(共13张PPT)
人教选择性必修第三册
Unit 3
Using Language (I)
Talk about air pollution
教学目
Lead-in
※ What have you learnt from the reading passage in
Reading and Thinking
※ Where do greenhouse gases come from
1
2
To learn about the hazards and causes of smog in London, and learn to summarise the information you got by listening
To use "referring to common knowledge" functional sentence patterns properly to express ideas
目标一：To learn about the hazards and causes of smog in London, and learn to summarise the information you got by listening
Activity 1: Before listening.
What information can you get from this picture
How do these situations influence your life
Task 1 Look at the pictures below and discuss the questions in groups.
Suggested Answers:
1. I can get information about where the pictures were taken, for
example, the bridge is in London, and the chimneys are in a power
station. Both places look very polluted. I can see that the car is
powered by electricity as it is plugged in. I can see some coal
being burned. These pictures tell me that the interview is probably
about energy and pollution.
2. These situations influence my life not only by providing electricity
for me, and transporting me, but also by polluting the air I breathe.
Task 2 Find out some key words in Activity 2 of the book and guess what they will be talking about.
1. The expression “smog” originated in Britain and means a
combination of “smoke” and “fog”.
2. Smog became a severe problem in Britain because people at
that time burnt lots of fossil fuels.
3. The worst smog in British history happened in London in 1942.
4. The Great Smog of London claimed 5,000 lives.
5. Later, the UK government ordered people not to burn wood in
their homes.
They will probably be talking about air pollution. For example, the definition of “smog”, the serious situation of “smog”, and government’s measures to deal with “smog”.
Activity 2: While listening.
Task 1 Listen to an interview with an air pollution expert and decide whether the statement are true (T) or false (F).
1. The expression “smog” originated in Britain and means a
combination of “smoke” and “fog”.
2. Smog became a severe problem in Britain because people at
that time burnt lots of fossil fuels.
3. The worst smog in British history happened in London in 1942.
4. The Great Smog of London claimed 5,000 lives.
5. Later, the UK government ordered people not to burn wood in
their homes.
T T F F F
Task 2 Listen again and take notes on what the expert said. Then summarise the information you got from the interview.
Ben Drake, an expert on air pollution, is being interviewed on the radio. He said that smog was a severe problem ______________ century in Britain. At that time. Britain was experiencing a boom in ________. Factories and homes _____________, which created smog. He also mentioned the heavy smog in London ___________________________ ____________ in 1952. Later the UK government restricted ____________ in homes and forced factories to ____________________. As smog is harmful to everyone, the expert advised us to __________________________________, use _____________________, and further develop _______________.
in the early 20th
industry
used lots of coal
was particularly bad and caused
over 4,000 deaths
burning coal
move away from city centres
replace coal with cleaner forms of energy
new energy-efficient vehicles
green technology
Summarise information
In active listening, summarizing help you review the key points of a speaker’s message. In order to write a good summary, you must take motes of the most important points as you listen. When summarizing, you need to be as concise as possible and use your own words.
目标二：To use "referring to common knowledge" functional sentence patterns properly to express ideas
Activity 1: Work in groups. Discuss the questions.
Task 1 Look at some pictures about smog, then answer the Question 1.
1. Have you experienced heavy smog where you live Have you seen
photos of big cities under clouds of smog What is it like
Suggested Answers:
1. I have occasionally experienced heavy smog where I live. I have
also seen pictures of heavy smog over cities. It is very thick and
hard to see through. There is no doubt that it is not a good thing.
Task 2 Answer the Question 2~3, and the expressions in the box may help you.
2. What do you think are the major causes of smog in China
3. What measures have the government and citizens taken to help
address the problem
Referring to common knowledge
Everyone knows that … There is no doubt that …
Most people think that … We all know that …
As is known to all, … It is obvious that …
Suggested Answers:
2. Industry and vehicles are the major causes of smog in China.
3. Most people think that pollution at a certain level is a necessary
result of growth, but the government is taking measures to keep it
in check by developing green energy solutions and controlling
factory and vehicle emissions.
Now have you learnt to summarise information (共26张PPT)
人教选择性必修第三册
Unit 3
Using Language (II)
Write a report on an environmental issue
教学目
Lead-in
※ What kinds of environmental issues do you know
1
2
To know the causes and treatment measures of water pollution in Li River and learn the discourse structure and writing methods of the report style by reading
To write a report on an environmental issue
目标一：To know the causes and treatment measures of water pollution in Li River and learn the discourse structure and writing methods of the report style by reading
Activity 1: Look at the title and the picture below and discuss
the questions.
1. What do you know about the Li River Have you ever been there
2. What do you think might have caused water pollution in the Li River
Suggested Answers:
1. Li River is one of the most beautiful and popular river landscape in
China. It is over 100 miles long and is surrounded by the famous karst
mountain formations.
2. As the Li River is very popular with tourists, I think the pollution may
have been caused by tourists and tour boats on the river.
