初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)

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初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)（精选6篇）

篇1：初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2)useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1)the indirect speech led by if/what /who/where/how…

2)review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

Summary

篇2：初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)

1 be kind to sb 对某人友善

It’s kind of sb to do…eg,It’s really kind of you to let us use your computer.

Would you be kind enough to do sth? 劳驾，请您…好吗?

=Would you be so kind as to do sth? eg,Would you be kind enough to close the door,please?

2 be honest with sb/about sth对某人、某事坦诚

To be honest/Honestly speaking坦白说 make/earn an honest living正当谋生

3 be loyal to…对…忠诚

4 表喜欢:I like/love/enjoy/prefer/am fond of /am into/am keen on(热衷于)/am crazy about…

5 surf the Internet上网 chat online

6 be cast away(因沉船)流落(荒岛) a castaway一个流落荒岛的人

7 a car/bus/plane crash车、飞机撞毁，失事 crash a car/a plane 撞毁车，飞机

8 survive the crash在空难中幸存下来

9 land on a deserted island 降落在一座孤岛上

10 hunt for food/hunt for a job寻找食物，找工作

11 make/build a fire生火 light/put out a fire点火;灭火 catch fire着火 be on fire在燃烧

set sth on fire=set fire to sth放火烧,引燃… start a fire/fight a fire放火，纵火;救火，灭火

A fire breaks out.火灾爆发 play with fire玩火，做危险的事

go through fire and water 赴汤蹈火，冒一切危险

12 in order to do(句首，句中)=so as to do(句中)为了

13 develop a friendship with sb= make friends with同某人交朋友

14 even though(=although,though)虽然，尽管

eg,We decided to part,even though we loved each other.

even if (=no matter if)纵然，即使

eg,Even if I sell my house,I’ll keep my bussiness going.

15 treat/regard/look on/think of him as a friend把他视为，当成朋友

16 share happiness and sorrow分享痛苦和欢乐

share an interest/opinion有共同兴趣，持共同意见

17 care about 关注，在乎，在意

eg,The only thing you care about is money. eg,He doesn’t care about clothes.

care for①(否定，疑问句)喜欢，想要eg,I don’t care for coffee.

eg,Would you care for a cup of tea?

②照顾，照料eg,She cares for her sick mother.

18 表责备，遗憾：should(=ought to ) have done本该做(事实没有)

should not(=ought not to) have done本不该做(事实做了)

need have done本需要做(但没有) needn’t have done本不需要(但却做了)

19 be quick in mind=be quick-minded反应快

have a quick temper=be quick-tempered性情急躁

20 go outing外出郊游

21 be/get angry with sb生某人的气

22 drop sb a line=write a short letter to sb给某人写封短信

23 keep/bear sth in mind记住

have sth in mind在想，心里想 have sth on one’s mind有心事，担心

make up one’s mind(to do)下定决心(做) change one’s mind改变主意

come into one’s mind=come across one’s mind=cross/enter one’s mind

=strike sb(sb’ mind)=occur to sb(想法，念头)浮现，掠过脑海

bring/call sth to mind使想起，忆起

eg,The photo brings those good old days to mind.=…brings back those good old days.

这张照片使我想起过去的好时光。

a heavy load off my mind卸下包袱

my mind goes blank.我的大脑一片空白。

out of sight,out of mind.眼不见，心不烦

二重点句子：

1 I don’t enjoy singing,nor (neither)do I like computers.

Rock music is OK,and so is skiing.

Mary enjoys pop music,and she is also a bookworm. So it’s with me.

2 One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

I was about to cook when the telephone rang.

I was making coffee when the doorbell rang.

3 In order to survive,Chuck develops a friendship with a volleyball.

4 Even though Wilson is just a volleyball,he becomes fond of him.

5 Friendship is about feelings and we must give as much as we take.

6 Just write your message and click it away.(点击鼠标)

Unit2 English around the world

一重点短语

1 all the way(一路上)一直，不停地eg,We flew all the way from Seattle to London.

2 make yourself at home别客气 help yourself (to sth) 请自己取用

3 drive sb crazy使发疯 Got it. 明白，懂了 Make it成功做到

4 forget to do忘记要去做(还未做) forget doing 忘记做过

remember to do 记得要去做 remember doing记得做过

regret to tell/say…遗憾地告知，说… regret doing 后悔做过

mean to do 意图，打算做 mean doing 意味着…

try to do 努力去做 try doing尝试着做

go on to do接着做(另一件事情) go on doing接着做(同一件事情)

4 the majority of …=most of ….大部分

5 in total=in all总共，总计

6 be equal to①与…相(平)等②能胜任的(able) eg,I’am sure she’s quite equal to the task.

7 a number of 大量的(谓语动词用复数) the number of…的数量(谓语动词用单数)

8 mother tongue/native language母语

9 global culture全球文化

10 have a good knowledge of 非常熟悉，充分了解 have a good command of 精通，掌握

11 turn down the radio调小(音量)

turn down one’s offer(request,invitation)拒绝某人提议，请求，邀请

12 stay/sit up(very late)熬夜

13 come about 产生，发生

How did it come about that… ? 对比：bring about导致，促成

14 stay/remain the same保持不变

15 end up with/as/in/doing以…告终

eg,British English started borrowing words from other languages,ending up with different words.

