Unit1Othercountries，otherculturesTask2Thoughtsonthedesign:这节课后面的内容说多不多，说少不少，其中Skillsbuilding2部分是口语练习，主要学习如何请人重复所说的话。这一部分可以结合语法中的间接引语的复习，帮助学生学习“请求重复信息”的一些日常用语以及重复所讲内容时可能需要注意的时态一致的问题，并结合上一节课的听力内容进行操练。此后，根据写作要求指导学生完成行程安排表。当然，把安排表转化成一篇通顺、连贯的文章也是高考对学生写作能力的要求之一。所以在本课最后，将结合高考的要求让学生在自拟一则安排表的基础上写一篇口头通知。Teachingaims:AfterlearningSkillsbuilding2,thestudentswillbeabletousedifferentexpressionstoaskforrepetitionofinformation,especiallyofimportantinformation.Atthesametime,theyaresupposedtopractiserepeatingasentence,usingcorrectindirectspeech.AfterlearningSkillsbuilding3,thestudentswillbeabletohaveaclearerunderstandingofwhatshouldbepaidattentiontowhenwritingatravelplan.Then,withtheinformationfromStep1andStep2,theyshoulddrawupatravelplanfortheorchestra’striptoNewYork.However,theyshouldalsolearntoturnatravelplanintoacompletespeech.Aswellaslanguageknowledgeandskillsinoralrepetitionandwrittenworkinatravelplan,thestudentsshouldalsorealizetheimportanceofgoodmanners,especiallyinaskingforrepetition.Teachingprocedures:Step1Tellthestudentssomethingaboutyourself.Thensuddenlystopandask:Sorry,whatdidIsayjustnow?Getthestudentstoretellyourwords,usingindirectspeech.Readthesentencesonthescreenandhavethestudentstoturnthemintoindirectspeech.1.“Youshouldbemorecarefulnexttime,”hisfathersaidtohim.2.Mr.Wangsaid:“IwillleaveforShanghaionbusinessnextmonth,children.”3.“Ihaven’theardfrommyparentsthesedays,”saidMary.4.Thegeographyteachersaidtous,“Themoonmovesaroundtheearthandtheearthgoesroundthesun.”5.Shesaidtohim,“It’stimethatyoulefthere.”Answers:1.Hisfathertoldhimtobemorecarefulnexttime.2.Mr.WangtoldthechildrenthathewouldleaveforShanghaionbusinessthenextmonth.3.Marysaidshehadn’theardfromherparentsthosedays.4.Thegeographyteachertoldusthemoonmovesaroundtheearthandtheearthgoesroundthesun.5.Shetoldhimtoleavethere.[Explanation]直接引语和间接引语的转换，不仅是中学阶段语法学习的一个重点和难点，也是日常英语会话经常见到的一种语法现象。借助本课的学习，及时复习一下相关语法知识，还是很有必要的。Step2Say:Whenaspeakerspeaksveryfast,andyouneedtomakesurethatyouhavegotthecorrectdetails,whatwouldyoudo?Sometimes,itisimportantforustoaskforrepetitionorrepeattheinformationyourselveswhenevernecessary.Now,pleasepresentasmanywaysofaskingforarepetitionaspossible.Rememberthatyoushouldbepolitewhenaskingforrepetition.●Pardon?●Wouldyoupleasesaythatagain?●Wouldyoupleasesaythatmoreslowly?●I’msorryIcan’tfollowyou.●I’msorry.Didyousay…?●I’msorry.Couldyourepeatthat?●CouldIhavethatnumberagain,please?●Couldyouspellthatforme?…Getthestudentstoworkinpairsandpractiseaskingforrepetitionandmakesurethatyoucanusethelanguageitemslearntinthispart.Step3Readtheinstructionsandrole-playtheconversation.Makesurethatthestudentshouldaskforrepetitionwherethereisanasterisk.Forexample:Student:Goodmorning,sir.IamplanningaculturalexchangetourforourschoolorchestratoNewYork.MayIaskyousomequestionsaboutplacesinNewYork?Travelagent:Sure.Whatdoyouwanttofindout?Student:IsthereaguidedtouratCarnegieHall?Travelagent:Yes,thereareguidedtours.Student:Great,thenwhataboutLincolnCenterforthePerformingArts?(*)Travelagent:Thisisaplaceyoucan’t...