Activity 2: Read the report and then answer the questions.
1. What were some of the negative effects on the Li River as a result of the
growth in tourism
2. What measures have been taken to improve the Li River’s water quality
3. What is the "River Chief System”
Answers:
1. Negative effects from the growth of tourism on the Li River include
garbage being thrown by tourists and kitchens on tour boats dumping
cooking oil into the river. Because of the success of tourism, the
population and number of enterprises also rose, meaning there was more
waste going into the river.
2. Waste water treatment, household waste collection and transport facilities
have been improved. Dozens of polluting businesses were moved or
closed. New rules about waste disposal and fines for abusers were
introduced. Authorities used the media to spread awareness of the issue.
3. The "River Chief System" holds senior officials responsible for reducing
water pollution.
Activity 3: Study the organisation and language features.
Task 1 Read the text again and complete the paragraph summaries.
Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4
Introducing the topic Describing the ______________ Presenting some ______________ Presenting further
______________
problem
solutions
solutions
Task 2 Draw a mind map for each paragraph with your partner.
Para. 1 Introducing the topic
Report
What
Where
Purpose
Water pollution in Li River caused by tourism
The beautiful River Li in China’s Guangxi
Zhuang Autonomous Region
This report looks at the problem of water pollution and some actions that have been taken to deal with it.
Para. 2 Describing the problem
Report
When
How
Previously / in recent years
① The rise of tourism: more tourists, tour
boats, kitchens on board
② Local population growth
③ The development of commercial and
industrial enterprises
④ The use of chemicals in crop production
Para. 3 Presenting some solutions
Report
Who
Solutions
Effect
The government
A comprehensive initiative
The beauty of the Li River will be preserved for generations to come
Para. 4 Presenting further solutions
Report
What else
expectations
“Water Ten Plan” and other initiatives
With such campaigns in effect,
China's waterways are heading
towards a clean and sustainable future.
Task 3 Draw a mind map to show the factors that caused the pollution.
Li River
Pollution
Increasing number of tourists
Tourists throwing
rubbish in water
Tour boats throwing
cooking oil in water
Rise in number of commercial and industrial enterprises =more waste
More chemicals for crop production going into water
Local population rise to meet tourism demand = more household waste
Activity 4: Identify language points that you want to share with your
partner. Discuss in groups and then share with the class.
1. Previously, water quality in the Li River had suffered greatly from an
increasing volume of tourists, ….以往，漓江的水质因游客量的增长遭到了严重破坏，……
volume n. 量；体积；（成套书籍中的）一卷
volume作为名词，常用来表达“数量”意义，其数量概念大多与体积、容积有关；也与整个物体的移动过程有关，常表达流量、吞吐量、消耗量、工作量等，例如the volume of rain water，so much volume of traffic，the volume of work等。
【词语辨析】volume, quantity, amount
volume, quantity和amount都可以表示“数量”概念，但三者在实际的使用中略有差别。quantity表达“数量；数额”等含义时，用以说明事物“多少”的问题，常和large, enormous, high以及small, limited, minimum等程度形容词连用组成短语。这种表达数量的短语既可以修饰可数名词也可以修饰不可数名词，例如：a large quantity of water, a limited quantity of services等。amount可以用作动词，意为“总计；共计”；也可以作名词，用来表达“总量”或“数量”之意义，常用来修饰不可数名词。例如：the amount of money, a massive amount of time, huge amount of food, the amount of your investment等。
2. These chemicals led to severe water quality issues, causing a
decrease in the number of fish species. 这些化学物质导致了严重的水质问题, 造成了鱼的品种数量的减少。
【句型剖析】
causing a decrease. . . 为现在分词作状语。
现在分词和动词不定式作结果状语的区别
(1)The earthquake hit the area, causing a great loss in economy. (现在分词表示自然而然的结果)
(2)He got up early to catch the early bus, only to find that the bus had left. (动词不定式表示意料之外的结果)
3. Local officials were concerned that the pollution was damaging the
natural environment and felt that urgent steps should be taken to restore the river’s original beauty. 当地官员担心污染正在破坏自然环境，认为应该采取紧急措施恢复河流原有的美丽。
restore vt. 恢复；使复原；修复
【归纳拓展】
※ to restore sth. (to sb. ) 恢复(某种情况或感受)
※ restore sb. /sth. to sth. 使复原；使复位
※ restore sth. 修复；整修；使复原
4. As the same time, they started to carry out inspections regularly and
fine tourist organisations for abuses. 与此同时，他们开始对旅游组织滥用职权的行为进行定期检查和罚款。
fine vt. 对……处以罚款
【归纳拓展】
※ fine sb. for (doing) sth. 因某事而惩罚某人
※ be fined for (doing) sth. 因某事而被惩罚
e.g. He was fined 50 yuan for smoking in the public place.
目标二：To write a report on an environmental issue
Activity 1: Use what you have learnt to write a report on an
environmental issue.