篇3：初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)

1英语教与学的困惑与困境

老师苦上, 学生苦学。但是学生的学习效率不高, 教师已经想尽了办法, 传统的教学模式已经被发挥得淋漓尽致。但是, 尽管如此, 面对基础差的学生, 面对那些上课不听、课后不看、已经放弃英语的学生, 有不少老师仍然无能为力, 效果不明显。问题究竟在哪里?为什么学生的英语总是提不高呢?为什么学生对英语老师评教结果大多都不如其他科的老师。这令不少英语老师很伤心、很困惑, 应该怎样教才能使学生满意呢?下面是本人总结的教师教学困惑:

(1) 音标:学生不会认, 不会读, 没有能力自己拼读新单词, 没有语音知识。

(2) 单词:教师在困惑:该分散教还是集中教?

(3) 语法:学生对句子结构的把握很薄弱, 原因是从小既不重视也不训练, 包括小学语文都已经不像以前那样再教句子结构了。连汉语的句子结构都不会, 要学好英语的主谓宾又谈何容易呢?更对一些英语语法术语如“非谓语动词”、“名词性从句”没有清晰的概念。

(4) 听力:高考作为参考分, 课本上的听力材料对学生来说难度大, 因此听力课几乎不上, 更谈不上听力的提高了。

(5) 阅读:学生的最大问题是阅读速度太慢, 理解能力薄弱。学困生由于受词汇的影响, 几乎读不下去。 (6) 口语:由于高考不考口语, 口语基本上被很多人忽略了。

(7) 写作:用中文的思维写英语。

2高中的英语应该怎么教?高一的英语应该教什么?

(1) 学好一门语言应先了解什么?高一新生刚一入学, 教师就应该告诉他们:中英文之间存在着两种语言文化背景、两种语言民族习惯、两种语言表达规律。所以, 由于中文的思维和英文的思维不一样, 高一的学生首先要知道两种文化的不同, 然后从一开始就用英文的正常的思维来学英文, 不要总是以中文的思维来学习英文。

(2) 做好初高中的衔接, 打好基础。高一学生在经过一个长假后, 对于初中英语知识遗忘较多, 教师很有必要对初中英语知识进行重难点复习。对此, 结合年级部的安排, 根据学生的实际情况, 本人用了一个月的时间复习了初中英语的八种时态;人称代词的主格、宾格的用法、形容词性物主代词、名词性物主代词的用法;五种基本的句子结构;国际音标及表示星期、月份、序数词等重点单词。

反思:这学期本人忽视了给学生介绍中英文化的不同, 尤其是强调中英文化的不同思维方式和语言特点。所以, 在下学期, 必须加以补救。毕竟, 亡羊补牢, 为时未晚。 (3) 音标:很多学生, 尤其是差生的最大的困难是记不住单词, 记不住单词是因为不会读单词, 不会读单词是因为不会音标。事实上在一些生源差的学校里没有多少学生能完全掌握音标。所以, 本人认为, 高一的学生入学的第一件大事就是学音标, 目标是每人都可以自己独立地把书本上大部分的新单词拼读出来。但同时也要认识到:音标不是一两节课就可以教会学会的东西, 学习音标需要在会读的基础上大量地练习, 达到熟练的程度, 达到一看到音标就可以不费力地拼读单词的程度。反思:本人本学期教学中存在的另一个问题是, 尽管确实花不少时间复习了音标, 但在随后的单词教学中很少强调以前学的音标知识加以巩固。用一位专家的话说是“正学了一点点, 才有点入门, 可老师又不教了”。事实就是这样, 学生刚有了点进步, 可以勉强拼读单词, 由于巩固练习不充分, 现在到了期末, 学生又忘得差不多了。

(4) 单词:学会音标后下一步就是大量地记单词。记单词是一件很需要下工夫的事, 也是一件很辛苦的事, 一定要付出努力。但是, 怎样才能够让付出的努力有收获呢?在了解了英语单词谐音记忆法、形象记忆法、图像记忆法等众多的单词记忆法后, 本人认为上海外国语学院的孙剑斌教授 (以下简称孙教授) 提出“极限单词程序记忆法的六个步骤”非常适合我们学生在日常学习中英语单词的记忆:

1) 音节拼读, 准确读词。 (记音节)

2) 连词成句, 朗朗上口。 (记读音)

3) 手指中文, 看中读英。 (3-5遍)

4) 音形结合, 分析拼写。 (找规律)

5) 念英拼词, 快速默写。 (看中文)

6) 画框订正, 分析错误。 (要总结)

这种方法的最根本之处在于学生一定要会读单词。听说经过了不少人的实践, 都觉得这种方法很有效果。极限单词记忆法的五个原则在于“ (1) 兵贵神速:每个单词只读一遍; (2) 拼读准确清晰; (3) 自然集中注意; (4) 注意力快速摆动转移; (5) 限制联想”。总之, 孙教授认为, 记单词的秘诀在于“不要在一个单词上花太多时间, 而要在一个单词上多次花时间。”

