译林版高中英语必修4讲义Unit 1 Section Ⅲ Grammar——直接引语和间接引语
- 1 - Section Ⅲ Grammar——直接引语和间接引语
语 境 自 主 领 悟
先观察原句 后自主感悟
①He said to me，“You are wrong.”
→He told me that I was wrong.
②“Are you a soldier？”he asked.→He asked
if/whether I was a soldier.
③He asked，“Where are you going to get off，John？” →He asked John where he was
going to get off.
④“Make sure the door is closed，”the teacher
said to me.
→The teacher told me to make sure the door
was closed.
⑤“I will come and see you again this
evening，Tom，”she said.
→She told Tom that she would go and see him
again that evening.
⑥“I will come here again today，”she said.
→She said that she'd go there again that day. 1.若直接引语为陈述句，变为间接引语时，要用连词that来引导宾语从句；直接引语中的人称、时态等都要作相应的变化，如句①。
2.若直接引语为一般疑问句，变为间接引语时，要用连词if或whether来引导宾语从句；同时，要将疑问句语序变为陈述句语序，如句②。
3.若直接引语为特殊疑问句，变为间接引语时，需用原来的疑问词来引导宾语从句；同时，要将疑问句语序变为陈述句语序，如句③。
4.若直接引语为祈使句，变为间接引语时，需改用“动词＋宾语＋不定式”结构，其中的动词通常是表示“命令、建议、请求”的动词，如句④。
5.直接引语变间接引语时，指示代词和动词要作相应变化，如句⑤。
6.直接引语变间接引语时，地点状语和时间状语要作相应变化，如句⑥。
- 2 -
一、基本概念
引述或转述别人的话称为“引语”。直接引用别人的原话，两边用引号标出，叫作直接引语。用自己的语言转述别人的话，不需要引号的叫作间接引语。
直接引语变为间接引语时，需在时态形式、人称代词、指示代词、限定词、时间状语、地点状语以及语序等方面作相应的变化。
“I like singing，”she said.(直接引语)
→She said she liked singing.(间接引语)
她说她喜欢唱歌。
“Don't touch anything，”he said.(直接引语)
→He told us not to touch anything.(间接引语)
他告诉我们不要碰任何东西。
二、直接引语变为间接引语时各种句式的转换
1．引述陈述句时，用连词that引导(that在口语中常被省略。)，引述动词主要用say，tell，repeat，answer，reply，explain，announce，declare，think等。
He said，“I like it very much.”
→He said that he liked it very much.
他说他非常喜欢它。
He said，“I've left my book in your room.”
→He told me that he had left his book in my room.
他告诉我他把书忘在我房间里了。
- 3 - 2．引述一般疑问句或附加疑问句时，通常用whether或if引导，而引述选择疑问句时，一般只能用whether引导，引述动词用asked，语序用陈述句语序。
She said，“Do you like watching the advertisements on TV？”
→She asked me if/whether I liked watching the advertisements on TV.
她问我是否喜欢看电视上的广告。
He asked，“They live in groups，don't they？”
→He asked whether/if they lived in groups.
他问他们是否是群居。
He asked，“Are you a teacher or a student？”
→He asked me whether I was a teacher or a student.他问我是老师还是学生。
[巧学助记]
一般疑问句变间接引语“口诀”
if/whether接引语，陈述语序莫忘记；
人称、时态和状语，变化需用陈述句。
[即时训练1] 句型转换(每空一词)
①The doctor said，“You should eat more vegetables.”
→The doctor told me that I should eat more vegetables.
②He asked，“Are you sure your mother will come？”
→He asked me whether/if I was sure my mother would come.
③She said，“You have seen the film，haven't you？”
→She asked if/whether I had seen the film.
3．引述特殊疑问句时，用原句中的疑问词作为间接引语的连接词，引述动词用ask(sb.)，语序用陈述句语序。
“Where did you find the ads for jobs abroad？”Bill asked.
→Bill asked where I had found the ads for jobs abroad.
比尔问我是在哪儿找到有关到国外工作的广告的。
“What are you doing now？”Mom asked.
→Mom asked what I was doing then.