Task 1 Choose an environmental problem that directly affects you or your local community. Research the issue on the Internet. Consider the following questions:
What is the issue Why does it need to be dealt with
Where does the issue occur What are its causes What effects does it have
What actions have been taken so far？ What future actions are planned
Has the issue been dealt with well Is it likely to be solved completely Why or why not What alternative solutions are possible
Task 2 Refer to the paragraph structure table in Activity 3 and write an outline of your report using a mind map or table.
Paragraph 1 Topic: what + why necessary
Paragraph 2 Problem: where cause effect
Paragraph 3 Measures: actions + future actions
Paragraph 4 Further solutions (alternatives)
Task 3 Collect some phrases related to environmental protection, then write your report.
white pollution 白色污染
household garbage 生活垃圾
motor vehicle emissions 机动车辆排放
develop renewable resources 开发可再生资源
water resource conservation zone 水资源保护区
face the challenge of the global warming 面对全球变暖的挑战
raise the awareness of environmental protect 提高环保意识
get worse and worse/get from bad to worse 变得越来越糟
the destruction of our environment 环境的破坏
Example:
Activity 2: Exchange drafts with a partner. Use this checklist to give
feedback on your partner's draft.
Does the writer describe the environmental issue clearly
Do the measures taken to deal with it sound effective
Does the writer use correct grammar, punctuation, and spelling
Activity 3: Get your draft back and revise it. Then present your
report to the class.
Sample writing:
Litter is a big issue in our local community. We must deal with it because it is bad for local wildlife and it makes our community look terrible.
This mostly occurs in our local park. It is caused by people dropping food wrappers from the nearby fast food restaurant.
So far, we make sure the park is cleaned every day. We have added more rubbish bins in the park to make it easier for people to dispose of this waste. We also spoke to the fast food restaurant and asked them to encourage people to dispose of their waste properly.
There is a plan to add more bins and signs to inform people about the need to dispose of waste properly. We have also asked the restaurant to provide help in cleaning up their waste.
The issue has been dealt with well, but more work is needed, It is hard to deal with these issues because there is a never-ending source of waste as people will always need to buy food. In the future, the best solution would be to find alternative ways of packaging.
Summaries the causes and treatment measures of water pollution in Li River.(共31张PPT)
人教选择性必修第三册
Unit 3
Reading and Thinking (I)
Discuss climate change
教学目
Lead-in
视频：Climate change
1
2
To understand the causes of global warming and learn to draw a diagram to show the greenhouse effect by reading an explanatory text on climate change
To use the key words and phrases in the context, and learn to accumulate and distinguish synonymous words
目标一：To understand the causes of global warming and learn to draw a diagram to show the greenhouse effect by reading an explanatory text on climate change
Activity 1: Find out the new words and phrases. Read the words
and phrases, and say their Chinese meanings loudly.
graph
starve
melt
emission
ecology
seal
release
dioxide
carbon
methane
sustain
habitable
fossil
worldwide
comprehensive
fuel
frequently
trend
broadcast
restrict
footprint
policy
seize
Activity 2: Before you read, look at the graph and the picture
below and discuss these questions in groups.
1. What is the graph about What information can you
get from it
2. Have you ever seen the photo before What might be
the story behind it
1. The graph shows the change in the Global Surface Temperature between 1920 and 2016. It shows the temperature anomaly,
which shows how much the temperature has risen above what it would usually be at a base level.
2. I haven't seen this photo, but I have seen photos like it. The story is that the polar bear starved to death because it could not find enough to eat.
Activity 3: Fast reading.
Task 1 Read the text quickly and answer the following questions.
1. What type of writing is this passage
A. Argumentative writing B. Narrative writing
C. Expository writing D. Advertising writing
2. In which part of a newspaper or magazine may we find this passage
A. Entertainment B. Economy
C. Education D. Environment
Task 2 Match the main idea with each part.
Part 1
(para.1-2 )
Part 2
(para. 3)
Part 3
(para. 4)
Part 4
(para. 5)
The evidence of dramatic climate change that had an impact on Earth’ ecology
The cause of the increase in the global average surface temperature
The consequences of the rise in temperature
The solutions to reducing greenhouse gas emissions
Activity 4: Make a mind map for each part.
Part 1 (para. 1~2) Evidence of climate change
Evidence
A graph showing rising global temperature
A warming ocean and atmosphere along with melting ice and rising sea levels
Dead polar bear in Norway’s Arctic island of Svalbard
Part 2 (para. 3) A key climate process called the "greenhouse effect"
Greenhouse effect
natural greenhouse effect
man-made greenhouse effect
keeping Earth's climate warm and habitable
causing Earth’s surface temperature to rise quickly if too much heat energy is trapped
Part 3 (para. 4) The consequences of the rise in temperature
Consequences
an increase in extreme weather and natural disasters worldwide, causing serious damage and costing of human lives
This warming trend will probably continue.
Examples: News reports are frequently broadcast about extreme rainstorms and heatwaves causing deaths and economic losses.