反思:尽管本人以前尝试过这种方法, 但没有上升到这样的理论高度和系统化。在下学期的教学中要认真运用这种“极限单词程序记忆法”使学生能够轻松高效地记单词。

(5) 词类:去年本人在暑假参加陕西省高中英语教师技能提高班培训时, 一位专家认为“高一就要让学生学习十大词类, 不能等到高三才学习, 那时已经太晚了。”本人很赞同这个观点。学生在学习单词的时候就要搞清楚单词的词性, 然后知道什么词可以放在句子的什么位置, 例如, 定语的用法和位置、介词的位置、状语的位置等。

反思:本学期本人没有用专门的时间去讲词类, 只是在教新单词时强调了词性。但由于本校的学生初中英语单词就比较薄弱, 更谈不上对词性的认识和理解。所以, 很有必要在高一就要让学生学习十大词类, 高一下学期可以看看有没有时间去讲词类。

(6) 句子:有了单词后, 学生要学的就是句子结构。没有句子, 就没有文章, 就谈不上学习英语。所以, 在高一阶段, 学生必须学习五种基本句型, 而且必须要过关。在这方面, 有专家认为, 英语的句型简化后实际上只有两种:be句型和do句型。然后就是把句子扩展, 把各种句子成分添加到基本句型里面, 把各种词类用在句子里面, 从而组合成高级的句子。

反思:在本学期中, 虽然本人也教了五种基本句型、句子成分划分, 但还不是很到位, 有的学生依然没有掌握好, 因此须在今后的教学中加以巩固。

(7) 语法:孙教授认为, 给高中生讲语法, 不要把他们当高中生, 要用最简单的词汇, 不要出现生词。他主张的语法教学法是“道可道, 非常道:正反向语法拓展训练——由易到难, 由难到易”并且根据学生常犯的错误, 孙教授建议“时态分离教学”:“时”为“过去、现在、将来、过去将来”;“态”为“一般、进行、完成、完成进行”。分开教学有利于学生清楚地掌握时态。

反思:在语法教学中, 让学生自己造句子。但是反思一下现在的英语教学, 有不少老师很少给学生机会自己造句。通常都是直接给学生句子, 或者是给中文让学生翻译成英文, 这就降低了学生的学习兴趣和学习的主动性, 学生只是被动的学习。当然, 让学生自己造句会是一个很费时的过程, 需要经过一定时间对学生加以训练。

(8) 阅读:阅读能力是学生的弱项, 主要原因在于词汇量低, 阅读速度慢, 还有学生自身的背景知识缺乏等原因导致的阅读理解能力低下。针对初级阶段的学生, 在老师精心选择符合学生实际水平的好文章的基础上, 要靠老师多指导和学生多看多读多练。

反思:总的来说, 要提高学生的阅读能力, 还是要靠学生多看多读多练。正如中文里的一句话, “读书百遍, 其义自见”。英语学习也是如此, 所谓见多识广, 读多了, 不仅在阅读速度上有帮助, 在文章的理解上也会有帮助。

最后对高中英语教学提一点建议:要想让学生学好英语, 教师需要去创设一个好的语言环境, 要把学生沉浸在英语的环境中, 让学生潜移默化地接受这门外来的语言。因为“没有几百万字的输入无法学好英语。语言的习得是一个长期的过程, 需要大量的“输入”。“一个由汉语武装起来的头脑, 没有几百万字英文的输入, 即使要达到一般水平也难。绝大多数的英语学习者正是由于缺少了这一环节, 所以停留在一个无奈的水平上”。所以, 英语教师要尽可能多地组织学生开展丰富多彩的英语课外阅读活动, 以便给学生输入更多的语言信息。具体作法有:

1) 在班级设立英语图书角, 让学生定期阅读英语图书, 可以定期让学生写读后感。图书角的图书原则上要“趣、易、薄、多”。

2) 多读报纸, 例如China Daily等国内著名的报纸, 因为报纸上的东西与我们的生活息息相关, 学生会喜欢读。

3) 有了一定的基础后, 让学生坚持读一本英文原著, 因为一本英文原著里面包含了所有的高考词汇, 出现所有的高考语法。

4) 多让学生接触英文, 可以在课间听英文歌, 听听英文故事, 不用挑剔学生听的内容是什么, 只要学生喜欢, 只要学生听的是英文, 目的就达到了。

以上是本人对高一上半年英语教学工作的几点反思和打算。在新课程改革不断深化的进程中, 教师应该针对教学中存在的问题不断地反思:学生究竟需要学习什么, 教师究竟应该教会学生什么?怎么教?如何提高教学工作的有效性?这些都值得每位为人师表者反思的问题。

摘要：高中英语不同于初中英语, 其对学生要求更高, 考查得更全面。高中英语的学习也不同于初中英语的学习, 不仅要求学生多读、多背、多练, 还要求学生能够独立思考和理解, 总结归纳更多的语法知识。面对高一学生, 教师应该教什么?怎么教才能让高一学生很好地从初中英语学习过渡到高中英语学习?这是每一位高一英语老师必须要思考的一个问题。

关键词：衔接,英语学习,语音,词汇,句子,阅读,反思

参考文献

[1]教育部.英语课程标准[S].北京:北京师范大学出版社, 2001.

[2]普通高中英语新课程标准 (实验) [M].人民教育出版社, 2002 (6) .

篇4：初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)

【关键词】初高中英语；英语教学；衔接

高一是高中英语学习中最重要的阶段，为高中三年的英语学习打下一个重要的基础，进入高中学习的学生都是初中时的佼佼者，不少新生入学时对英语学习充满信心，可是在面对陌生的环境和激烈的竞争时，学生会产生心理上的不适应，部分学生入学时的新鲜感全无，斗志锐减。于是，这部分学生开始怀疑起自己的能力并继而产生消极的学习情绪，因此，教师如何让学生尽快的适应高中阶段的学习关系到学生整个高中的英语学习。

一、根据学生掌握英语知识和技能的实际，做好英语教材、教学目的和要求的衔接

进入高中以后，不少学生觉得不适应，这种不适应需要时间去调整，这是影响英语衔接教学的重要因素。教师亲切和蔼的教学、与学生自然交流，是帮助学生消除陌生感、克服不适应感觉最好的润滑剂，从而提高学习的兴趣与自觉性。

（1）加强单词、词组的拼读训练，为培养学生自学能力打下基础。单词是整个英语学习大厦的基石，单词拼读不正确不但会造成记忆单词的困难，而且还会影响对词句的理解。加强单词的训练，可以将拼读训练与词汇记忆相结合，按读音规则对所学单词进行归纳，使用录音機让学生跟读，还可以利用初中学过的单词根据构词法让学生能事半功倍地学会单词。如：以反身代词为基础构成的词：self——themselves——selfish——selfless——selflessly；还有一些组合词 night——midnight； warm——heart——warmhearted等，构词法在高中作为专项语法来训练，而在初中只是初步涉及而已，这本身就是个初高中衔接的问题。

（2）搞好初、高中英语语言知识的衔接，特别是在语法方面。为了弥补高一英语基础知识的缺漏，应结合新课教学的需要，将初、高中英语语言知识有机地结合起来，复习旧知识为新课打下基础，如：笔者在给学生补缺补漏的过程中就发现，他们的语法知识特别的差，于是就给他们补语法知识。可以发现，高中大部分的语法，初中都或多或少接触到，如高一的重要语法定语从句，多种时态的被动语态等，若对这些语法假以复习，则非常有利于新课程的掌握。初中英语以单句、并列句为多，而高中英语多复合句，所以我在高一英语初始阶段的教学中尽量地把复合句分解成简单句，再根据句法结构进行整合而成一个复合句。如定语从句：I didn’t like the way she spoke to me. 我把它分成两句简单句； I didn’t like the way. 与He spoke to me in that way.然后再把它组合成一个复合句，这样做就可以使学生在初中知识的基础上顺利地过度到高中知识的学习，使学生在高中知识的学习中不会产生畏难情绪，可以说高中语法是对初中语法的拓宽、加深与讲透。

二、对学生进行英语学习方法的指导并做好学生学习英语习惯的衔接

（1）对于听力理解，首先要让学生知道，“听的目的并不在于能听懂多少，而在于听本身”。要让他们多渠道、多方位地练习听，养成一种听的良好习惯，目的是练“耳感”，既要精听，更要泛听，两者相结合。同时，要求学生扩大课外阅读量，不仅是英文的，也包括中文的，只有知识面拓宽了，遇到听不懂的还能根据上下文的语境猜出一二来。

（2）对于阅读理解，像听力理解一样，一方面要精读，搞懂每篇课文的每个篇章、每个语段、每个句子甚至每个词汇；另一方面，更要泛读。根据《大纲》的要求，从高一年级起学生每天至少阅读一篇400字以上的文章，到高中毕业时，才能达到36万字的课外阅读量。在阅读时，既要选择不同的题材，又要选择不同的体裁，可以让学生选择适合自己的读物，如英文报纸、杂志、科普文章、英文简写小说、散文、小品文等。教师也可适当增加教学内容，每周拿出一节课去指导学生博览课外读物，对培养学生学英语的兴趣、丰富他们的各种文化知识是大有帮助的。只有当阅读量达到一定程度时，才能真正找到学英语的感觉，才能谈到阅读综合能力的提高。

（3）要培养学生自主学习的能力，让学生养成使用工具书和预习的习惯。初中阶段英语教学要求学生掌握约1500生词，200～300个短语以及基本的语法知识，其中常用词语200个左右，而进入高中以后，要求词汇量达到3500～4500。由于词汇量的增多，许多学生反映生词记不住，句子太难懂，文章太长，针对这种情况，指导学生选择一本英汉双解词典作为自己的良师益友，要求学生遇到词汇方面的疑问，主动地学会自己查词典求得答案，同时自备一本好的英语语法工具书，英语语法书应具有语法知识清单，又有高考真题和模拟题，要求学生遇到概念不清的语法时，自己查看语法书，进行自主学习。养成经常翻阅的习惯，在口、笔头实践中使学生有意识地运用所学的语法知识，正确地理解语言和运用语言。

