TheThirdPeriod●从容说课Thisisthethirdperiodoftheunit.Thelessondealsmainlywiththegrammar，thatis，thestructurewhichexpressescommandsandrequestsandthereversaloftheindirectspeechanddirectspeech.Thesecondpartofthisperiodisanotherpassage“StandardEnglishAndDialects”.Afterit，thereisanexerciseforustomakeupdialoguesusingthecommandsandrequests.Thispartistogivestudentsachancetopracticethiskindofstructure.Thesecondpartofthisperiodisanotherpassage“StandardEnglishAndDialects”.Inthislessonwefirstreviewthegrammarwelearninlastunit.Sostudentswillbeaskedtodosomeexercisesaboutthisgrammaritem.Bydoingso，studentscanrecallsomerulesofthereversalbetweenthedirectspeechandindirectspeech.Then，studentswillhaveatasktotelltherequestsfromcommands.Thenshowthesentencepatternsofrequestsandcommands.Usingistheaimofthelanguageteaching，soafterlearningthestructures，themostimportantoneistoputthemintouse.Afterdoingsomeexercisesaboutreversalofdirectspeechandindirectspeech，studentswillusethesesentencepatternsindailylifebymakingupdialoguesaccordingtothesituationonPage13.Tomakethestudentsmasterthestructurewell，Ithinkitisnecessarytooffermorepractice.AndthepassageinthispartistoprovidestudentswithmoreinformationonEnglishandimprovestudents’readingspeed.SoIthinkitisnotnecessarytotreatitasanintensivereadingmaterialaccordingtotheaim.Instead，Iwillteachitasanextensivereadingpassage.●三维目标1.Knowledge：Learnandmasterthesentencepatternswhichexpressanorderandarequest，andtheirdifferentfeatures.2.Ability：Usethesepatternstocommunicatewithothers.3.Emotion：Helpstudentsmasterthepointsinthisperiod.●教学重点Pointoutthefeaturesofanorder—whichusestheimperative，namely“tell/ordersb.todosth.”andarequest—whichusesaquestionformoranimperative，verypolite，namely“asksb.todosth.”●教学难点Howtochangeordersandrequestsintoreportedordersandrequests.●教具准备slides●教学过程Step1GreetingsandrevisionGreetthewholeclassasusual.Reviewtheusefulwordsandexpressionsbylettingstudentsmakeupsentencesusingthesewordsandexpressions.Step2Grammar,T：Inthelastunit，wehavelearntsomethingaboutthedirectspeechandindirectspeech.Weknowwhilewechangedirectspeechintoindirectspeech，weshouldchangemanythingssuchasthetense，someadverbialsandsomeverbs.Nowlet’sfirstdosomeexercises.TurnthefollowingintoIndirectSpeech1.“IbrokeyourCDplayer，”hesaidtome.2.“Areyousureyoudidn’tdoanythingtothis？”heaskedme.3.“Afriendinneedisafriendindeed，”Mothersaidtome.4.Tomsaid，“Iboughtabookformybrotheryesterday.”5.Hesaid，“Ishallmeetheratmyoffice.”6.Theteachersaid，“Imustgonow.”7.Hesaid，“Icandohomeworkmyselfnow.”8.Hesaid，“Thehousewasbuiltin1965.”9.“WhywasJennylateforschool？”MrBakerwantedtoknow.10.Theysaid，“willyouvisitthemuseumtomorrow？”TurnthefollowingintoDirectSpeech.11.IsaidthatIwouldtrymybest.12.Hewondered（asked）howlongittooktodothework.13.BobaskedJohnwhetherhehadseenhiswallet.14.Hisauntsaidthatshehadgottherefivedaysbefore.15.IaskedTomwhyhehadnottoldherthetruth.Suggestedanswers：1.HetoldmethathehadbrokenmyCDplayer.2.HeaskedmeifIwassureIhadn’tdoneanythingtothat.3.Mothertoldmethatafriendinneedisafriendindeed.4.Tomsaidthathehadboughtabookforhisbrotherthedaybefore.5.Hesaidthathewouldmeetherathisoffice.6.Theteachersaidhehadtogo/mustgothen.7.Hesaidthathecoulddohomeworkhimselfthen.8.Hesaidthatthehousewasbuiltin1965.9.MrBakerwantedtoknowwhyJennyhadbeenlateforschool.10.Theyaskedifwewouldvisitthemuseumthenextday.11.Isaid，“I’lltrymybest.”12.Heasked，“Howlongdoesittaketodothework？”13.BobaskedJohn，“Haveyouseenmywallet？”14.Hisauntsaid，“Igotherefivedaysago.”15.“Whydidn’tyoutellherthetruth？”IaskedTom.T：Youdidaverygoodjob.Today，we’llgoontostudyindirectanddirectspeech.Butfirstly，weshouldlearntotellrequestsfromcommands.InEnglish，givingcommandsislesspolitethanmakingarequest.Somostoftime，commandsaremadebythosepeoplewhoarebosses，teachers，leaders，officers，orsomeotheronewhohasauthority.Nowwouldyoupleasetellwhichofthemarecommands？（showthemaslide）1.Closethedoor!,2.Wouldyoupleasehelpmecarrythecase？3.Getmesomethingtodrink.4.Couldyoulendme100yuan？5.Pleaseturnoffthelights.6.Don’tsmokehere.7.Willyoucleantheblackboard？8.Cleanthetableplease.S：1，3，6arecommands，andothersarerequests.T：That’sright.Sowecandrawaconclusion：Sentencepatternforcommands：Do.../Donotdo...Sentencepatternforrequests：Do...please./Canyoudo...？/Couldyoudo...？/Willyoudo...？/Wouldyoudo...？Thenifwewanttochangethemintoindirectspeech，weshoulddolikethis：Commands：sb.told/orderedsb.（not）todosth.Requests：sb.askedsb.else（not）todosth.Accordingtotheserules，let’sdosomepractice.1.ChangethesesentencesintoIndirectSpeech.Hesaidtome，“Don’tsmokeinthisroom.”Hesaidtome，“Pleasedon’tsmokeinthisroom.”Hesaidtome，“Couldyoupleasehelpmewithmywork？”Suggestedanswers：Hetoldmenottosmokeinthatroom.Heaskedmenottosmokeinthatroom.Heaskedmetohelphimwithhiswork.2.ChangethefollowingsentencesintoDirectSpeech.Thelandladyaskedhimtoputhiscoatinthecloset.Theyoungfathertoldhischildrennottomove.Mothertoldmetolockthedooraftermidnight.Suggestedanswers：“Putyourcoatintheclosetplease，”thelandladysaidtohim.Theyoungfathersaidtohischildren，“Don’tmove.”Mothersaid，“Lockthedooraftermidnight.”3.（theteachershowthescreen）Don’tsDosComeinto/lab/without...Touch/anything/labSmokePut/anything/basinTalk/soloudlyLeave/books/labWatch/teacher/carefullyDip/finger/mixtureSuckfingerWrite/answer/blackboardTidy/lab/experimentPut/everything/cupboardsT：Lookatthescreen.Let’spractisecommandsandrequestsinpairs.Youmaynoticeontheleft，undertheword“Don’ts”，therearethreeorders，underthemtherearethreeorders，underthemtherearethreerequests.Ontheright，undertheword“Dos”，therearethreeorders，underthemtherearethererequests.Firstwearegoingtopractisethecommands.Icangiveyouan,example.Lookatthesixorders.InDirectSpeech，Icansay“Watchtheteachercarefully.Don’tcomeintothelabwithoutateacher.”Inreportedorder.Icansay“Shetoldustowatchtheteachercarefully.Shetoldusnottocomeintothelabwithoutateacher.”Afteryoupractisetheorders，youmaypractisetherequests.Areyouclear？Nowlet’sbegin.（givestudentsseveralminutestopractisethem，thenteachermaycheck）Suggestedanswers：DirectSpeech：1.Don’tcomeintothelabwithoutateacher.2.Don’ttouchanythinginthelab.3.Don’tsmoke.4.Watchtheteachercarefully.5.Dipyourfingersintothemixture.6.Suckyourfingers.7.Willyoupleasenotputanythinginthebasin？8.Don’ttalktooloudly，please.9.Don’tleavethebooksinthelab，please.10.Writeyouranswersontheblackboard，please.11.Couldyoupleasetidythelabaftertheexperiment？12.Puteverythinginthecupboardsplease.IndirectSpeech：1.Hetoldusnottocomeintothelabwithoutateacher.2.Hetoldusnottotouchanythinginthelab.3.Hetoldusnottosmoke.4.Hetoldustowatchtheteachercarefully.5.Hetoldustodipourfingersintothemixture.6.Hetoldustosuckourfingers.7.Heaskedusnottoputanythinginthebasin.8.Heaskedusnottotalksoloudly.9.Heaskedusnottoleavethebooksinthelab.10.Heaskedustowriteouranswersontheblackboard.11.Heaskedustotidythelabaftertheexperiment.12.Hetoldustoputeverythinginthecupboards.4.Nowlet’susethesepatternstomakeupsomedialogues.PleaseturntotheexerciseonP13.Suggesteddialogues：（1）A：Excuseme，couldyoupleaseclosethedoor？It’ssowindy.B：Ofcourse.（2）A：Excuseme，pleasemakesomeroomforme.Ihavetogetoffthetrainnow.B：Sure.（3）A：Lookout!Abearisapproachingyou!B：Help!I’msoscared!A：Don’tmove!Keepcalm.Abearwon’tattacksomeonewhoisnottooffendit.Step3ReadingT：Asweallknow，Chinaisaverybigcountrywheredifferentdialectsarespoken.Canyoulistsomeofthem？,S：Guangdongdialect，Shanghaidialect，Sichuandialect...T：Isthereanybodywhocanspeakadialectfromotherplace？S：（somestudentsactitout）T：Thankyou!Doyouthinkthatitiseasyforpeopletofollowthosespeakingdifferentdialect？S：No.Somedialectsarereallydifficulttounderstand.T：Thenhowcanwesolvethisproblem？S：WecancommunicateinPutonghua.T：Yes.ThedifferencebetweenChinesedialectsaresobigthatit’sreallyhardforpeopletocommunicateinit.SonowmoststudentsaretaughtinschoolinPutonghua.ThendoyouthinkthatitisthesamecasewiththeUS？S：Ithinkso.T：Whatisitthatmakesyouthinkso？S：IthinkthattheUSisabigcountryjustlikeChina.Besides，itisacountryinwhichmanypeoplearefromdifferentplaces.SoIthinkthatpeoplemayspeakdialects.T：Let’strytofinditoutwhetheritisthecase.Nowreaditfastandthenanswerthesequestions.1.Istherethesamecase？Canyoulistsomeexamples？2.WhyaretheresomanydialectsintheUS？3.WhatisthestandardEnglish？4.Doyouthinkthere’sthestandardEnglish？5.CanyoutellaninterestingorfunnystorythatshowsgreatdifferencebetweendialectsinChinese？Suggestedanswers：1.Yes.Ithasmanydialects，suchasMidwestern，southern，AfricanAmericanandSpanishdialects.2.Becausepeoplehavecomefromallovertheworld.Geographyalsoplaysapartinmakingdialects.3.ItisbelievedtobetheEnglishspokenonTVandtheradio.4.No.5.KeysorKiss？OnefriendofminewasgivinganEnglishlessontoaclassofadultswhohadrecentlycometoliveintheUnitedStates.Afterplacingquiteanumberofeverydayobjectsonatableheaskedvariousmembersoftheclasstogivehimtheruler，thebook，thepenandsoon.Theclasswentverysmoothly，andthestudentsseemedinterestedandseriousabouttheworkthattheywereengagedinuntilmyfriendturnedtoanItalianandsaid，“Givemethekeys.”Themanlookedsurprisedandsomewhatataloss（有点手足无措）.Seeingthis，myfriendthoughtthatthestudenthadn’theardhimclearly，soherepeated，“Givemethekeys.”TheItalianshruggedhisshoulders.Then，hethrewhisarmsaroundtheteacher’sneckandkissedhimonbothcheeks.Step4SummaryT：Todaywehavelearntsomepatternswhichexpresscommandsorrequests.Andwehavedealtwiththereversalofthesentencepatterns.Afterreadingthepassage，wehaveknownthatAmericanEnglishhasdifferentdialects.ThoughthereisnostandardEnglish，weshouldlearnto,pronouncetheEnglishwordscorrectly.Step5HomeworkT：Today’shomeworkistorecitewordsandphrasesandmakeadialogueusingsentencepatternsofexpressingcommandsandrequests.●板书设计Unit2EnglisharoundtheworldTheThirdPeriodcommandsrequestDirectSpeechDo...Donotdo...Do...pleaseWillyoudo...？Wouldyoudo...？Canyoudo...？Couldyoudo...？IndirectSpeechsb.told/orderedsb.todo...sb.told/orderedsb.nottodo...Sb.askedsb.todo/nottodo...●活动与探究1.Oneaimofthisactivityistogivestudentsachancetopracticethesentencepatternsinpractice.Sostudentsarerequestedtomakearesearchofthesituationsinwhichrequestsandcommandsareused.TheotheraimistomakeresearchondialectsinChina.TheyareaskedtolookintowhichdialectisthemostpopularinChinaandwhatcausesthissituation.2.将下列对话改成间接引语ThefollowingdialogueisanexcerptfromMarkTwain’sTheMillion-PoundBankNote.Henryfoundthattherewasamillion-poundnoteintheenvelope.Hethoughtthetwobrothershadmadeamistake.Hehurriedtotheirhouseandrangthebell.Theservantappeared.Henryaskedforthebrothers.Servant：Theyaregone.Henry：Where？Servant：TotheContinent.Henry：TheContinent？Servant：Yes，sir.Henry：Whenwilltheybeback？Servant：Inamonth，theysaid.Henry：Amonth!Tellmehowtogetwordtothem.It’sofgreatimportance.Servant：Ican’t，indeed.I’venoideawherethey’vegone.Henry：ThenImustseesomememberofthefamily.Servant：Familyisaway，too—inEgyptandIndia，Ithink.Henry：There’sbeenanimmensemistakemade.They’llbebackbeforenight.TellthemI’vebeenhere，andthatI’llkeepcomingtillit’sallright，andtheyneedn’tworry.Servant：I’lltellthem，iftheycomeback，butI’mnotexpectingthem.Theysaidyou’dbehereinanhourtomakeinquiries，butImusttellyouit’sallright，they’llbehereontimetomeetyou.●备课资料EnglishTeachingintheUSATheUnitedStatesofAmericaismainlyanEnglish-speakingcountry.Themajorityofthe,populationspeakEnglishastheirnativelanguage.Business，education，socialactivities，etc.areconductedinEnglish.Acrossthecountry，peoplepronouncemanyEnglishwordsinseveraldifferentways，butforthemostpart，Americansspeakonecommonlanguage.ThislanguageissometimescalledAmericanEnglish.HowevernoteveryoneintheU.S.A.isanativespeakerofEnglish.Mostimmigrants（移民）arespeakersofotherlanguages.Therearehundredsofcommunities（社区）aroundtheU.S.A.whereEnglishisnotthemostcommonlyusedlanguage.Chinese，Italian，German，Greek，Spanish，andFrenchareallspokeninvariouscommunitiesintheU.S.SpanishisthesecondmostcommonlyspokenlanguageafterEnglish.ItiswidelyspokeninNewYorkandacrossthesouthernpartofthecountry.Forspeakersofotherlanguages，learningEnglishisimportant，butteachingpeopletospeakEnglishasasecondlanguagewasgivenlittleattention.Non-Englishspeakerswereexpectedto“pickup”thelanguagebymeetingwithothersinpublic.Recently，thishaschanged.Today，mostlargepublicschoolsandcommunitycollegeshaveESL（EnglishasaSecondLanguage）programs：AmericanEnglishteachersfeelthatEnglishstudentsshouldlearnthelanguagethewaytheywilluseit.Therefore，ESLprogramsofferdifferentEnglishlessonstodifferentstudents.SomeprogramsteachstudentstocommunicateinEnglishinpublic.OtherprogramsteachthekindofEnglishpeoplewillneedfortheirjobs.AmericanESLinstructionalmethodsdonotlayemphasis（强调）ongrammarortranslation，butontheimportanceofcommunication.ThegoalistogettheEnglishlearnerstolearnbyusingthelanguage.Multiplechoices：1.PeopleintheUnitedStates____________.A.areallnativespeakersofEnglishB.speakEnglishinvariouswaysC.allspeakAmericanEnglishD.areimmigrantsfromEnglish-speakingcountries2.Inthepastthenon-Englishimmigrants____________.A.didn’tknowhowtolearnEnglishB.foundthatEnglishwasnotimportantC.learnedEnglishthroughbooksD.paidspecialattentiontoteachingEnglish3.____________isthemostwidelyusedlanguageexceptEnglishintheU.S.A.ESLB.FrenchC.SpanishD.Chinese4.Thephrase“pickup”inthesecondparagraphmeans“____________”.A.trytomasterB.repeatagainandagainC.gotoschoolsometimesD.learnwithoutstudyingortakinglessons5.ESLprogramsteachthestudents____________.A.onlygrammaticalrulesandidiomsB.touseEnglishthroughpracticeC.differentlanguagesD.tolearnEnglishbytranslatingtheirownnativelanguagesintoEnglishAnswers：1.B2.A3.C4.D5.BWordsandIdiomsTobreakyourneck,美国人在讲话和写文章的时候经常用一些和人体各部分有关系的成语或俗语。本文介绍的两个习惯用语就是和脖子（neck）有关的。在美国英语里有一些习惯用语都和neck这个词有联系，但是它们的意思却各不相同。例如tobreakyourneck，它的意思并不是指你的脖子真的断了，而是尽一切力量努力去做某件事的意思。IwishSamwouldstudyharder，becauseIambreakingmynecktoscrapeupthemoneytokeephimincollege.我希望萨姆念书再用功一些，因为我一直在想尽办法凑足钱好让他继续念大学。美国人的生活是很紧张的，节奏很快，人人感到压力很大。可是，下面这个例子说的是那个修电视机的工人当天运气比较好，碰到了一个好顾客。这位顾客对他说：Youdon’thavetobreakyourneckfixingthisTVset：Ireallydon’tneeditnextweek.你不必赶紧修这个电视机，我下星期并不需要它。“Tostickyourneckout”有时把脖子伸得太长是很危险的。中国话里有“枪打出头鸟”的说法，在英文里就是“tostickyourneckout.”据说，“tostickyourneckout”这个说法是用来形容乌龟的处境的。当乌龟的头缩在乌龟壳里的时候，一切都很安全。可是，一旦它们把头伸出来，那可就危险了。现在，“tostickyourneckout”已经成为美国人在日常生活中常用的表达形式了，它的意思是不顾一切地硬来、担风险。Ithinkmybossisdeadwrongabouthiringhisson-inlaw，butI’mnotgoingtostickmyneckoutandtellhim!我认为我的老板雇用他的女婿是绝对错误的，但是我才不去冒那风险告诉他呢！可是，不怕担风险的人还是有的。下面这个人就是在称赞他们州的国会议员：Iadmireourcongressman—he’sonepoliticianwho’snotafraidtostickhisneckoutandsaywhathereallythinks，evenifitcostshimsomevotes.我很钦佩我们的国会议员。他是一个敢于冒风险说自己心里话的政治家，即使那样做会使他失去一些选票。