Part 4 (para. 5) Solutions to the environmental problems
Solutions
The attention and awareness of everyone
The government: making policies and
taking appropriate actions and measures
Individuals: reduce our “carbon footprint”
Activity 5: Read the text carefully and answer the questions.
1. What happened to the polar bear in the photo Why did the writer
write about it
2. Why is the “natural”, greenhouse effect important and necessary
3. What are the consequences of high greenhouse gas emissions
4. Why did the author mention the climate scientists' warning
5. What is the author’s purpose of writing this text
Suggested Answers:
1. The polar bear in the photo died of starvation. The writer wrote about it
because it showed one of the effects of rising temperatures due to climate
change.
2. The "natural" greenhouse effect is important because it warms the Earth's
surface and keeps it habitable.
3. High greenhouse gas emissions lead to more heat energy being trapped in
the atmosphere and rising temperatures.
4. The author mentioned the climate scientists' warning because it is essential
that we take action and so it needs to be brought to everyone's attention.
5. The author's purpose is to inform the reader and inspire them to do whatever
they can to deal with this problem.
Activity 6: Read the text again and create a diagram describing
how the greenhouse effect works.
Draw a diagram
Diagrams are very useful tools that can be used to brainstorm ideas, map out processes, show cause and effect relationships, explain a new idea or concept and so on. When you read an essay about scientific issues, you can try drawing a diagram, which will not only allow you visualise the problems more clearly but also can help demonstrate your creative thinking and problem-solving.
Suggested Answer:
Activity 7: Discuss these questions in groups.
1. What examples of extreme weather and disasters do you know
Can you make a list
2. Do you think climate change is the result of human activity
Give your reasons.
3. Who do you think should take responsibility for dealing with
climate change What can we do
Suggested Answers:
1. There are sadly many examples of extreme weather and disasters I know
of, such as the extreme rainfall in France and the drought in East Africa
in 2014. There were also heatwaves on nearly every continent due to
climate change.
2. I do think that climate change is the result of human activities because
the majority of scientists also think so, and also because global
temperatures have followed the rise in global emissions and population.
3. I think we all need to take responsibility for dealing with it. Individuals
can change their behaviour and try to reduce their carbon footprint, while
companies and governments can do the same on the larger scale.
人教选择性必修第三册
Unit 3
Reading and Thinking (II)
Build up your vocabulary
目标二：To use the key words and phrases in the context, and learn to accumulate and distinguish synonymous words
Activity 1: Identify language points that you want to share with your
partner. Discuss in groups and then share with the class.
1. An expert who has studied polar bears for many years said that from
the position of its dead body, the bear appeared to have starved and died.一位研究北极熊多年的专家说，从它尸体的位置来看，这只熊似乎是饿死了。
starve vt.&vi. (使)挨饿；饿死
【归纳拓展】
starve to death 饿死
starve for 渴望；急需
starving adj. 饥饿的；挨饿的
starvation n. 饿死；挨饿；绝食
2. The heat is released back into space at longer wave lengths. 热量以更
长的波长释放回太空。
release vt. 释放；排放；发布
【归纳拓展】
(1) release sb. from 将某人从某地释放
release sb. /sth (back) into 将某人/某物放回到……中
release news 发布消息
(2) release n. 释放；发布；发行
e.g. Action had been taken to speed up the release of cheques.
【词语辨析】free, liberate, release, discharge
这些动词均含"解放，释放"之意。
free: 指不再受任何限制、约束、阻碍和压迫，完全可按自己的意
志行事。
liberate: 常指从束缚和压迫中解放出来，强调获得最终的解放。release: 侧重指放松限制、解除监禁或免除义务。
discharge: 强调把某人或某物从监禁、束缚中释放出来。
3. Without this process, Earth could not sustain life. 没有这个过程，地
球就无法维持生命。
sustain vt. 维持；遭受；承受住
(1) sustain vt. 是个多义词语，可表示：
①维持，保持；②支撑，支持；③支援，救济；④经受，遭受， 忍受 (不愉快的事情)；⑤供养，承担；⑥证实；⑦扮演
(2) sustainable adj. 可持续的；合理利用的
【词语辨析】back, uphold, support, sustain, advocate
这些动词均有"支持，支援，拥护"之意。
back: 通常指对论点、行动、事业等的强有力支持。
uphold: 既可指积极努力对陷入困境者的支持，也可指给某人在行
动、道义或信仰上的支持。
support: 含义广泛，多指在道义上或物质上支持某人，也可指对某
项事业的支持。
sustain: 侧重指连续不断的支持。
advocate: 多指通过写文章或发表演说等来支持或拥护，往往暗示提
倡某事或为某事辩护。
4. It is our responsibility to seize every opportunity to educate everyone
about global warming, along with its causes and impacts, because… 我们的责任是抓住每一个机会教育每个人关于全球变暖，及其原因和影响，因为……
seize v. 抓住；夺取；控制
【归纳拓展】
seize sth. from sb. 从某人那里夺取某物
seize a chance/an opportunity 抓住机会/机遇
seize on/upon sth. 突然对某事大为关注； 抓住
e.g. The robber tried to seize the handbag from the young lady.
Activity 2: Complete the sentences with the correct forms of the words
in the box.
broadcast comprehensive ecology starve seize
1. The Amazon basin, known as the “lungs of the world”, not only provides some __________ balance for the planet, but also food and resources for the local natives.
2. Thousands of baby penguins ________ to death because the changing climate forced their parents to leave them and travel long distances in search of food.
3. Many experts link China's economic success to the ________________ reform that China has undergone since 1978.
4. The speaker said the media should make more ___________ that spread awareness of the climate crisis and possible solutions.
5. To deal with climate change, we must _________ the initiative to do whatever is necessary to protect our environment.
ecological
starved
comprehensive
broadcast
seize
Activity 3: Complete the passage with the correct forms of the words in
the box.
fuel policy release restrict sustain trend
Carbon dioxide is __________ through human activities such as destroying forests and burning fossil _______, as well as natural processes such as volcanic eruptions. The measurements by climate experts show a rising ______ of carbon dioxide emissions. If this continues, our planet will face further environmental disasters. In response to this environmental issue, China is implementing significant _________ and measures to address climate change, aiming to ________ coal consumption, promote a harmonious relationship between man and nature, build a ___________ energy system, and advocate a moderate, green, and low-carbon lifestyle.
released
fuels
trend
policies
restrict
sustainable
Activity 4: The following words and phrases can all mean “to make
something happen”. Finish the two tasks.
cause be responsible for bring about lead to result in
Task 1 Look them up in the dictionary and discuss their differences.
cause
be responsible for
bring about
lead to
result in
to make sth. happen, especially sth. bad or unpleasant 负面事件
一前一后的因果联系，一般可预期
未可预的，可负面事件 ——“致使”
随之而来, 如影随形
being able to be blamed for sth. “罪魁祸首”
Example:
According to the report submitted by researchers, between 20 and 25 percent of all annual, carton dioxide emissions are caused by the destruction of tropical forests.
A breakdown in the computer system was responsible for yesterday's chaos in the subway station.
Task 2 Create sentences of your own using each of them.
Suggested Answers:
Most scientists believe climate change is caused by burning fossil fuels.
Every person should be responsible for their own waste when they are out and about.
It may seem hard to bring about real change, but we must not give up hope.
Smoking can lead to serious diseases such as cancer.
Charging customers for plastic bags has resulted in a 70% drop in their usage.
Retell how the greenhouse effect works.(共27张PPT)
人教选择性必修第三册
Unit 3
Assessing Your Progress
教学目
Lead-in
※ Look at the pictures and discuss what is happening.
Give some advice.
1
2
To review the key words, expressions and grammar by doing the exercises
To prepare an environmental proposal
To learn how Green School works in Uruguay and understand the message points in the video
3
目标一：To review the key words, expressions and grammar by doing the exercises
Activity 1: Review the key words and expressions.
starve, ecology, release, carbon, sustain, fuel, comprehensive, trend, frequently, broadcast, policy, restrict, seize, basin, reform, harmonious, submit, annual, chaos, behalf, nuclear, sensitive, jungle, smog, volume, garbage, enterprise, restore, conservation, dozen, inspection, fine, campaign, tolerate, agenda
greenhouse effect, along with, refer to, carbon dioxide, fossil fuel, result in, in search of, on behalf of, dozens of
Task 1 Recall the key words and phrases in this unit, and choose a few to share their usages.
Task 2 Complete the passage with the correct forms of the words in the box.
garbage harmonious initiative restrict restore dozen
When asked by a TV reporter to talk about air and water quality in his hometown, (1) Qi Mu noted, “The air is great now, and we can take more walks and enjoy being outdoors again.” He felt quite pleased because the villagers were living ____________ with nature once more. However, he could not forget about an earlier time when his village had been struggling with a serious air quality problem.
In the 1990s, _______ from a nearby city was usually brought to the village. (2)"How can we make use of this " the villagers wondered. Soon they found that garbage could be used to feed pigs. (3)"Over the next few years, _______ of pig farms were set up," Qi recalled. But then nobody in the village wanted to open their windows.
harmoniously
garbage
dozens
(4) "The smell from the garbage and pig waste was making us sick,"Qi said. The numbers of mosquitoes and flies were also horrifying. (5) "Under such circumstances, no single women wanted to marry anyone in our village and move here," Qi sighed.
The villagers could no longer tolerate the situation. So an ________ was launched and a "clean-up" campaign was added to the government agenda, including _________ large vehicles from passing through the village. Garbage from the city was no longer disposed of in the village, and more trees were planted. (6) "We can all breathe more freely now that the natural beauty of our village has been _______" said Qi.
initiative
restored
restricting
Activity 2: Review the grammar.
Task 1 Review direct speech and indirect speech.
1. 时态变化
如果主句的谓语动词是一般过去时，从句的谓语动词在时态方面要做相应的变化。
直接引语 间接引语
一般现在时 一般过去时
一般将来时 过去将来时
现在进行时 过去进行时
现在完成时 过去完成时
一般过去时 过去完成时
直接引语变为间接引语时，从句中的人称、时态、指示代词、时间状语和地点状语等一般均要作相应的变化。
2. 人称变化
一随主、二随宾、第三人称不更新。
一随主：直接引语中第一人称变为与主句的主语相一致的人称。
二随宾：直接引语中第二人称变为和间接宾语（即听话人）相一致的人称。
第三人称不更新：直接引语中第三人称变为间接宾语时，人称不变。
变化项目 直接引语 间接引语
指示代词 this that
these those
时间状语 now then
today, tonight that day, that night
this week / month… that week / month …
3. 指示代词、时间状语、地点状语和动词的变化。
变化项目 直接引语 间接引语
yesterday the day before
ten days / weeks… ago ten days / weeks… before
tomorrow / next year… the next day / year…
地点状语 here there
方向性 动词 come go
bring take
注意：以上变化要根据实际情况而定。如果就在当天转述，yesterday, tomorrow等时间状语不必改变；如果就在当地转述，here不必变为there。
Task 2 Report the direct speech in Activity 1.
1._______________________________________________________________________________________________________________
2._______________________________________________________
3._______________________________________________________
________________________________________________________
4._______________________________________________________
________________________________________________________
5._______________________________________________________
________________________________________________________
6._______________________________________________________
________________________________________________________
Qi Mu noted that the air was great then, and they could take more walks and enjoy being outdoors again.
The villagers wondered that how they could make use of that.
Qi recalled that over the next few years dozens of pig farms had been set up.
Qi said that the smell from the garbage and pig waste had been making them sick.
Qi said that under such circumstances no single women had wanted to marry anyone in the village and move there.
Qi said that they could all breathe more freely then that the natural beauty of their village had been restored.
Activity 3: Reflecting.
◎ What new words and expressions have you learnt from this unit
◎ Can you report others' statements, requests, or questions fluently and
accurately If not, what are your difficulties
◎ What have you learnt about environmental issues from this unit
◎ What are you going to do to help solve the environmental problems we are
facing
◎ Overall, I thought this unit was ○interesting ○useful ○so-so ○difficult.
目标二：To prepare an environmental proposal
Activity 1: In groups, discuss the following questions.
1. What is the main environmental issue you want to address Choose one from the list below, or think of your own.
Plastic bag waste
Energy conservation
Waste sorting system for recycling
Water conservation
2. What small things can people do in their community to help
What simple inventions might help reduce the impact of the
issue Use the Internet to help you find ideas and take notes.
3. Will you give advice for people to follow What is your advice
Activity 2: Create your project presentation. Use diagrams and
illustrations to show how your ideas will work. Use the
example below for ideas.
How many parts does the proposal given include
Which part is most important
What language features do you think the proposal has
What else do you think can be added to your proposal to make it more convincing and attractive
Stylistic features
版面(Layout): headline, body, diagrams, illustrations
语言特点(Language): clear, concise, educational/impressive/informative
建议(Advice): parallel clauses, imperative sentences, incomplete sentences
结构(Structure): leading part, supporting parts, conclusion part
Activity 3: Present your proposal to the class. Each member should take turns to explain or show one part of the presentation.
Activity 4: After hearing all the presentations, discuss which proposals
and presentations were the best and give suggestions for
improving them.
Here is an evaluation sheet:
Content Is this proposal applicable
Is it complete
Does it include diagrams or illustrations
Does it convince you Or will you accept this proposal immediately
Presentation Does each member in the group present his or her ideas
Is the proposal presented clearly
Does the presentation impress you
Your suggestions
目标三：To learn how Green School works in Uruguay and understand the message points in the video
Activity 1: Before you watch
Task 1 Look at the picture and the title. Know something about Green School in Uruguay.
Green School in Uruguay
This video is about a green school in Uruguay that teaches its students about recycling, energy saving, and growing their own food. Built from recycled materials, the school produces no waste and is powered by solar panels.
Task 2 Here are some photos from the video. In groups, use the following words and phrases to describe what is going on in the photos.
solar panels trash school reuse build
tin cans plants volunteers grow food collect
old car tyres learn children teach
Suggested Answers:
1. These are tin cans that would usually be trash, but have been collected,
perhaps to reuse them for something.
2. Volunteers are building part of the school.
3. This is part of the school that has been built using old car tyres.
4. These are plants. Students grow food inside the school.
5. This is a classroom where children are taught.
6. There are solar panels on the outside of the school building. These use
energy from the sun to provide power for the school.
Activity 2: While you watch
Task 1 Check the answers in Before You Watch.
Task 2 Answer these questions.
1. Where is Uruguay
2. Why is the school "autonomous"
3. What nickname does the US architect Michael Reynolds call himself
4. Who else other than the students learn from the workshops
5. How does one student educate his mother about waste
Suggested Answers:
1. Uruguay is in South America.
2. The school is "autonomous" because it isn't connected to any energy or
water infrastructure.
3. Michael Reynolds calls himself a "garbage warrior".
4. The teachers also learn from the workshops.
5. One student educates his mother about waste by picking up any waste
he finds on the way to and from school and disposing of it properly.
Activity 3: After you watch
Discuss these questions in groups.
1. Do you know any similar projects in your city or country How
do people reuse and recycle trash to create new things and
technologies
2. In small groups, discuss other ways trash could be reused and
recycled. What things could you make What kinds of trash
could you use
Suggested Answers:
1. In my country some people collect plastic bottles and use them to
make furniture for gardens and parks, such as benches and playground
equipment.
2. Trash can be reused in many ways.We could make plant pots for the
school garden from plastic bottles and pots. We can cut off the tops of
the bottles, put holes in the bottom, then fill with soil and a plant. Then
we can hang them on a wall to make a wall garden.
1. Have you mastered the key words in this unit
2. Do you know what the Green School is now (共20张PPT)
人教选择性必修第三册
Unit 3
Discover Useful Structures
1
2
To learn and master the conversion rules of direct speech and indirect speech
To convert some sentence patterns of direct speech into indirect speech according to different contexts
目标一：To learn and master the conversion rules of direct speech and indirect speech
Activity 1: Work in groups. Look at the sentences in both columns
discuss the differences between each pair.
Direct Speech Indirect Speech
1 The expert said, "From the position of its dead body, the bear appeared to have starved and died." The expert said that from the position of its dead body, the bear appeared to have starved and died.
2 The reporter asked, "Will polar bears die out because of climate change " The reporter asked whether polar bears would die out because of climate change.
3 The reporter asked, "How can we save polar bears from extinction " The reporter asked how we could save polar bears from extinction.
4 "Let's work together to stop climate change," the expert said. The expert advised us to work together to stop climate change.
1.What are different between the two sentences
2. How does the punctuation change in each sentence
3. How does the tense change in each sentence
4. Why should we change the verbs sometimes
5. In what situations should we use the indirect speech
Activity 2: Summarise the rules for changing direct speech into indirect
speech. The contents of the table below may help you.
Observation object Examples
Person He said, "I like it very much."
He said that he liked it very much.
He said to me, "I've left my book in your room.
He told me that he had left his book in my room.
Tense "I don't want to set down a series of facts in a diary, " said Anne.
Anne said that she didn't want to set down a series of facts in a diary.
The boy said, "I'm using a knife."
The boy said that he was using a knife.
They said, "We saw her in the street."
They said that they had seen her in the street.
Observation object Examples
Verb/Demonstrative pronoun The lawyer said, "I will come this morning."
The lawyer said that she/he would go that morning.
He said, "These books are mine."
He said that those books were his.
Conjunction She said, "Did you see him last night "
She asked (me) whether I had seen him the night before.
He said, "Don't make so much noise, boys."
He told the boys not to make so much noise.
Temporal adverbial She said, "It is nine o'clock now."
She said that it was nine o'clock then.
She said, "I went there yesterday."
She said that she had gone there the day before.
Direct Speech
Indirect Speech
Summary
◎ 直接引语：直接引述别人的话，把它放在引号内，叫直接引语。
◎ 间接引语：用自己的话转述别人的话，叫间接引语。
e.g. John said, "I’m going to London with my father."
约翰说："我要和父亲到伦敦去。"（引号内是直接引语）
John said that he was going to London with his father.
约翰说，他要和他父亲去伦敦。（宾语从句是间接引语）
【点拨】
直接引语变为间接引语时，从句中的人称、时态、指示代词、时间状语和地点状语等一般均要作相应的变化。
一、如何变人称： “一随主，二随宾，第三人称不更新”。
“第三人称不更新”是指直接引语变间接引语时。如果从句中的主语及宾语是第三人称或被第三人称所修饰，从句中的人称一般不需要变化。e.g. Mr. Smith said: "Jack is a good worker." →Mr. Smith said Jack was a good worker.
“二随宾”是指直接引语变间接引语时，若从句中的主语及宾语是第二人称，或被第二人称所修饰。从句中的人称要跟引号外的主句的宾语一致。如果引号外的主句没有宾语。也可以用第一人称。e.g. He said to Kate, "How is your sister now " →He asked Kate how her sister was then。
“一随主”是指在直接引语变间接引语时，如果从句中的主语是第一人称或被第一人称所修饰。从句中的人称要按照主句中主语的人称变化。e.g. She said. "My brother wants to go with me." →She said her brother wanted to go with her.
二、如何变时态：
直接引语在改为间接引语时、时态需要做相应的调整。
现在时它需改为过去时态；过去时态改为完成时；过去完成时则保留原来的时态。
e.g. She said, "I have lost a pen." →She said she had lost a pen.