初中阶段，由于教材的容量小学生有大量的时间在课上学习和巩固英语知识，并且，初中英语教材内容简单，学生通过课内的学习就能掌握所学知识了。然而，由于高中英语教材容量和难度都有了很大的提高，时间紧任务重，学生课前的预习与课后的复习就显得尤为重要了。事实证明，先预习再学习，先复习再练习，非常有助于提高学习效率，由于所学知识的难度加大，学生课前不预习，就很难当堂消化所学知识，由于高中的课容量大，学生不及时的复习，也不能理解和掌握所学的知识，教师应该让学生明白预习的意义。

三、注意初高中学生的心理转变，做好英语教学形式的衔接

学生在进入高中之后，对于英语学习最大的困惑就是：单词和句型都记住了，但是依然不能取得优异的成绩。进入高中后，考试的题型是听力、单项选择、完形填空、阅读理解、任务型阅读和写作，虽然和初中阶段的题型有一些相似，但是难度和广度发生了很大的变化。单选题大部分是对所学知识点的进一步运用和转换，完型和阅读考查的词汇量大，任务型阅读更要求学生有较高的分析，归纳和句型转化能力，写作的要求也比初中阶段高了许多。英语成绩的提高并非一朝一夕之事，学生在学习英语的过程中必然会遇到各种困难，这就要求学生培养对英语的兴趣，不断专研，持之以恒。因此，高中英语教师在高一上学期要特别注意学生的苗头，重视学生非智力因素的培养和衔接，把这些学生引上路，如果我们能在高一伊始就吸引住学生，激发学生对英语学习的兴趣，这无疑对今后的教学大有裨益。激发学生英语学习兴趣的途径很多，我们应多在细微之处下工夫，这就要求教师要多了解学生，细心观察学生，不断改进教学方法，激活学生学习英语的兴趣。

参考文献：

[1]余玉祥.高一英语教学中如何做好初高中衔接[J].中学英语园地：教学指导.2012年. 第28期 2 页 56-57页；

[2]苏静.Well Begun is Half Done——浅谈高一英语教学中的衔接策略[J].校园英语.2012年第13期 2 页 57-58页；

篇5：初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)

1. the then director of the Guiness Brewery

2. settle an argument

3. conclude that-clause

make/draw a conclusion

4. be popular with

5. hire sb to do sth

=employ sb to do sth

6. ever since

7. send in

8. set down the records

9. keep track of

10. in other ways

11. sth be put into different categories

12. amazing feats

13. live to be 100 years

14. reach a length of 10 meters

15. 10 meters long

16. blance a thing weighing 100 kilogrammes on his head

17. with an area of about 10 hectares

18. the most remote city

19. celebrate Hong Kong’s return to China

20. stand out

stand for

21.a moving life story

22.the fastest average speed

23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.

24.the then No.1 cyclist in the world

25.be diagnosed with cancer

26.mean the end of one’s career

27.go on to do sth

28.six years in a row

three times in a row

29.the same … that…

the same … as…

eg. This is the same pen as I lost.这只笔跟我丢的那只一样。

This is the same pen that I lost.这是我丢的那只笔。

30.lead sb to do sth导致/带领/使某人做某事

31.in the first place

32.be entertained by…

33.deeds and facts

34.be out to do sth 决心/企图做

35.make for interesting reading算的上是有趣的读物

make for good health对健康有好处

36.set a record创下一个记录

37.be dangerous to sb

38.contact sb

39.if all goes well,…

40.apply for the record

apply to sb for the job

41.inspect your attempt

42.a world record holder

43.try new tricks 尝试新的花样滑板

44.on the park’s skating ramp 在公园溜冰场

45.head down to sp 朝某地方走去

head for sp 前往某地方

46.hang ten玩滑板

47.a skilful skateboarder

48.give sb one’s permission

49.hold a grand opening 举行一个盛大的开幕式

50.see what it was all about 看个究竟

51.be around

52.sb be familiar with sth

sth be familiar to sb

53.be willing to do sth

54.overcome one’s fears

55.certer on

56.have fun

It is fun for sb to do sth 对于某人来说做某事是有趣的

57.fly through the air 在空中穿梭

58.wear helmet

59.enjor every minute 每分钟都很开心

60.a strong feeling of friendship

61.start a club 创办一个俱乐部

62.a new generation of sports 新一代的运动项目

Unit 1

1. 胡须;络腮胡子(n) 44.首先;第一;原先(p)

2. 钢丝(n) 45.突然猛烈地发出(p)

3. 八字胡(n) 46.将某人当中心(p)

4. 结束时说;达成;结束(v) 47.专心致志于(p)

5. 运动员的;体格健壮的(a)

6. 叙述;帐目;帐户(n)

7. 合适的;恰当的(a)

8. 长度;长(n)

9. 检查;视察(v)

10. 证实，确认(v)

11. 证明书(n)

12. 逐渐的;渐变的(a)

13. 空白;空隙(n)

14. 吸引;俘获;占领(v)

15. 熟悉的(a)

16. 因素;要素(n)

17. 头盔;安全帽(n)

18. 精力充沛的;充满活力的(a)

19. 外向的;爽直的(a)

20. 小心的;谨慎的(a)

21. 登记;注册;记录(v)

22. 航行者(n)

23. 峡谷(n)

24. 版本;版次(n)

25. 啤酒厂(n)

26. 租用;雇佣(v)

27. 技艺;功绩;伟业(n)

28. 公顷(n)

29. 凋谢;褪色;变弱(v)

30. 尝试;努力;试图(v)

31. 热情的;热心的(a)

32. 十年(n)

33. 委员会(n)

34. 迷住;使神魂颠倒(v)

35. 地球仪;球体(n)

36. 斜坡弯道(n)

37. 熟练的(a)

38. 滑板(n)

39. 管理;行政(机关);经营(n)

40. 许可;同意(n)

41. 寄送某处进行处理(p)

42. 记下，写下;让某人下车(p)

篇6：初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)

一、Goals & Contents

1. Knowledge

A. words (basic)

honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be into

B. words (optional)

solution, compass, , parachute, scared, formal, hike

C. Sentences

I don’t enjoy singing, nor do I like computers.

I hate hiking and I’m not into classical music.

Chuck is a businessman who is always so busy that he has little time for his friends.

Chuck is on a flight across the Pacific when suddenly his plane crashes.

He realizes that he hasn’t been a very good friend because he has always been thinking about himself.

He also learns that he should have cared more about his friends.

D. Phrases

have little time, surf the Internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to take

E. Grammar

Direct speech and Indirect speech.

2. Ability & Function

① Learn how to describe friends.

② Learn how to express your likes and dislikes

③ Learn how to make / offer apologies

④ Learn how to change the direct speech into indirect speech and vice visa.

⑤ Learn how to compose an e-mail.

二、Schedule and Procedures

1. Time Allotment

Period 1---Warming up & Speaking

Period 2---Listening & Talking

Period 3&4---Reading (plus“Pre-”&“Post-”& language study)

Period 5&6---Language study& Practicing

Period 7&8---Integrating skills &Assessing

2. Procedures

Period 1

Warming up & Speaking

Step One：Warming up

Teaching aims: how to describe a good friend

talking about likes and dislikes

1. Words to be studied

honest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby

2. Making sentences using the words above, for example,

I think a friend should be honest. He or she never tells lies.

A good friend is someone who is brave. He or she is not afraid of difficulties.

………………

How to carry it out:

1. Greetings to the Ss:

Good morning, everyone! Stand up! Sit down, please! Class is over!

How are you today?

2. Do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? The students are asked to describe one of their good friends. Let them use as many adjective words as possible. At the same time I will write these words on the blackboard.

Then I will explain some new adjective words. And ask Ss. to make sentences using them.

Step Two: Speaking

Teaching aims: learn how to express your hobbies: likes and dislikes

1. Words and phrases to be studied

be into, fond (of), classical, all the time, surf the internet

not……nor/neither……

2. Useful expressions

love sth./ to do / doing doesn’t/don’t like/ love sth

like sth. /to do / doing I think that……is terrible or boring.

enjoy sth./ doing sth. hate to do/doing sth.

be into sth. be not into sth.

be fond of sth./ doing sth. I can’t stand……

be crazy about sth. don’t/doesn’t enjoy sth./doing sth.

How to carry it out:

1. Ask them to make a self-introduction

Hi, my name is……. I am ……years old. And I like ……, I don’t like……, etc.

2. How to introduce their friends

Hi, everybody. …… is my good friend. He is ……. He likes ……. He doesn’t like ……. We’re friends because we have the same interests.

3. First ask the Ss. to read the text themselves. And then fill in the chart on page three. After that I will check the answers together. Then I will divide them into several groups and let them discuss the question who can be good friends. After about 5 minutes, I will ask them to answer it trying to use the useful expressions and tell the reasons. ( A group survey )

Name Terry

Gender Male

Age 24

Quality Optimistic

Honest

Likes Basketball

Traveling

Music

Dislikes Swimming

Telling lies

Period 2

Listening & Talking

Step One: Listening

Teaching aims: how to deal with the problems or misunderstandings happened among good friends.

How to carry it out:

1. Ask the Ss. to listen and find out what they (two friends) are arguing about and give suggestions to them in oral or written form.

2. Go on listening on WB on page 85.

3. Ask the Ss. if they have some other ways/methods to solve such problems. First divide them into several groups and then give them 5 minutes to discuss it. Let them decide what the most effective way to solve such problems is.

Keys to textbook on page 2

1. Peter is often late for football practice. I think that he should try to be on time in the future.

2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.

3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.

Keys to workbook on page 85

1. Solution: Try to understand your friend/Try to talk about the problem in a different way.

2. Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.

3. Solution: Keep your secrets to yourself.

Step two: Talking

Friends often help each other. But sometimes there are some misunderstandings or unpleasant things occurring among them. To learn the skills or strategies is very important to keep good friendship. Under such circumstances, a simple apology is enough and works well. But how to make apologies?

Teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.

Words and useful expressions:

work vi. 工作，起作用，行得通

a. She works in a restaurant.

b. The machine won’t work.

c. Your suggestion works well.

why did/didn’t you……?

You promised to ……

I am very sorry……

Please forgive me.

I forgot.

It won’t happen again.

You said that you would……

How to carry it out:

1. Study the example on page 85.

First, hand out cards. Divide the Ss. into several groups, and let them choose their cards and make a short conversation using the expressions on page 86. Then I will check it one by one.

2. Finish the exercises 2 on page 86.

3. Think of some other situations and let the Ss. discuss and find out the solutions and then act them out.

Homework:

a. copy some words

b. make a name card.(full name, age, likes, dislikes……)

Period 3&4

Reading

How to carry it out:

Pre-reading:

1. Ask the Ss. to read the questions of pre-reading. First I will explain some new words.

Match: a piece of short wood which can be used to make fire.

Some phrases: strike a match; put a match to sth; matchbox (box for holding matches). Mirror: a piece of glass which can be used to reflect images.

Some phrases: a driving-mirror; a hand mirror; look at yourself in the mirror.

Fry: to cook or be cooked in boiling fat or oil.

Gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.

Hammer: you may use a hammer to hammer a nail into the wood.

Saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.

Rope: 绳子

Compass: the instruments that can be used to distinguish the directions.

2. Then let them make up sentences using the new words.

3. I have to divide the class into seven groups, in each group there will be eight students. And I will make them discuss the questions and illustrate their reasons. I will make the students elect one captain for each group and report their reasons. The captain of each group can have a same idea or a different one. Then if the other groups don’t agree with the speaking group, they can debate.

I think a knife is the most useful, because I could use it to cut things, to fight animals, and to …….

Andy thinks that a box of matches is the most useful, because ……

Reading the whole text:

1. Brief introduction to Tom Hanks

2. Some background knowledge to this famous film Cast Away

3. List some simple questions on this passage to let the Ss. find the answers while reading the text. And then make them answer them.

Who is Chuck Noland?

Why did he land on a deserted island?

How many years had he stay there?

Is he alone?

…………

4. Finish the first two questions of post-reading on page 4.

5. Divide the whole class into several groups to discuss Question 4 of post-reading on page 4 or hold a debate among them.( Divide them into four groups. Each group represents one view of points.)

6. Explain the language points in the text one by one. At the same time, make them make up sentences using what they have learnt.

Homework:

a. Try to memorize the new words & expressions.

b. Try to recite the third paragraph.

c. Write a composition: words limits: 100

If you were alone on an island, what would you do in order to survive?

7. Some knowledge points:

a. In the movie Cast Away, Tom Hanks played a man named Chuck Noland.

Cast: cast, cast. To throw sth. on purpose or with force.

Cast sb. away: usually used in the passive voice. It means that leaving sb somewhere because of the wreck.

Play: to act the role of sb. e.g. he is playing Hamlet on the stage

b. Chuck is a businessman who is always so busy that he has little time for his friends.

So +adjective / adv. + that + a sentence 如此. ……. 以至于……..

e.g. That shirt is so nice that I have to buy it even if I have to borrow some money from my friends.

He did so well that he was praised by the boss.

c . (phrase) a successful manager

all over the world / country

d. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

“When” means “just at that time”. It is usually used in the following structures:

a. be + prep. Phrase + when

e.g. we were at work that afternoon when suddenly a fire broke out.

b. be doing sth. + when…

e.g. we were having a meeting when someone broke in angrily.

c. be about to do sth. + when …..

e.g. I was about to go out when someone knocked at the door.

e. Chuck survives the crash and lands on a deserted island.

Survive: continue to live or exist in spite of nearly being killed or destroyed.

Survive an earthquake, accident, etc.

幸存的人或物+survive+事故 / 事件

e.g. the plants may not survive the frost.

Deserted: with no one present. A deserted street, area, etc.

Desert n. 沙漠

d. all alone: all by himself or it means that only by himself.

e. He has to learn how to collect water, hunt for food, and make fire.

f. challenge: N. invitation or call to take part in a game, contest, fight, etc. to prove who is better or stronger, etc.

challenge (to sb)(to do sth.)

to issue / accept a challenge.

Challenge V. challenge sb (to sth.) e.g. challenge sb to a game of tennis.

Challenging adj. 具有挑战性的，激励的 e.g. a challenging job, test.

g. In order to survive, Chuck develops a friendship with an unusual friend---a volleyball he calls Wilson.

In order to do sth. means “ so as to” but “so as to” could not be used in a negative sentence.

Develop a friendship with sb.

h. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.

Realize(se): understand e.g. I realized that they had told the secret the others before they told it to us.

Have / has been doing sth. 现在完成进行时

Think about and think of:

作“考虑”和“想起”解时两者同意，可以互换使用。但是作“对……有看法”或“评价”时则只能使用think of.

e.g. do you ever think about your childhood?

What do you think of the film?

i. even if is equal to even though. 让步状语从句

j. He talks to him and treats him as a friend.

Treat……. as(pre.)….. e.g. I decided to treat his words as jokes.

k. share happiness and sorrow

share: to have or use sth. with others.

share sth. (with sb.) e.g. there is only one bedroom, so we have to share. I mean I have to share the bedroom with you.

Sorrow: great sadness

l. it is important to have someone to care about

it is +adj. +to / for sb to do something

e.g. it is difficult for us to pass CET 4

it is very kind of you to help me with my homework.

m. Care about: be worried, concerned or interested. 忧虑，关心，惦念

e.g. People all over the world are caring about the future of Iraq.

They don’t care about what will happen to the family.

Care for: (一般用于疑问句和否定句) 喜欢或爱某人;照看，照顾某人;(否定句)对某人或某事物爱好或喜爱

e.g. he cares for her deeply.

Who will care for him if his wife dies?

I don’t care much for opera.

n. He also learns that he should have cared more about his friends.

Should have cared: should have done, this is the subjunctive mood. It means that you should do something, but really you didn’t do that.

o. We must give as much as we take.

As + adj. / adv. +as + noun. / a sentence

e.g. You should finish the work as early as possible.

We will do the work as well as we can.

Can you give me the apple as big as yours?

p. human being: man, woman or child; person

q. The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

此句的基本结构是the lesson is……..that……..

Who 引导的是定语从句修饰的是all the others, 但that 引导的是表语从句，在表语从句中必须使用陈述语序。

e.g. the trouble is that I have lost his address.

r. such as and for example: such as + noun. For example, +noun or sentence and the phrase for example can be used at the end of a sentence.

e.g. many people, such as children and old men, lost their lives in the war.

Many soldiers, for example, Lei Feng, have done very great deeds in their lives.

s. friendship helps us understand who we are.

help sb +to do / do sth.

You may help me to finish the job.

Period 5&6

Language study& Practicing

Teaching aims: Learn the rules of transformation of the Direct and Indirect Speeches and transform them fluently and correctly.

How to carry it out:

1. Greetings to the Ss.

2. Dictation of words & phrases.

3. “Word study” on Page 4. Fill in and then translate them.

4. “Vocabulary” on page 87 in WB.

5. Give instructions on the translation work and do “Vocabulary 3”. Let the Ss. hand it in.

Grammar Study

当我们引用别人的话时。如果我们引用别人的原话，那么被引用的部分就叫直接引语，一般用“ ”引起来。如果我们用自己把意思转述出来，那么这样的话称为间接引语。间接引语在多数情况下都构成一个宾语从句。由直接引语转化成间接引语可以分成下面几种情况：

1、如果直接引语是一个陈述句，在变成间接引语时一是要用连词把主句和从句连接起来，that可省略。二是根据意思改变人称，三是直接引语的动词的时态要作相应的变动。四是根据意思将指示代词、地点及时间状语等作必要的变动。

⑴Lin Tao said, “I am ready.”

Lin Tao said (that) he was ready.

⑵He said (to me), “I have left my book at home”

He told me that he had left his book at home.

⑶She said, “I will come here again tonight.”

She said (that) she would come there again that night.

2、在引用一个疑问句时，要用连词whether或if连接起来，不能省略。此外还要把人称、时态，时间和地点状语作相应的变化，从句一定要用陈述语序。

He asked, “Can you come here tomorrow.”

He asked (me) if I could go there the next day.

He asked, “ are you a teacher?”

He asked me whether / if I was a teacher.

3、如果直接引语是特殊疑问句，那么特殊疑问句作连词，连词不能省略，然后人称、时态、时间状语等仍需适当的变化，引语的语序为陈述语序。

⑴.He asked, “How are you getting along with your studies.”

He said me how I was getting along with my studies.

⑵.She asked, “Where will you have lunch ,Tom.”

She asked Tom where he would have lunch.

(3) She said, “ what are you doing?”

She asked me what I was doing.

时间改变可以用下表表示：

直接引语间接引语

一般现在时一般过去时

现在进行时过去进行时

一般将来时过去将来时

一般过去时过去完成时

现在完成时过去完成时

过去完成时过去完成时

现在完成进行时过去完成进行时

注意：如果直接引语表达的是客观事实，或当时直接转述，时态不用变。如：

The teacher told us that the earth turns around the sun.

4、一些常用词改变规律表：

在直接引语中在间接引语中

指示代词 This That

These Those

表时间的词 Now Then

Today that day

This week(month ,etc) that week(month)

Yesterday the day before

Last week(month) The week (month etc) before

Three days (a year, etc) ago three days (a year etc) before

Tomorrow the next (following)day

Next week(month) the next (following)week

地点 Here There

动词 Come Go

5、如果直接引语是祈使句，将say变为ask或tell等，直接在动词前加“to” 。否定式加not to，这个请求或命令由一个复合宾语表示出来。

He said, “Come in, please.”

He asked me to come in.

He said, “Don’t do that again ,Peter.”

He told Peter not to do that again.

Grammar exercises 1:

Ask someone to answer.

1. Do “Grammar” 1 on Page 5 in SB, paying enough attention to the students’ common errors.

2. Do “Grammar” 1 on Page 87 in WB.

3. Do “Grammar” 2 & 3 individually, in pairs, or in groups. Of course, this part can be assigned for the students’ homework.

4. “Grammar” 2 on Page 5-6 in SB is optional. You may do it by way of pair work or group work, or even simply omit it. But in this part, I should emphasize some words and phrases:

be angry with sb.

miss sth / sb.

reef: 焦，焦脉.

not any longer=not any much

take care of =look after

I am scared.

Homework:

Finish Question 2 on page 87 after class. And check it next period.

Period 7 & 8

Integrating skills &Assessing

Teaching aims: how to compose an E-mail

How to carry it out: