Teaching objectives and demands:
1. After the learning of this unit the students are supposed to master the following words and expressions: purse; somewhere; loose; drawer; actual; in actual fact; defence/defense; Cairo; pause; aloud; sudden; flash; in a flash; hold out; uniform; calm; fear; break into; fair; sunglasses; the moment; aircraft; adventure; break off; fight; reception desk; bee; lightning; Hong Kong
2. The students required to understand and also be able to use the daily expressions in communication (conjecture):
I’m sure…
I guess…
She might have…
It looks as if…
It seems that….
She must have…
3. Grammar: in learning the unit, we are going to revise indirect speech.
4. Language use: the students are got involved in listening, speaking, reading and writing practice to improve their language use abilities.
Time arrangement:
This unit is going to be finished in 6~7 teaching periods, including a unit test.
Key and difficult points of this unit:
1. Grammar: the indirect speech.
2. Words and useful expressions
3. Daily expressions in communication
4. Listening and writing practice
Lesson 37
Teaching objectives:
1. Students are required to master the following words and useful expressions: purse; somewhere; loose; drawer; actual; in actual fact
2. Students are supposed to master and use the everyday English for communication (Prediction, Conjecture and Belief 预见、猜测和相信):
I’m sure…
I guess…
She might have…
It looks as if…
It seems that….
She must have…
3. Grammar: in learning the unit, we are going to revise the indirect speech.
4. Language use: Manipulate listening, speaking practice for the students to use the language.
Teaching aids: tape recorder; slide show and blackboard.
Key points:
1. Dialogue presentation
2. Vocabulary and grammar usage in real-situation dialogues
3. Free dialogue making
4. Learn the expressions of express your ideas.
Teaching procedures:
Step 1. Revision
Revise the expressions of conjecture. Get the students to give some examples of conjecture that we learnt before. The following are some lead-ins: It must be… It can’t be…
Step 2. Presentation
SB Page 55, Part 1. Tell the students that we are going to learn a dialogue in which we will learn some expressions of Prediction, Conjecture and Belief.
Step 3. Listening
Play the tape for the students follow the dialogue. Tell the students to answer the questions in Wb Exercise 1. After the listening, some students are asked to answer the questions to the class. Answers: See P109.
Step 4. Reading and explanations
Now get the students to read the dialogue in pairs and underline the difficulties and the key points that they think.
It’s not like her to have missed two days of classes.
一两天不来上课，她不是这样的人。
〖剖析〗It’s (just) like sb to do sth “某人（恰恰）就是这个样子”，表示表扬或者不满，其否定式则表示怀疑。如：
It‘s like him to leave the work to others. 他就是把工作推给别人的人。
It was like him to fail us at the last minute. 他就是这样，在关键时刻让我们失望。
It’s just like her to think of others before thinking of herself. 她恰恰就是先人后己的人。
It isn‘t like him to have said anything like that .他可不是说出那种话的人。
It isn’t like her to have spent so much money. 花掉这么多钱，我看这不像她做得出来的事。
◆ 下面两句不一样：It‘s not like her to have missed two days of classes.
一两天不来上课，她不是这样的人。（不上课的事已经发生）
It’s not like her to miss two days of classes.
她不是那种两天不来上课的人。（并未发生过不上课的事，只是泛泛而谈）
◆ to have missed 是非谓语动词的完成式，表示动作早已完成。是高考测试中的重要知识点。又如：
① It isn‘t like him to have told a lie to the manager. 他不是给经理撒谎的那种人吧。
② I’m glad to have seen your headmaster yesterday .
③ He is said to have written a novel about the Long March. 据说他写了一本关于长征的小说。
④ They thought it a pity not to have invited them. 他们认为没有邀请他们是令人遗憾的。
⑤ I regretted to have missed such good chances . 我遗憾的是错过了这些好机会。
Step 5. Practice
SB P55, Part 2. Tell the students this part is compiled to practice the expressions of expressing your insistence. Get the students to make sentences using the phrases given in the box. Pick up students to yell out their sentences. After they have practiced the structures given, they are asked to practice the following sentence structures:
Part A
A：Excuse me, Where are you from?
B：Can you guess?
A：You must come from Australia, don‘t you?
B：Yes, I do. How did you guess?
A：The way you speak! Which part of Australia are you from?
B：Plum tree. That’s a small village near Sydney.
Part B
A：Hello. May I speak to Mr. Wu?
B：Sorry he has gone to Guangzhou.
A：I saw him this morning. When did he leave?
B：Twelve o’clock. He must have arrived by now.
A：Oh, what a pity! When will he be back?
B：It seems that he won’t be back until next Wednesday.
A：Ok, thanks. Bye!
B：Bye!
Step 6. Workbook
Workbook Lesson 37, Exx.2 and 3. Get the students to do the exercises individually and then check the answers with the students.
Answers: See Wb P109.
Homework
(1) Finish off the exercises of Lesson 37 in the workbook.
(2) Preview the next lesson.
Evaluation of teaching:
Lesson 38-39 The Trick (1) & (2)
Teaching aims:
1. After learning the text, the students are required to master the following words and useful expressions: defence/defense; Cairo; pause; aloud; sudden; flash; in a flash; hold out; uniform; calm; fear; break into; fair; sunglasses; the moment; aircraft; adventure; break off; fight; reception desk; bee; lightning; Hong Kong
2. Revise the grammar: the indirect speech.
3. Get the students to read the text using the following reading skills: skimming, scanning and note making.
Key points: 1.Words and grammar 2. Reading comprehension
Teaching methods: Reading-note making and practice.
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of Lesson 37.
Step 2. Presentation
Get the students to talk about the picture, ask the students the following questions as a lead-in: Where do you think the story happened? What do you think is the story about?
Step 3. Scanning
Now get the students to read the text and answer the following questions:
① Why was Bill worried?
② Where had Bill planned to travel to?
③ What was the new plan?
Step 4. Scanning
Tell the students to read the text more carefully to find out the specific information. Answer the questions in Ex. 1 on P110 and Ex. 1 on P111 in the workbook. Pick out some students to answer the questions. After that the students are expected to master the important information of the text.
Step 5. Language points
(1) pick up 得到，获得，收听到，拾起，中途让某人上车
This kind of radio can pick up the programmes broadcasting by BBC.
这种收音机接受 BBC电台的节目比较容易。
He had picked it up from a research station in the desert the day before.
这是他前一天从沙漠地区的研究所取来的。
(2) glance over = glance ( one‘s eyes ) over 随便看一看，浏览 。
Oh, he didn’t study it . He only glanced over it.
噢，他没有研究过它，只粗略地看了一看。
glance over 有时相当于 look over , glance through。在课文中的 … then glanced over his shoulder before continuing down the street . (然后他回头望了望，就又沿街走去。)
最好一段中的 glance at 为“对……瞥一眼”。He glanced at his watch once again.
(3) Have a sudden thought 突然想出一个主意
I still remember he had a sudden thought in time of danger. 我至今记得他当时在危险的紧急关头想出了办法。
have … thought of / about 有……的办法，有……想法，有……打算
I had no thought of hurting his feeling. 我无意伤害他的感情。
I had some thoughts of going to the countryside. 我想到乡下去。
Have you got any thoughts about next weekend? 你下周有啥打算 ？
(4) in a flash 瞬息，刹那间
In a flash he remembered everything and a plan began to form in his mind.
An idea formed in my mind in a flash. 我脑子里闪出一个想法。
(5) hold out 伸出，拿出
He held out his hand and stopped a taxi. 他伸手拦了一辆出租车。
(6) on one‘s arrival ……一到达
On his arrival he went straight to the counter.
他一到达就径直向服务台走去。
(7) in uniform 身着制服
Do you know the man in uniform over there?
你认识那边身着制服的人吗 ？
(8) appear calm 外表显得很镇静（注意这里 appear 是系动词，故后接形容词 calm ，不要用 calmly ）
(9) with fear 害怕地
(10) have a look around = look around = look about = look round 环顾四周
(11) follow sb upstairs 跟某人上楼 (注意upstairs 为副词，其前不要加 to )。又如：go upstairs / downstairs
(12) break into 非法进入，破门而入；闯入
We had to break into the room as we had lost the key.
This box looks as if it’s been broken into. 看来这箱子有人撬过。
(13) walk over to 走到……处
(14) by name 名叫；指名道性地
The assistant, Tom by name, is asking to see you.
一个名叫汤姆的售货员要求见你。
by the name of 名叫，以……身份
A friend of mine by the name of Mike will be your manager.
我的一个名叫迈克的朋友要成为你们的经理。
(15) walk around 在……随便转转
(16) smile to oneself 暗自微笑
The man with the beard smiled to himself.
Bill smiled to himself and began to feel less anxious.
I saw Mary smile to herself as she read the funny article.
注意类似的表达还有： think to oneself 暗想，say to oneself 自言自语。
(17) make a lot of money 赚一大笔钱
(18) for a moment 一下子，片刻，一会儿
注意：for the moment 目前，暂时
(19) get on the aircraft to 乘飞机去……
(20) It is perfect for 对……妙极了
(21) force sth open 强行打开
注意：open 作宾补。如：The boxes of precious stones were forced open. 一箱箱宝石被强行打开。
(22) break off 打断，折断，突然停止，休息，绝交
He broke off a branch and gave it to me.
Tom broke off telling the story to answer the telephone. 汤姆讲故事时突然停下来，去接电话。
She broke off with her best friend. 她与自己最好的朋友断绝了往来。
Let’s break off for ten minutes. = Let‘s have a rest for ten minutes.
(23) a flight of twelve stairs 一节 12 级台阶
(24) turn round / about 转身，转向
They turned round and stood in the middle of the room , completely astonished .
(25) lead up to 向上通到……
(26) be curious about 对……好奇
(27) escape from 从……逃离
(28) make a telephone call to 给……打电话
(29) play a trick on 给……开玩笑
(30) be ashamed of 对……感到惭愧
(31) as busy as a bee 忙忙碌碌
(32) a flash of lightning 一道闪电
(33) be supposed to do 应该干 ……
Step 6. Comprehension
(1) SB P57, Part 2. Get the students to put the following sentences into correct order according to the plot of the story.
(2) SB P57, Part 3. Discuss the six questions in pairs or in groups of four. After they have finished, some students are picked out to report they opinion to the rest of class.
(3) SB P58, Part 2. After the students have rest the whole story, they are asked to answer the eight questions in pairs. This practice is designed to consolidate the story.
Step 7. Practice---- grammar revision
SB P59, Part 3~5, Tell the students to do the exercises about indirect speech. Tell the students to work in groups to change the sentences into indirect speech or direct speech as required.
直接引语变间接引语的 10 个注意点
本单元的语法要求是复习间接引语（Indirect Speech）和直接引语( Direct Speech )。同学们要通过本单元系统掌握表示请求或者命令的直接引语（祈使句）变成间接引语的方法。掌握当直接引语是一个陈述句时，在变成间接引语时应把这个陈述句变成由连词 that 引导的宾语从句，并根据意思改变人称和时态以及时间或者地点状语。下面是必须灵活驾驭的知识要点：
〖注意点 1 〗
直接引语到间接引语的时态有变化。如直接引语的现在完成时变成间接引语的过去完成时等。时态变化中应注意：
直接引语表述的是客观真理时，间接引语中的时态不变。
Our teacher said, “The earth moves around the sun. ” →
Our teacher said that the earth moves around the sun.
直接引语是过去完成时，变间接引语时时态不变。
The boy said to his parents, “I had finished my homework before supper.”→
The boy told his parents that he had finished his homework before supper.
直接引语变成间接引语时，虚拟语气不变。
“We wish we didn‘t have to take exams. ”said the children . →
The children said that they wished they didn’t have to take exams.
〖注意点 2 〗
指示代词、人称代词、时间状语、地点状语及方向性动词也有变化。如直接引语中的 now变为 间接引语的 then 等。
注意如果转述发生在当地、当天的事，直接引语中的 come , here , today , this morning , yesterday , tomorrow 等不必改变。
He said, “I want this. ”→ He said that he wanted that.
He said, “I arrived yesterday morning.” → He said he had arrived the morning before.
He said, “I‘ll come here this evening.”→ He said he would come here this evening.
〖注意点 3 〗
直接引语是陈述句，间接引语为 that 引导的宾语从句。
She said to me, “I’m studying Japanese these days.”→
She told me (that) she was studying Japanese those days.
〖注意点 4 〗 直接引语是一般疑问句时，间接引语为whether / if 引导的宾语从句。
Mr. Howe asked, “Are you preparing for it?”→
Mr. Howe asked whether we were preparing for it.
如果是表示建议时可用 suggest / advise 来完成。
“Shall we meet at the theatre?” he said. → He suggested that we should meet at the theatre. = He suggested meeting at the theatre.
〖注意点 5 〗
直接引语是特殊疑问句时，间接引语为连接代词（副词）引导的宾语从句。
He asked, “Which one do you like best?”→ He asked which one you liked best.
〖注意点 6 〗
直接引语是反意疑问句时，间接引语为 whether / if 引导的宾语从句。
He asked, “You have succeeded, haven‘t you?”→ He asked us if we had succeeded.
也可以将疑问部分的主语作间接引语中的宾语。
“Shut the door, will you?”→ He told / asked me to shut the door.
〖注意点 7 〗
直接引语是祈使句时应把间接引语的句式改为 ask , tell , order 等+ 宾语 + 不定式。间接引语有时可以用 that 引导的宾语从句。以 let 开头的祈使句变间接引语时要选用 suggest + ing ， suggest + that 从句，ask sb to do , advise sb to 。
The Party secretary said, “Let’s do our best to win still greater victory.”→ The Party secretary advised that we should do our best to win still greater victory.
〖注意点 8 〗
直接引语是感叹句时可以用 what / how 引导。间接引语是祝愿时用 wish 。
“ How fast he runs! ”he said . → He said how fast he ran. = He said that he ran very fast.
He said,“Happy new year! ”→ He wished me a happy new year.
〖注意点 9 〗
直接引语中有多种句式时，间接引语按照各自的句式转换。
“I can hardly hear the radio.”he said .“Could you turn it up?”→
He said he could hardly hear the radio and asked me to turn it up.
〖注意点 10 〗
如果直接引语中后一句说明前一句的原因时，可以用 as 来替代第二句的引导词。
“You‘d better wear a coat. It’s very cold outside.”he said .→
He advised me to wear a coat as it was very cold outside.
Step 8. Workbook
Get the students to do the wb exercises in these two lessons individually and then check the answers with the class. Answers: See Wb P110~111.
Homework
(1) Finish off the exercises of Lesson 38~39 in the workbook.
(2) Revise the key points of these lessons.
Evaluation of teaching:
Lesson 40
Teaching aims and demands
1. Provide the chance for students to have a listening practice
2. Revise the grammar with the students: the indirect speech
3. The students are required to practice the words and useful expressions in Checkpoint 10.
Key points: 1. Grammar; 2. Listening 3. Useful expressions.
Teaching methods: Listening - practice
Teaching procedures
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the previous two lessons.
(3) Revise Step 7 of the previous lesson.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 142 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 10 with the students. Get the students to make up sentences using the useful expressions if time permits.
Step 4. Word study
SB P60, Part 2. Read the instructions and get students to fill in the blanks with the words in correct form.
Step 5. Writing
SB P60, Part 3. Read the instructions and tell the students to develop a paragraph by using given phrases below and use the ing form that we have just learned.
Step 6. Workbook
Workbook Lesson 40. Ex. 1~3. Get the students to do the exercises and then check the answers with the students. Answers: See P112.
Homework
(1) Finish off the wb exercises of Lesson 40.
(2) Revise the key points of this unit.
Evaluation of teaching: