He said I was hard-working教案（精選4篇）
He said I was hard-working教案 篇1
八年級(jí)（下）英語學(xué)案 第24課時(shí)
【課題】:unit 4 revision
【勵(lì)志小木屋】：little knowledge is a dangerous thing.一知半解，自欺欺人。
【學(xué)習(xí)目標(biāo)】：
�。ㄒ唬┲R(shí)目標(biāo)：1、master words、phases and sentences.
2、what did she say? she said she could speak three languages……
�。ǘ┠芰δ繕�(biāo)：培養(yǎng)運(yùn)用間接引語來引述別人所講的話的能力。
�。ㄈ┣楦心繕�(biāo)：
通過本單元學(xué)習(xí)，培養(yǎng)自我評(píng)價(jià)意識(shí)和能力，改進(jìn)不足，爭(zhēng)取全面進(jìn)步。
【學(xué)習(xí)重難點(diǎn)】】直接引語變間接引語.
【task 1】: 根據(jù)句意及提示寫出各句中所缺單詞的正確形式。
1. she said she was having a s_________ party for lana.
2. sally borrowed my jacket, but she didn’t r________ it to me.
3. i think i’ll do b________ than last year.
4. don’t c______ others’ homework. you should do it yourself.
5. please give your r_______ card to your parents.
6.marcia said she __________ mad at me __________. （不再）
7. we __________ __________ __________（應(yīng)該）help each other.
8.i always __________ __________（感覺緊張）when i get the envelope from school.
9. what he said isn’t __________（真實(shí)的）.
10. i said i was __________（努力的）.
【task2】用所給詞的適當(dāng)形式填空。
1. he said he __________(can) do it better.
2. what __________ news! we are all __________ to hear it. (disappoint)
3. we were __________ at the __________result. (amaze)
4. __________ (lucky), he didn’t catch the early bus.
5. he is supposed __________(come) back home by 10:00 p.m.
6. mother told me the sun __________(go) down in the west.
7. she said they __________(will not) to there by bus.
8. when did you start__________(skate)?
9. we made a decision __________(volunteer) in west china.
【task 3】單項(xiàng)選擇
1. i’m at mary’s house ________ a homework project.
a. work on b. working on c. work d. working
2. i hope all of you are in good __________.
a. healthy b. healthier c. health d. more healthy
3. please pass __________ the message to your sister.
a. at b. for c. in d. on
4. i was __________ enough to get his autograph.
a. luckily b. lucky c. unlucky d. unluckily
5. i won’t work for him __________.
a. anymore b. no more c. no longer d. some more
6. you mustn’t forget __________ your homework. when you come here tomorrow.
a. bring b. to bring c. take d. to take
7. i won’t __________ come here so early.
a. be able to b. am able to c. can d. could
8. tv and computers can _________ our eyes to the outside world.
a. start with b. open up c. turn up d. take up
9. i don't think it's good to copy other's homework. you should _________ it.
a. get over b. get on c. get up d. get off
10. her village was 2,000 metres __________ sea level.
a. on b. over c. above d. under
11. her voice __________ very sweet.
a. hears b. listens c. sounds d. feels
【復(fù)習(xí)診斷】用方框中所給詞的正確形式填空：
be mad at be supposed to in good health pass... message do well in get over surprise party
1. she said she was having a _____ _______ for mary on saturday evening.
2. the old man _____ ______ ______ his son.
3. by the way, ______ this _____ to others.
4. we _____ ______ _____ finish the work this morning.
5. i _____ ______ _______ maths than english.
6. grandpa was ill. we hope he is ____ _____ ______.
7. i’m sure she would _____ _______ any difficulty.
【限時(shí)作業(yè)】 滿分10分 得分__________
1.my friend lili is b__________ at english than math.
2. she told anna she was going to have a s__________ party for her.
3. he is not at home .can i take a m___________ for you?
4.the volunteer wants to give children a good s_________ and a good i__________ in
their lives.
5.i __________(have) a strange ____________(經(jīng)歷) last week.
6.he didn’t know what was ____________(發(fā)生) outside .
7.mr. wang’s students are good at english and they are _________________(勤勉的).
8.___________(幸運(yùn)地), he passed the math exam this time and he was very happy.
9.the man was __________________ (被期望) to learn harder.
10.my grandpa lives in a ________________(鄉(xiāng)村)
homework 同義句轉(zhuǎn)換：
1. i’m good at speaking japanese.
i can ______ ______ ______ speaking japanese.
2. he is very well. he is ______ ______ _______.
3. don’t be angry with your son. i think he can do better next time.
don’t ______ ______ ______ your son. i think he can do better next time.
書面表達(dá)（15分）
書面表達(dá)。根據(jù)所提供信息介紹一下anna，不少于60個(gè)單詞。
anna是一個(gè)學(xué)習(xí)努力的女孩。她的語文、英語和物理都很好，但數(shù)學(xué)不好。她認(rèn)為數(shù)學(xué)沒意思，但她說她也想學(xué)好數(shù)學(xué)。她說她會(huì)在老師的幫助下更加努力，盡量提高數(shù)學(xué)成績(jī)。
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【學(xué)后反思】_______________________________________________________
He said I was hard-working教案 篇2
unit 4 he said i was hard-working 知識(shí)歸納
【單元目標(biāo)】
1.單詞與短語
ever mad anymore snack
message suppose hard-working nervous
semester worst true disappointing
lucky copy hers decision
start influence peace border
danger
first of all 首先
pass on 傳遞
be supposed to 被期望或被要求... ...
do better in 在......方面做得更好
be in good health 身體健康
report card 成績(jī)單
get over 克服；恢復(fù)；原諒
open up 打開
care for 照料；照顧
have a party for sb. 為某人舉行一次聚會(huì)
be mad at sb
2.目標(biāo)句型：
轉(zhuǎn)述他人話語
what did sb. say?
he said i …
she said she…
they said…
3.語法
直接引語和間接引語
【重難點(diǎn)分析】
直接引語和間接引語
�。ㄒ唬┲苯右鰟e人的原話，叫做直接引語；用自己話轉(zhuǎn)述別人的話，叫做間接引語。間接引語一般構(gòu)成賓語從句。直接引語必須放在引號(hào)內(nèi)，間接引語則不用引號(hào)。直接引語改為間接引語時(shí)，除將引語部分變成賓語從句外，還必須對(duì)直接引語中的人稱、時(shí)態(tài)、指示代詞、時(shí)間狀語、地點(diǎn)狀語等進(jìn)行改變。
1. 時(shí)態(tài)的變化：直接引語變?yōu)殚g接引語時(shí)，通常受轉(zhuǎn)述動(dòng)詞said，asked等的影響而使用過去化的時(shí)態(tài)，即把原來的時(shí)態(tài)向過去推，也就是一般現(xiàn)在時(shí)變?yōu)橐话氵^去時(shí)，現(xiàn)在進(jìn)行時(shí)變?yōu)檫^去進(jìn)行時(shí)等。
例如：
tom said to me,“my brother is doing his homework.”
→tom said to me that his brother was doing his homework.
2. 人稱代詞、指示代詞、時(shí)間狀語、地點(diǎn)狀語等等的變化；根據(jù)意義進(jìn)行相應(yīng)的變化。
例如：
she asked jack,“where have you been?”
→she asked jack where he had been.
he said,“these books are mine.”
→he said that those books were his.
�。ǘ┲苯右Z改為間接引語時(shí)，都使用陳述語序，但是因?yàn)樵涞木涫讲煌�，所以變成間接引語時(shí)所用的連詞會(huì)有所不同。
1.陳述句的間接引語
陳述句由直接引語變間接引語，通常由that引導(dǎo)，可以省略。
“i want the blue one.” he told us. “我想要蘭色的。” 他說。
→he told us that he wanted the blue one.他說他想要蘭色的。
she said to me, “you can’t settle anything now.”她對(duì)我說：“此刻你無法解決任何事情�！�
→she told me that i couldn’t settle anything then. 她對(duì)我說那時(shí)侯我無法解決任何事。
2. 疑問句的間接引語
直接引語如果是疑問句，變成間接引語后，叫做間接疑問句。間接疑問句為陳述語序，句末用句號(hào)，動(dòng)詞時(shí)態(tài)等的變化與間接陳述句相同。引述動(dòng)詞常用ask, wonder, want to know, inquire。間接疑問句一般有三種：
(1).一般疑問句由直接引語變?yōu)殚g接引語時(shí)， 由whether或if 引導(dǎo)。
如：
“has he ever worked in shanghai?”jim asked.
“他在上海工作過嗎？”吉姆問。
→jim asked whether/if he had ever worked in shanghai.
吉姆問他是否在上海工作過。
“can you tell me the way to the hospital?” the old man asked.
那個(gè)老人問：“你能告訴我去醫(yī)院的路嗎？
→the old man asked whether i could tell him the way to the hospital.
那個(gè)老人問我是否能告訴他去醫(yī)院的路。
(2). 特殊疑問句由直接引語變?yōu)殚g接引語時(shí)，仍由原來的疑問詞引導(dǎo)。
如：
“which room do you live in?” he asked. “你住哪個(gè)房間？”他問我。
→he asked me which room i lived in. 他問我住哪個(gè)房間。
“what do you think of the film?” she asked. 她問“你怎么看這部電影？”
→she asked her friend what she thought of the film. 她問她的朋友怎么看這部電影。
(3). 選擇疑問句由直接引語變?yōu)殚g接引語時(shí)，由whether/if …or引導(dǎo)。
如：
“is it your bike or tom’s? mum asked.
媽媽問：“這是你的自行車還是湯姆的？”
→mum asked whether/if it was my bike or tom’s.
媽媽問這是我的自行車還是湯姆的。
“does your sister like blue dresses or green ones?” kate asked.
“你妹妹喜歡蘭色的裙子還是綠色的？”凱特問。
→kate asked whether/if my sister liked blue dresses or green ones.
凱特問我的妹妹喜歡蘭色的裙子還是綠色的。
3. 祈使句的間接引語
當(dāng)祈使句變?yōu)殚g接引語時(shí)，間接祈使句的引述動(dòng)詞常用tell，ask，order，beg，request，order等，而把直接祈使句變成帶to的不定式短語。
如：
jack said, “please come to my house tomorrow, mary. ”杰克說：“瑪麗，明天請(qǐng)到我家來。”
→jack asked mary to go to his house the next day. 杰克請(qǐng)瑪麗第二天到他家去。
the teacher said to the students, ”stop talking.”老師對(duì)學(xué)生們說：“不要講話了�！�
→the teacher told the students to stop talking.老師讓學(xué)生們不要說話了。
“don’t touch anything.” he said.“不要碰任何東西�！彼f。
→he told us not to touch anything.他對(duì)我們說不要碰任何東西。
4. 動(dòng)詞時(shí)態(tài)和代詞等的變動(dòng)
(1). 某些代詞，限定詞，表示時(shí)間或地點(diǎn)的副詞和個(gè)別動(dòng)詞在間接引語中的變化規(guī)則如下：
直接引語 間接引語
today that day
now then, at that moment
yesterday the day before
the day before yesterday two days before
tomorrow the next day / the following day
the day after tomorrow two days after, / in two days
next week/ month etc the next week/month etc
last week/ month etc the week / month etc. before
here there
this that
these those
come go
bring take
(2). 如果引述動(dòng)詞為現(xiàn)在時(shí)形式，則間接引語中的動(dòng)詞時(shí)態(tài)，代詞，限定詞和表示時(shí)間或地點(diǎn)的副詞不用變化。而如果引述動(dòng)詞是過去時(shí)，以上內(nèi)容就要有相應(yīng)變化。變化情況如下：
現(xiàn)在時(shí)間推移到過去的時(shí)間，即一般現(xiàn)在時(shí)變?yōu)橐话氵^去時(shí)；
“i feel better today.” he said.
“我今天感覺好多了。”他說。
→he said that he felt better that day.
他說他那天感覺好多了。
現(xiàn)在進(jìn)行時(shí)變?yōu)檫^去進(jìn)行時(shí)；
“xiao ming is doing some washing” mum said.
“小明正在洗衣服。”媽媽說。
→mum said that xiao ming was doing some washing.
媽媽說小明正在洗衣服。
練習(xí)
i. put the following into reported speech.
1. “in most countries red stands for danger.” said mr. jackson.
2. “you must leave a message for your mother.” said tom.
3. “are you being attended to, sir?” he asked.
4. “shall i carry your bag for you?” mary asked.
5. “do you know her name?” my friend jack asked me.
6. “where is the nearest hospital?” john asked.
7. “don't look out of the window when you have classes.” our teacher told us.
8. “make good use of your time.” mr. li advised.
9. he asked li ying “were you watching tv at this time yesterday?”
10. he asked me, “when did you see the film?”
ii. please change the following sentences from indirect speech into direct speech.
11. betty asked me if i had been at home the day before.
betty asked me，“___ ___ at home ___?”
12. she said that she had been back for a week.
she said，“___ ___ ___ for a week.”
13. mr. smith said that john had told him all about it three weeks before.
mr. smith said，“john ___ ___ all about it three weeks ___.”
14. the teacher asked his student why she had made so many mistakes in the test that time.
the teacher asked his student，“why __ __ __ so many mistakes in the test __ time?”
15. the teacher asked us whether we were ready.
the teacher asked us，“___ ___ ___?”
16. the teacher told her not to be late any more.
the teacher ___ ___ her，“___ ___ late any more!”
17. my doctor told me not to read in bed.
my doctor ___ ___ me，“___ ___ in bed.”
18. liu ying told me that she would help me with my english.
liu ying said to me，“___ ___ help ___ with ___ english.”
19. do you know what factory his father works in?
what factory ___ his father ___ in? do you know?
20. the monitor told us that we were going to have a meeting the next day.
the monitor said, “we ___ ___ to have a meeting ___.”
iii. reading
man has always wanted to fly. some of the greatest men in history have thought about the problem. one of these, for example, was the great italian artist, leonardo da vinci. in the sixteenth century he made designs for machines that would fly. among these designs there was actually one for a helicopter. there was also another one for a parachute (降落傘). but these things were all designs. they were never built.
throughout history, other less famous men have wanted to fly. a typical example ws a man in england 800 years ago. he made a pair of wings from chicken feathers. then he fixed them to his shoulders and jumped into the air from a tall building. he did not fly very far. instead, he fell to the ground and broke every bone in his body,
the first real steps took place in france, in 1783. two brothers, the montgolfiers, made a very large "hot air balloon". they knew that hot air rises. why not fill a balloon with it? the balloon was made of cloth and paper. in september of that year, the king and queen of france came to see the balloon. they watched it carry the very first air passengers into the sky. the passengers were a sheep, a chicken and a duck. we do not know how they felt about the trip. but we do know that the trip lasted eight minutes and that the animals landed safely. two months later, two men did the same thing. on 21 november, pilatre de rozier and the marquis a arlande rose above paris in a similar balloon. their trip lasted twenty-five minutes and they traveled about eight kilometers.
21. in the sixteenth century, __________ was built to help fly in the sky.
a. a helicopter
b. parachute
c. designs for machines
d. nothing
22. the man with a pair of wings from chicken feathers _________.
a. flew very far
b. flew a short distance
c. realized his dream
d. fell to the ground and died
23. the “hot air balloon”could fly because __________.
a. hot air rises
b. it is made of cloth and paper
c. there's a balloon with it
d. it's very large
24. on 21 november, pilatre de rozier and the marquis a arlande rose above paris _______.
a. in the same balloon as a sheep，a chicken and a duck were once in
b. in a completely different balloon
c. in another “hot air balloon”
d. in a helicopter
25. the best title for this passage is “_____________”.
a. two brothers，the montgolgiers
b. hot air balloons and wings made from chicken feathers
c. designs for machines that would fly
d. trip in hot air balloon
key
i.
1. mr jackson said that in most countries red stood for danger.
2. tom said that i must leave a message for my mother.
3. he asked if/ whether i was being attended to.
4. mary asked me whether / if i should carry her bag for her.
5. my friend jack asked me if i knew her name.
6. john asked me where the nearest hospital was.
7. our teacher told us not to look out of the window when we have classes.
8. mr. li advised us to make good use of our time.
9. he asked li ying if she was watching tv at that time yesterday.
10. he asked me when i saw the film. 此句涉及到某一具體時(shí)間，不必轉(zhuǎn)換成過去完成時(shí)。
ii.
11. were you, yesterday
12. i've been back
13. told me, ago
14. did you make/ have you made
15. are you ready?
16. said to, don't be
17. said to, don't read
18. i will, you , your
19. does, work
20. are going, tomorrow
iii.
21-25 ddacb
He said I was hard-working教案 篇3
he said i was hard-working教案
teaching goals:
1. vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .
2. patterns: what did your math teacher say ?
he said he could speak three languages .
3. 直接引語和間接引語的轉(zhuǎn)換。
4. 寫成績(jī)報(bào)告單，并能將自己的成績(jī)報(bào)告給他人。
important and difficult points :
1. 新的詞匯和習(xí)語。
2. 個(gè)人report card 的寫作。
3. 直接引語轉(zhuǎn)換間接引語中，注意一些關(guān)鍵動(dòng)詞的變化和人稱代詞的變化。
teaching aids : teaching cards , pictures and a tape recorder .
period 1
teaching contents:sectiona 1a,1b,1c,2a,2b,2c,grammar focus .
teaching procedures :
step 1 leading in
ask several ss what they are going to do after school .write their sentences on the bb .
step 2 pre-task
say, these ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?
write the words “he said” and “she said” on the bb .say,we can use the words “he said” and “she said” to tell your friend like this :he/she said he/she was going to play basketball after school .get the ss to repeat .
repeat this process with the other sentences on the bb .
step 3 while-task
sb page 26 , 1a .
1. ask a student to read the four questions .
2. point out the tv screens in the picture .ask one student to read what the person says in the first picture .then ask another student :what did she/he say ? help to answer :she/he said she/he was having a surprise party for lana on friday night .
3. repeat with the other pictures .
sb page 26 , 1c .pairwork.first ss work in pairs ,then ask some pairs to present their dialogues to the class .
sb page 26 , 1b .play the recording and correct the answers .
step 4 post-task
sb page 27 , 2a & 2b .
1. ask several ss to read these sentences .
2. play the recording .ss circle their answer .
3. check the answers .
step 5 grammar focus
1. review the grammar box by ask ss to say the statements .
2. explain: in each case ,the direct speech talks about present situations and the reported speech talks about past situations .
step 6 homework
用she/he said 將直接引語改為間接引語。
1. i am a clever girl . 2. i am having lunch at school .
3. i can dance well . 4. i play football every day .
5. i don't like my younger brother .
period 2
teaching contents :sectiona 3a ,3b ,4 ,sectionb 2a ,2b ,2c .
teaching procedures :
step 1 leading in
check the homework .ask several students to read their sentences to the class .
step 2 pre-task
sb page 28 , 3a .
1. read the article to the class .
2. ask ss to fill in the blanks on their own .
3. correct the answers .
sb page 28 , part 4 .ss work in groups of four to complete the role plays .ask a few ss to show their role plays to the class .
step 3 while-task
sb page 29 , 1a .
1. read the sentences to the class and teach new words .then ask ss to check the sentences that are true for themselves .
2. ask one student to read each sentence to the class and ask ss to raise their hands if they checked that answer .
sb page 29 , 2a & 2b .
1. read the instructions to ss .make sure they know what to do .
2. play the recording two or three times .correct the answers .
step 4 post-task
sb page 29 , 2c .
pairwork . in pairs ,get ss to choose a report card from activity 2b to talk about .then ask some pairs to present their dialogues .
step 5 homework
sb page 28 , 3b .ask ss to write anything they want .
period 3
teaching contents: sectionb 3a , 3b , 3c , 4 , selfcheck .
teaching procedures :
step 1 leading in
check the homework .ask several students to read their episodes to the class .
step 2 pre-task
sb page 30 , 3a .
1. read the instructions and ask ss to read the letter on their own and write alan's name on his report in activity 2b .
2. correct the answer .
sb page 30 , 3b .
1. get ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .
2. ask a student to read his or her completed letter to the class .orally correct any mistakes .
step 3 while-task
sb page 30 , 3c .ask ss to write their own report cards .while ss work ,walk around and offer assistance if necessary .
sb page 30 , part 4 .
1. get ss to make up their teachers comments .
2. pairwork. in pairs ,talk about their report cards .
3. ask several pairs to share their conversations .
step 4 post-task
sb page 31 ,selfcheck ,part 1.
1. ask ss to fill in the blanks on their own .
2. correct the answers.
3. have ss make sentences with the words .
sb page 31 , selfcheck , part 2 .
1. ask ss to read the story .
2. in pairs ,have ss to make conversations according to the story .
3. ask some ss to share their conversations with the class .
step 5 homework
ask students to write their conversations on their exercise books .
period 4
teaching contents: reading :she said helping others changed her life .
teaching procedures :
step 1 leading in
ask ss to think of people who need help and write some ideas .then discuss with their partner .
step 2 pre-task
sb page 32 , section 2 .
1. have ss read the passage first for meaning .
2. ask ss to read it again and fill in the blanks .
3. check the answers .
step 3 while-task
sb page 33 , section 3 , 3a .
1. ask ss to read through again to find the relevant information for yang lei's students .
2. ask ss to complete the information under “you” , saying what is true for their own lives .
3. have ss discuss their answers with their partner .
sb page 33 , section 3 , 3b . in pairs ,ask and answer the questions .
sb page 33 , section 3 , 3c .have ss write a summary of the reading and share the summaries in groups of five .
step 4 post-task
sb page 33 , section 4 .
1. have a class discussion about the work each organization does .
2. ask some ss to say which organization they would like to work for and why .
step 5 homework
write the summary of the reading on their exercise books .
He said I was hard-working教案 篇4
新目標(biāo)英語八年級(jí)下冊(cè)u(píng)nit 4教案
unit 4 he said i was hard-working.
i. teaching aims and teaching demands:
in this unit students learn to report what someone said and tell a story.
ii. teaching key and difficult points:
a. vocabulary
ever, mad, anymore, message, hard-working, surprise party, report card, first of all ,lazy, soap opera, house, snacks, beach, history, science, spanish,
b. target language
what did your math teacher say?
he said i was hard-working.
i can speak three languages.
what did she say?
she said she could speak three languages.
c. structures
reported speech
simple past tense
can for ability
iii. teaching methods: audio-lingual methods
iv. teaching aids: a tape recorder
v. this unit is divided into eight periods.
lesson 1 speak and listen
section a 1a---1c
i. teaching aims and demands:
students learn to report what someone said.
ii. teaching key and difficult points:
a. vocabulary
soap opera, surprise party, be mad at, on friday night,
b. target language
what did she say? she said she was having a surprise party for lana on friday night.
did you ever watch soap opera?
what are some things happened on soap opera?
iii. teaching methods: audio-lingual methods
iv. teaching aids: a tape recorder
v. teaching procedure
activity 1. revision
task 1. dictation
task 2. ask and answer.
questions about the past progressive.
activity 2. presentation
this activity introduces some new vocabulary and provide oral practice using the target language.
task 1 . ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.
1. what are you going to do when you grow up?
2. what are you going to do next week?
3. what are going to do after school?
the students will give different answers, then ask a good student to report what they said.
i am going to e a doctor.
what did she say?----------she said she was going to be a doctor.
i am going to have a party on friday night.
what did he say?-------he said he was going to have a party on friday night.
i am going to do my homework.
what did she say ?------ she said she was going to do her homework.
i am going home after school.
what did she say?-----she said she was going home after school.
say in this unit we are going to learn to use words like to report what someone said.
task 2. read the instructions. then ask a student to read the four questions. and write the words on the bb. explain what soap opera is.
task 3. ask the students to look at the pictures, point out the tv screens in the picture. ask one girl to read what marcia said.
what did marcia say? she said she said she was having a surprise party for lana on friday night. repeat the other pictures in the same way.
activity3. listen and number the pictures in activity 1a.
task 1. play the recording the first time. students only listen.
task 2. play the recording a second time. students number the pictures. then check the answers.
activity 4. pairwork
ask the students to ask and answer about what the people in the soap opera said.
homework
1. make up your own conversations.
2. write down the sentences in 1a.
lesson 2 listen and speak
section a 2a---grammar focus
i. teaching aims and demands :
students learn to report what someone said.
ii. teaching key and difficult points:
a. vocabulary
a surprise party, be mad at, not… anymore, bring …to , happen (on), direct speech, indirect speech.
b. target language
ben told lana that marcia was going to have a surprise party for her.
she said she was mad at marcia.
he told me he would call me tomorrow / the next day.
she said she could speak three languages.
iii. teaching methods: audio-lingual methods and ppp
iv. teaching aids: a tape recorder
v.teaching procedure
activity 1. revision
task1. check the homework. ask and answer.
i am a student.
what did he say?-----he said he was a student.
i can swim.
what did she say ?------she said she could swim.
i will ring you up tomorrow.
what did she say?
she told me she would ring me up.
activity 2. listening and circling .
task1.read the instructions. learn the key vocabulary.
task2.point to the five sentences and ask different students to read them to the class. then say: you will hear a conversation between two people who are talking about a soap opera on tv.circle true or false after each statement.
play the recording twice and students circle their answers. then check the answers.
activity 3.listening
task 1. read the instructions.
task 2. play the recording again and check the answers.
activity 4. groupwork
task 1.read the instructions for the activity.
task 2. point to the pictures in activity 2b.ask the students to use the words and pictures as they have their conversations.
task 3. have the students work in pairs.
task 4. check the answers by calling on different pairs to say a conversation to the class.
activity 5. grammar focus
review the grammar box.ask the students to say the statements.
pay attention to the following:
direct speech indirect speech
am, is , am having, go, will, can was , was having, would , could, went
a present situation a past situation
when you report what someone said, you use words that talk about the past.
homework
1. review the conversation and the vocabulary.
2. write the sentences in grammar focus.