She said, "We hope so." →She said they hoped so.
She said, "He will go to see his friend."→She said he would go to see his friend.
（1） 一般现在时变为一般过去时
（2） 现在进行时变为过去进行时
（3） 一般将来时变为过去将来时
（4） 现在完成时变为过去完成时
（5） 一般过去时变为过去完成时
（6） 过去完成时不变，仍为过去完成时
时态变化规律
三、如何变状语：
直接引语变间接引语，状语变化有其内在规则，时间状语由“现在”改为“原来”（例：now变为then, yesterday变为 the day before）地点状语，尤其表示方向性的，或用指示代词修饰的状语，由“此”改为“彼”（例：this 改为that)。
e.g. He said, "These books are mine." →He said those books were his.
指示代词、时间状语、地点状语和动词的变化：
① 指示代词： this — that these — those
② 表示时间的词： now — then today — that day
this week(month, etc) — that week (month, etc)
yesterday — the day before
last week(month) — the week(month) before
ago — before
tomorrow — the next (following) day
next week(month) — the next(following) week(month)
③ 表地点的词： here — there
④ 动词： bring — take come — go
四、如何变句型：
① 直接引语是陈述句，间接引语用连接词 that 引导，that 可省略。
e.g. His mother said to me, “Mr Harry is in charge of the work.”
→ His mother told me that Mr Harry was in charge of the work.
② 直接引语是一般疑问句，间接引语用 whether/if 引导，疑问语序变为陈述语序，谓语动词 say(said)改为 ask(asked)。
e.g. Mr Tonny said to me, “Are your injuries severe ”
→ Mr Tonny asked me if/whether my injuries were severe.
③ 直接引语是特殊疑问句，间接引语用原来的疑问词引导，疑问语序变为陈述语序。
e.g. Mary asked me, “When did the British prince become infected with the disease ” → Mary asked me when the British prince became infected with the disease.
④ 直接引语是祈使句，间接引语变为 ask/tell/order sb.(not) to do sth. 句式。
e.g. He said,“Don’t subscribe to her view.” → He told me not to subscribe to her view.
【注意】
① 祈使句中的 please 在间接引语中必须省略。
e.g. “Please pass me the pump,”he said to her. → He asked her to pass him the pump.
② 直接引语是客观事实、真理、规律等，变成间接引语时，时态不变。
e.g. The teacher told his students, “The earth goes round the sun.”→The teacher told his students that the earth goes round the sun.
目标二：To convert some sentence patterns of direct speech into indirect speech according to different contexts
Activity 1: Here are some statements and questions by children who
attended scientific lectures.
Name Statements/Questions
Diane "What made Hurricane Katrina unusual "
"Was it the worst natural disaster in American history "
Martha "I want to become a scientist and help the world."
"I’m doing a project on behalf of my school about global warming."
Task 1 Guess who they were talking to and then change the sentences into indirect speech.
Name Statements/Questions
Bob "Why is nuclear power a sensitive topic "
"Could you explain how the nuclear disaster happened "
Laura "How many animals have disappeared because of human hunting "
"What can we do to help the wild animals "
Vincent "I've never been to the Amazon Jungle."
"Will scientists discover new species there "
Answers:
Name Statements/Questions
Diane Diane asked what had made Hurricane Katrina unusual.
Diane asked if/whether it had been the worst natural disaster in American history.
Martha Martha said/told me that she wanted to become a scientist and help the world.
Martha said/told me (that) she was doing a project on behalf of my school about global warming.
Bob Bob asked why nuclear power was a sensitive topic.
Bob asked if/whether they could explain how the nuclear disaster had happened.
Laura Laura asked how many animals had disappeared because of human hunting.
Laura asked what we could do to help wild animals.
Vincent Vincent said/told me that he had never been to the Amazon Jungle.
Vincent said if/whether scientists would discover new species there.
Task 2 In groups of three, organise an interview show. One acts as Diane/Martha/Bob/Laura/Vincent, one acts as an elderly person who is hard of hearing, and the third acts as a grandson or granddaughter of the elderly person.
Example:
Diane: What made Hurricane Katrina unusual
An elderly person: What did she say
The grandson or granddaughter: Diane asked what had made Hurricane Katrina unusual.
Activity 2: Work in groups. Do a survey on what your group members
are doing to help the environment and what else they can
do. Then report to the class.
Michelle I always use my cloth bag when I go shopping, rather than use plastic bags.
Jack I often walk or ride a bike instead of taking a taxi.
Sally Don't print out documents unless really necessary.
Joe Would it be best to share books with others
EXAMPLE
I asked my group members what they did to limit the amount of carbon dioxide produced in their daily lives. Jack told me that he often walked or rode a bike instead of taking a taxi. Joe advised us to share books with others. Sally asked us …
Now share the conversion rules of direct speech and indirect speech.
