高中英语Unit 4 Exploring plants Learning about Language

Unit 4 Exploring plantsPart One: Teaching DesignPeriod 2: A sample lesson plan for Learning about Language(The Direct Object and Indirect Object)AimsTo help students learn about the Direct Object and Indirect ObjectTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by discuusingDo plants grow better if you talk to them?Last evening, after doing my homework, I spent several hours nursing my apartment full of sick plants. I fell to wondering: is it true what mom used to tell me, that plants enjoy being talked to? My mother taught me all I know about plant care, and I follow all her instructions to the letter (except the talking bit, which I always thought was crazy), yet her plants are infinitely healthier than mine. Is there any scientific evidence that plants respond to the human voice or presence? Do some people (like mom) give off vibes that plants really like while other peoples auras (my own, for instance) leave them cold? Might this have anything to do with the fact, known the world over, that babies always cry when held by certain people or that cats are passionately attracted to people who are deathly allergic to them?II. Discovering useful words and expressionsDo plants grow better if you talk to them? I dont know.Now lets go to page 34 to skim the two exercises text to get an overview of what are being talked about.Go to page 32 to scan the text for words and expressions to complete the two exercises on page 34.III. Revising Direct and Indirect SpeechWhen using indirect or reported speech, the form changes. Usually indirect speech is introduced by the verb said, as in I said, Bill said, or they said. Using the verb say in this tense, indicates that something was said in the past. In these cases, the main verb in the reported sentence is put in the past. If the main verb is already in a past tense, then the tense changes to another past tense; it can almost be seen as moving even further into the past.Direct Speech Indirect Speech simple presentHe said, “I go to school every day.” simple pastHe said (that) he went to school every day. simple past He said, “I went to school every day.” past perfectHe said (that) he had gone to school every day. present perfect He said, “I have gone to school every day.” past perfect He said (that) he had gone to school every day. present progressiveHe said, “I am going to school every day.” past progressiveHe said (that) he was going to school every day. past progressiveHe said, “I was going to school every day.” perfect progressiveHe said (that) he had been going to school every day, future (will)He said, “I will go to school every day.” would + verb nameHe said (that) he would go to school every day. future (going to)He said, “I am going to school every day.” present progressiveHe said (that) he is going to school every day. past progressiveHe said (that) he was going to school every day Direct Speech Indirect Speech auxiliary + verb nameHe said, “Do you go to school every day?”He said, “Where do you go to school?” simple pastHe asked me if I went to school every day.*He asked me where I went to school. imperativeHe said, “Go to school every day.” infinitiveHe said to go to school every day. The situation changes if instead of the common said another part of the very to say is used. In that case the verb tenses usually remain the same. Some examples of this situation are given below.Direct Speech Indirect Speech simple present + simple presentHe says, “I go to school every day.” simple present + simple presentHe says (that) he goes to school every day. present perfect + simple presentHe has said, “I go to school every day.” present perfect + simple presentHe has said (that) he goes to school every day. past progressive + simple pastHe was saying, “I went to school every day.” past progressive + simple pastHe was saying (that) he went to school every day. past progressive + past perfectHe was saying (that) he had gone to school every day. future + simple presentHe will say, “I go to school every day.” future + simple presentHe will say (that) he goes to school every day. Another situation is the one in which modal constructions are used. If the verb said is used, then the form of the modal, or another modal that has a past meaning is used. Direct Speech Indirect Speech canHe said, “I can go to school every day.” couldHe said (that) he could go to school every day. mayHe said, “I may go to school every day.” mightHe said (that) he might go to school every day. mightHe said, “I might go to school every day.” mustHe said, “I must go to school every day.” had toHe said (that) he had to go to school every day. have toHe said, “I have to go to school every day.” shouldHe said, “I should go to school every day.” shouldHe said (that) he should go to school every day. ought toHe said, “I ought to go to school every day.” ought toHe said (that) he ought to go to school every day. IV. Revising useful structuresYou are going to do the three structure exercises on page 35 in pairs.For exercise 1, you are asked to rewrite the six sentences using to or for with the indirect object.For exercise 2, complete the sentences using the ing form or the infinitive of the verb as the object.For exercise 3, find the one mistake in each of the six sentences and correct it.V. Closing down by taking a quizTake the following sentences in direct speech and put them into indirect (or reported) speech.Tom said, I want to visit my friends this weekend.Tom said he wanted to visit his friends that weekend.Jerry said, Im studying English a lot at the moment.Jerry said he was studying English a lot at that moment.They said, Weve lived here for a long time.They said they had lived there for a long time.He asked me, Have you fini