人教英語新課標必修1全冊精品教案(Unit 2 English Around the World)

would + 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.