallythewaytochangeDirectSpeechintoIndirectSpeech.I’llgiveyouanotherexercise.Lookatthesentencesonthescreenandcompletethem.

(Showthescreen.)

ChangethefollowingsentencesintoIndirectSpeech.

1.“Donotbesobitter,”theDukesaidtoShylock.

→TheDukeaskedShylock______.

2.“Doallmenkillthethingstheydonotlove?”Bassaniosaid.

→Bassanioasked______.

3.“AntonioismyenemyandIhatehim,”Shylocksaid.

→Shylocksaid______.

4.“Mercyfallslikethegentlerainfromtheskyupontheearth,”Portiasaid.

→Portiasaid______.Suggestedanswers:

1.nottobesobitter

2.ifallmenkilledthethingstheydidnotlove

3.Antoniowashisenemyandhehatedhim

4.mercyfallslikethegentlerainfromtheskyupontheearth

StepⅥSummaryandHomework

T:Inthisclass,we’vemainlyrevisedthewordsandphraseslearnedintheplay.Inparticular,we’verevisedDirectandIndirectSpeechbydoingsomeexercises.Youshouldpayspecialattentiontothechangesofthepronoun,tensesandadverbialintheinterchangesofDirectandIndirectSpeech,andyoushouldbeabletousesomesentencestructuresfreelysuchas“tellsb.todo…”“asksb.todo…”and“saythat…”.(Writethestructuresontheblackboard.)Fortoday’shomework:RetellthestoryofTheMerchantofVenice.Youcanusethewordsandphrasesonthescreen.You’dbettercopythemdown.

(Showthescreen.)

RetelltheplayTheMerchantofVenice,usingthefollowingwordsandphrases:

beinlovewith,ask…forhelp,scold…for,onconditionthat,payback,cutoff,getmarried,belostatsea,havemercyon,beseated,dothedeed,beallowedto,drop,askfor,insiston,atthemercyof,accordingto,betakenawayThat’sallfortoday.Seeyounexttime.

Ss:Seeyounexttime.

StepⅦTheDesignoftheWritingontheBlackboard

Unit19TheMerchantofVenice

TheFourthPeriod

Ⅰ.Usefulphrases

be/fallinlovewith

ononecondition

onconditionthat

so/how/too+adj.+a(n)+n.?

Ⅱ.DirectandIndirectSpeech

tell/asksb.(not)todosth.

saythat-clause

askwh-/how+clause

TheFifthPeriod

IndirectSpeech

TeachingAims:

1.EnablethestudentsfurthertoknowandunderstandhowtochangeDirectSpeechintoIndirectSpeech.

2.HelpthestudentsrememberallkindsofchangeswhenwechangeaDirectSpeechintoanIndirectSpeechsothattheycanusethemfreely.

TeachingImportantPoint:

Thechangesofpronouns,verbs,adverbialsoftimeandplaces.

TeachingDifficultPoint:

HowtochangesomespecialsentencesfromDirectSpeechintoIndirectSpeech.

TeachingMethods:

1.Reviewmethodtomakethestudentsgainnewinsightsthroughrestudyingoldmaterials.

2.Pairworkorgroupworktoenableeverystudenttoworkinclass.

TeachingAids:

1.themultimedia

2.theblackboard

TeachingProcedures:

StepⅠGreetingsandRevision

Greetthewholeclassasusual.

T:Inthisclass,we’llreviewtheIndirectSpeech.Thenwe’lldosomeexercises.Atlastwe’llhaveatest.Firstlookatthescreen,andfinishtheexercises.Ifyou’renotsureaboutyouranswers,youcanhaveadiscussioninpairs.

(Showthefollowingonthemultimedia.)

PutthesesentencesintoIndirectSpeech.

1.“Ihaveleftmypeninyourroom,”hesaid.

2.“Didyouseeherlastnight?”hesaid.

3.Shesaid,“Wherecantheyfindataxi?”

4.Theteachersaid,“Givemesomechalk.”

5.“Don’twasteyourtime,”Isaidtohim.(Amomentlater,checktheanswers.Teachermayasksomestudentstosaytheiranswersonebyone.)

Suggestedanswers:

1.Hetoldmethathehadlefthispeninmyroom.

2.Heasked(me)whetherIhadseenherthenightbefore.

3.Sheaskedwheretheycouldfindataxi.

4.Theteacheraskedmetogivehimsomechalk.

5.Iadvisedhimnottowastehistime.

StepⅡRevisionandDiscussion

T:Welldone!Asweallknow,whenwechangeDirectSpeechintoIndirectSpeech,therearesomechangesinthesentence.Now,pleaselookatthescreen.Discussinpairs

T:Now,lookatthescreen,please.PutthesentencesintoIndirectSpeech.

1.Isaid,“Ishallbethere.”

2.Hesaid,“Ishallbethere.”

3.“Theearthgoesroundthesun,”theteachersaid.

4.“Let’sgototheparkonSunday,”hesaid.

5.Mothersaid,“Let’snotgotobeduntilSmithcomesback.”T:(Afewminuteslater)Now,whocangivetheanswertothefirstsentence?…

S1:IsaidthatIshouldbethere.

S2:Hesaidthathewouldbethere.

S3:Theteachersaidthattheearthgoesroundthesun.

T:Inthefirstsentence,there’snochangeofpronoun,so“shall”shouldbechangedinto“should”.Inthesecondsentence,thepronounhaschanged,so“shall”shouldbechangedto“would”.Thethirdsentenceexpressesatruththattheearthalwaysgoesroundthesun,sotheverbinIndirectSpeechremainstobe“goes”.Isthatclear?

Ss:Yes.

T:Now,lookatthefourthsentence,please.Here,“Let’sdo…”or“Letsb.do…”canbeexpressedwiththephrased:(sb.)suggestedthat…;…suggestdoing…;…saythat…;insistthat…;insistthat…;insistondoing…,etc.Doyouunderstand?

Ss:Yes.

T:OK.Whowilltrythisone?

S4:Hesuggestedthatthey(should)gototheparkonSunday.

S5:HesuggestedgoingtotheparkonSunday.

T:Good.Bothofyouranswersarecorrect.Now,whowantstodothelastone?

S6:MothersuggestedthattheyshouldnotgotobeduntilSmithcameback.

T:Good.Whohasadifferentanswer?

S7:MothersuggestedtheirnotgoingtobeduntilSmithcameback.

T:Ishis/heranswerright?

Ss:Yes.

T:Verygood.Pleaselookatthesentencesonthescreen.(Showthefollowingonthescreen.)

1.“Iamofftothepictures.Whereareyougoing?”

2.“Willyoucomeouttonight?”“No.”T:WhenwechangeDirectSpeechintoIndirectSpeech,iftherearetwosentences,weshouldaddaword,agroupofwordsorasentencetomaketheIndirectSpeechsmooth.Doyouunderstand?

Ss:Yes.

T:OK.Whowantstotrythefirstsentence?

S8:HesaidhewasofftothepicturesandwantedtoknowwhereIwasgoing.

T:Good.Now,whowantstotrythesecondsentence?

S9:HeaskedmeifIwouldgooutthatnight,butIsaid(toldhim)Iwouldn’t.

T:Great.

StepⅢConsolidation

T:PleasechangethesentencesonthescreenintoIndirectSpeech.Afteryoufinish,youmaycheckyouranswersinpairs.

(Showthefollowingonthescreen.)

ChangethefollowingsentencesintoIndirectSpeech:

1.“Iwishyouhealthandsuccessinthenewyear,”shesaid.

2.TheteachersaidtoTom,“Becareful,thinkbeforeyouanswer.”

3.Heasked,“Areyousureyourmotherwillcome?”

4.“WhatshallIdowithyourmailwhenyou’reaway?”

5.“Isthebookopenorclosed?”

6.“Hedidn’tlikemusic,didhe?”Jackasked.

7.“Iwon’tbefreetonight.I’llbegivingthestudentsalecture,”hesaid.(Amomentlater,asksomestudentstowritetheiranswersontheblackboard.Thenchecktheanswerswiththewholeclass.)

Suggestedanswers:

TheDesignoftheWritingontheBlackboard.

StepⅣTest

T:Now,let’shaveatest.Lookatthescreen.

ChangethefollowingfromDirectSpeechintoIndirectSpeech,IndirectspeechintoDirectSpeech:

1.“Youneedn’thavecomeover,”shesaidtoJohn.

2.Theteachersaid,“I’lltrytogiveyousomeeasierexamplestomorrowmorning.”

3.Hesaidthatthiswashisfaultandpromisedtobemorecarefulnexttime.

4.“Wherehaveyoubeenallthetimeandwhathaveyoubeendoing?”Jackaskedme.

5.“Areyousuretheywillagreetocomethisevening?”sheaskedme.

6.TheyaskedtheteacherwhetherhecouldgototheirbedroomthatnighttohelpthemwiththeirEnglishgrammar.

7.“Goatonce,”theofficersaidtohisman.

8.Heaskedmetogothereagainthenextday.(Afewminuteslater,checktheanswerswiththewholeclass.)

Suggestedanswers:

1.ShesaidtoJohnthatheneedn’thavegonethere.

2.Theteachersaidthathewouldtrytogiveussomeeasierexamplesthenextmorning.

3.“ThisismyfaultandIwillbemorecarefulnexttime,”hesaid.

4.JackaskedmewhereIhadbeenallthetime,andwhatIhadbeendoing.

5.SheaskedmewhetherIwassuretheywouldagreetocomethatevening.

6.“Could/CanyougotoourbedroomtonighttohelpuswithourEnglishgrammar?”theyaskedtheteacher.

7.Theofficerorderedhismentogoatonce.

8.“Comehereagaintomorrow,”saidhe.

StepⅤSummaryandHomework

T:Todaywe’vereviewedtheIndirectSpeech.WhenwechangeDirectSpeechintoIndirectSpeech,weshouldpayattentiontothechangesofpronouns,adverbials,verbsandtenses,especiallytothechangesofpersonalpronouns.Afterclass,reviewtheIndirectSpeech,discusstheexerciseswe’vedoneinclassanduseIndirectSpeechasmuchaspossibletomasteritbetter.That’sallfortoday.Seeyoutomorrow!

Ss:Seeyoutomorrow!

StepⅥTheDesignoftheWritingontheBlackboard

Unit19TheMerchantofVenice

TheFifthPeriod

IndirectSpeech

1.Shesaidshewishedushealthandsuccessinthenewyear.

2.TheteachertoldTomtobecarefulandthinkbeforeheanswered.

3.HeaskedwhetherIwassuremymotherwouldcome.

4.HeaskedmewhatheshoulddowithmymailwhenIwasaway.

5.Heaskedmeif/whetherthebookwasopenorclosed.

6.Jackaskedwhetherhelikedmusic.

7.Hesaidhewasnotfreethatnight,becausehewasgoingtogivethestudentsalecture.

高二英语教案：《Unit 8 Sports》教学设计

俗话说，磨刀不误砍柴工。作为教师准备好教案是必不可少的一步。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师缓解教学的压力，提高教学质量。你知道怎么写具体的教案内容吗？下面是小编精心收集整理，为您带来的《高二英语教案：《Unit 8 Sports》教学设计》，仅供参考，欢迎大家阅读。

高二英语教案：《Unit 8 Sports》教学设计

Ⅰ. Brief Statements Based on the Unit

Sports is the main topic of this unit. The whole unit consists of different kinds of sports. Olympics, interests and hobbies etc. At first, a quiz is showed to the students to activates the students' interests about sports. Olympics attracts their attention. Three matches are arranged in listening in order to improve the students' listening ability. Speaking can get the students to say something about their interests and hobbies. In this way, they can review their useful words, expressions and sentence patterns as well. The whole text and the activities before and after it can have the students know the history, influence and scale, as well as motto of the Olympics. Especially hosting the Olympics in 2008 in our country will encouraging the students greatly. The questions in Post-reading can also make the students learn to work out problems practically and see everything from all sides. Language study can help the students to remember some useful words about sports and a new grammar item. Integrating skills shows s an introduction about Yao Ning and asks the students write a passage to introduce their favourite sports stars. By the way, at the end of the unit, a useful way to learn are offered , In addition, Checkpoint 8 is a help in mastering the grammar item of this unit. In an active atmosphere, the students' ability to listen, speak, read and write will be improved and plenty of useful words and expressions will be learnt and mastered.

ⅡTeaching Aims and DemandsCategoryContents based on the new course standardTopics1.Talk about sports

2.Talk about the Olympic Games

3.Talk about sports starsFunctionsInterests and hobbies

Which do you like...or...? I like watching it

What's your favourite sport? Shooting, I think

Which do you prefer, ...or...? I like...

What about...? I prefer...to...

Are you interested in? I'd rather watch it than play it.

Yes, very much.

No, not really.

Sure, I love sports

Words and Expressions

BC AD continent well-known athlete gold medal torch badminton speed skating track and field tie final dive shooting Greece competitor motto further tank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh little gesture facial

Stand for because of would rather take part in preparation forGrammarThe Passive Voice(2)

1. The Future Indefinite Passive Voice is used to describe something that will be affected or dealt with.

e.g. More trees will be planted and new roads will be built

2. The Future Indefinite Passive Voice is used to describe somebody who will accept an action or will be dealt with passively.

e.g. A great number of reporters will be invited to Beijing to report the 29th Olympic Games.Ⅲ．Teaching Time：Four periods

Ⅳ．Background Information

1．History of Olympic Games

The ancient Olympic Games are part of a major religious festival honouring Zeus．the chief Greek God．The ancient Games were the great Greek religious，athletic，and cultural festivals．

The first Olympic Games Were held in Greece in the sixth century，BC．The first Games lasted for only one day and there was only one contest-a short race．Only Greek men were allowed to run in the race．No women and no non-Greeks were allowed to run in the race．Women were not even a11owed to watch the race，or to be anywhere near the racing area．Women have fought for just representation in the Olympic Games since the beginning of the modern Olympic Movement．The international Olympic Committee did not formally admit women to the Games until 1912 at Stockholm．

The ancient Games were stopped in the fourth century A．D．when Greece was ruled by Rome．The competition in modern times started again in Athens in l896．Since then the Olympic Games have been held every four years in many different cities around the world．The following is a list of the cities of the Olympic Games．

I．1896 Athens．Greece

Ⅱ．1900 Paris，France

Ⅲ．1904 St．Louis，U．S．A

Ⅳ．1908 London，England

V．1912 Stockholm．Sweden

Ⅵ．1916 Canceled due to W．W．I

Ⅶ．1920 Antwerp．Belgium

Ⅷ．1924 Paris。France

Ⅸ．1928 Amsterdam．The Netherlands

X．1932 Los Angeles，U．S．A

Ⅺ．1936 Berlin．Germany

Ⅻ．1940 Canceled due t0 W．W．Ⅱ

XⅢ．1944 Canceled due to W．W．Ⅱ

XⅣ．1948 London．England

XV．1952 Helsinki．Finland

XⅥ．1956 Melbourne，Australia

XⅦ．1960 Rome，Italy

XⅦ．1964 Tokyo，Japan

XⅨ．1968 Mexico City．Mexico

XX．1972 Munich, Germany

XⅪ．1976 Montreal，Canada

XⅫ．1980 MOSCOW，U．S．S．R

XXⅢ．1984 LOS Angeles，U．S．A

XXⅣ．1988 Seoul，South Korea

X X V．1992 Barcelona, Spain

X XⅥ．1996 Atlanta，U．S．A

X XⅦ．2000 Sydney，Australia

The right to host an Olympic Game is awarded to a city chosen by the members of the IOC．Only cities, not countries, may host an Olympic Games．

The games are of different types．There are individual contests, where each athlete plays alone．Some examples of individual games the swimming, running, walking races, jumping, gymnastics, diving，skiing and sledding races．In a second group of games three or four athletes work as a group．The contests are usually races．for example，relay races in running，swimming and skiing．The third group of games are team games．The teams play such games as basketball．volleyball and soccer．

The International Olympic Committee makes strict rules for athletes to make sure that each one has the same chance to win．Winning in the Olympics is considered as a great achievement and a great honour as well．An athlete who wins the Olympics is the best in the world.

2. Olympic Medals

Olympic medals are awarded to those individuals or teams placing first, second and third in each event.

The first place winner is bestowed a gold-plated medal of a silver, which is commonly referred to as the "gold medal". Second and third places receive medals of silver and bronze. The silver used in the first and second place medals must be at least 92.5% pure. The "gold" medals must be gilded with at lest six grams of pure gold.

Medals also carry the name of the sport contested. All competitors receive a diploma and commemorative medals for their participation in the Olympic Games.3. The Olympic FlameThe most revered and visible symbol of the Olympic Games competition is the Olympic Flame.

In the modern era, the Olympic Flame first appeared at the 1928 Amsterdam Games.

The tradition of the Olympic Torch Relay, which culminates in the lighting of the Olympic cauldron at the opening ceremony of each Games, dates to the 1936 Berlin Games.

The first torch relay was created to symbolize the link between the ancient and modern Olympic Games. The flame was lit in a ceremony at Olympia, Greece. From there 3 000 runners carried the torch through seven countries to Berlin. The relay was timed so that the flame arrived at the stadium at the precise moment required. Ever since the lighting of the Olympia cauldron has become the most hallowed moment of the Olympia Games.4. The Olympic RingsThe Olympic rings are the official symbol of the Olympic movement. There are five interlacing rings of the colors blue, yellow, black, green and red. The rings are set upon a white background.

The colors themselves do not represent any single continent. The colors were chosen because at least one of these colors is found in the flag of every nation.

These five rings represent the five parts of the world. This is a real international emblem. The Olympic rings represent the union of the five continents and the meeting of athletes throughout the world at the Olympic Games.

The original Olympic flag was make in 1913 in Paris. The flag is three meters long and two meters wide. It first flew over an OLYMPIC STADIUM AT THE 1920 Antwerp Games. The original flag also carried the Olympic motto, "Faster, Higher, Stronger".

The First Period

Teaching Aims:

1. Improve the student's listening ability by listening to some materials.

2. Master the useful expressions by using them in the dialogues, meanwhile educate the students to love sports so that they can be healthier and stronger.

Teaching Important Point:

How to express one's ideas freely, using the expressions in the text.

Teaching Difficult Point:

How to improve the student's listening ability.

Teaching Methods:

1. Talking method to enable the students to express themselves freely.

2. Listening method to improve the students' listening ability.

Teaching Aids:

1.a recorder

2.a projector and some slides

Teaching Procedures:

?Step Ⅰ.Greetings and Revision

T: Good morning/afternoon, everyone!

Ss: Good morning/afternoon, teacher!

T: In this class, I'll check your homework first. Then we'll talk about something about sports and the Olympics, including listening to some sports reports and interviewing. At last we'll do an exercise, using the everyday English appearing in this part. Now let me check your homework first...

(The teacher checks the students' homework.)

? Step Ⅱ.Warming up

T: Do you like sports?

Ss: Yes, we do.(We like sports very much...)

T: What is your favourite sports? I mean, what sports do you like best? Wang Dong, tell us please.

Wang Dong: I like football best.

(The teacher shows the following pictures on the screen.)T: Look at these pictures. What is she doing?(Pointing to the first picture.)

Ss: She is skating.

T: What are they doing?(Pointing to the second picture.)

Ss: They are playing volleyball.

T: What are these people doing?(Pointing to the third picture.)

Ss: They are having the Olympic Games.

T: The Olympic Games are the biggest sports meeting in the world. Please open your books at Page 50.Let's have a quiz and see how much do you know about the Olympics. Do it by yourselves. Later we will check the answers.

(A few minutes later, the teacher shows the answers on the screen.)

高二英语教案：《Unit 10 At the shop》教学设计（二）

Teaching Aims

1. Learn lesson 38 to get brief idea of the story.

2. The students are required to answer some questions.

Step I Revision

1）Check the homework exercises.

2）Ask the students to retell the dialogue.

StepⅡWarm---up

Questions and answers:

1. Show a Mark Twain’s picture and talk about him.

2. In our middle school text books. What articles were written by Mark Twain?

“Run for a Governor.” “A Million Pound Note”

Step Ⅲ Watching and Listening

Watch the video or Listen to the tape and then answer these questions.

1. Why did the shop assistant show the customer the cheapest clothes?

2. What made the manager very excited?

Key: 1. He thought the customer was very poor and could not afford to buy expensive clothes.

2. He thought the customer was a millionaire

Step ⅣReading

Read the dialogue quickly and try to answer the questions. Ask them to read the passage carefully.

1. What did the customer want?

2. How did the customer Tod?

3. What did the shop assistant show the customer?

4. How did the customer want to pay?

5. What made the manager fed excited?

6. What can we learn from the story?

Keys:

1. The customer wanted to buy a suit.

2. He looked poor. And his clothes were old.

3. He showed the customer the cheapest clothes

4. He wanted to pay with a large note.

5. The million pound note made the manager feel excited.

6. We should never judge a person by his clothes.

Step ⅤLanguage points

1. no matter wh ---引导让步状语从句

2. Is anything the matter? 怎么回事？the matter = wrong

3. do sth. a favour = do a favour for do 帮某人一个忙；答应某人的要求

4. drop in on 人/ drop in at 地点

Step VI Speaking and Talking

Please look at two pictures on the book.. Let the students to work in pairs. Check their answers with the whole class.

Picture 1: A customer came into a tailor's shop. The shop assistant looked at him up and down. From the clothes, the assistant thought he was a poor man.

Picture 2: After the tailor knew the man had one million pound note, he was very surprised. The manager measured him by himself. They changed their attitude to the man completely.

Step VII Oral practice

Divide the Ss into a few groups to practice a play according to the text.

Step VIII Exercise

Do Exercise 3 on Page 119

Keys: suit; note; down; chose; choice; showed; surprised; up; exceed; favor, off; put; measured; material; to; order; change; all; put; in; when

Step IX Homework

1. Retell the story in your own words.

2.Prepare Lesson 39.

教案点评：

本教案以阅读及口语练习为主的教学方式，教师由图片导入本课提出课文相关问题，通过听与读,提高学生的阅读能力及课文理解，教师以本课的口语练习与讨论，以调动学生在学习中充分地进行参与，增加课堂的趣味性与生动性。

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