妈妈问我当时在做什么。
[巧学助记]
- 4 - 直接引语为疑问句时，将其变为间接引语要遵循“一改、二换、三变化、四连词”的原则。
一改：指改变语序；
二换：即换said为asked；
三变化：指人称、时态、状语变化；
四连词：即直接引语为一般疑问句时，间接引语中应用whether/if引导；直接引语为特殊疑问句时，间接引语仍用原来的疑问词引导。
4．引述祈使句通常用“动词＋宾语＋不定式”结构。如果祈使句为否定句，要在不定式的前面加上not。引述表示命令的祈使句，常用动词order，tell，warn；引述表示请求的祈使句常用动词ask，beg；引述表示建议、劝告的祈使句常用动词advise等。
He said，“Please come here again tomorrow.”
→He asked me to go there again the next day.
他让我第二天再到那儿去。
He said，“Do have a look yourself first.”
→He advised me to have a look myself first.
他建议我自己先看一看。
He said，“Don't make so much noise，boys.”
→He told the boys not to make so much noise.
他叫那些男孩不要弄出那么多的噪声。
[巧学助记]
祈使句变间接引语，遵循“一改、二变、三加、四去”原则：
一改：said(to)改为asked或told；
二变：said to的宾语变成asked等的宾语；
三加：即在动词原形前加to，使其成为动词不定式；
四去：去掉please。
[即时训练2] 句型转换(每空一词)
①He asked，“Who cured you of your toothache？”
→He asked me who had cured me of my toothache.
②He asked me，“What do you do on weekends？”
- 5 - →He asked me what I did on weekends.
③The teacher said to the boy，“Open the door，please！”
→The teacher told the boy to open the door.
④His father said to him，“Don't leave the window open when you are out.”
→His father told him not to leave the window open when he was out.
三、直接引语变成间接引语时要特别注意几个变化
1．人称的变化
人称变化记忆口诀：
“一随主，二随宾，第三人称不更新”
一随主：引号内的第一人称变间接引语后与主句主语的人称保持一致。
She said，“I'm a senior partner in a law firm.”
→She said that she was a senior partner in a law firm.
她说她是律师事务所的资深合伙人。
二随宾：引号内的第二人称变间接引语后与主句宾语的人称保持一致。
He said to Lily，“You must make good use of the chance.”
→He told Lily that she must make good use of the chance.
他对莉莉说必须好好利用这次机会。
第三人称不更新：引号内的第三人称在变间接引语后人称不变。
She said to me，“They want to purchase a new car.”
→She told me that they wanted to purchase a new car.
她对我说他们想买一辆新车。
2．时态的变化
直接引语为陈述句，变为间接引语时，如果引述动词为现在时形式，则间接引语中的动词时态形式不变。但是如果引述动词为过去时形式，间接引语中的动词时态形式一般按下列规律变化：
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
现在完成时 过去完成时
译林版高中英语选必四Unit1 Reading I 教案
1 《英语》（选择性必修·第四册）
Unit 1 Honesty and responsibility
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the story by getting the plot and some detailed information;
2. know some basic information about O. Henry and appreciate the surprising ending;
3. think creatively and come up with their own ending of the story;
4. have a better understanding of honesty and responsibility.
II. Key competence focus
1. Figure out the plot of the story.
2. Have a better understanding of honesty and responsibility.
III. Predicted area of difficulty
Think creatively and come up with their own ending of the story.
IV. Teaching procedures
Step 1 Warming up
1) T asks Ss to brainstorm some important moral values.
Courage, responsibility, loyalty, gratitude, honesty, perseverance, compassion…
译林版高中英语选必四Unit4 Grammar and usage 教案(雅礼版)
Unit 4 Never too old to learn
Grammar and usage: Analysis of complicated sentences
内容分析：
本板块围绕单元话题，以“职业教育”为主题创设情境，引导学生在语篇中
探究、分析复杂句的规则和用法；再通过句子、语篇两个层面的练习内化新知；
最后让学生运用所学，准确、恰当、得体地使用目标语，实现“形式——意义—
—使用”三者的统一。
教学目标：
By the end of this section, students will be able to:
1. analyse the usage of complicated sentences;
2. work out the rules of complicated sentences;
3. use complicated sentences appropriately to finish related tasks;
4. make a story using complicated sentences.
教学重难点：
1. To summarize the general rules;
2. To apply complicated sentences correctly and properly;
教学过程：
Step 1 Lead-in
A student from Bayi Vocational School in Yushu, Qinghai province, works on a
painting. Experts and officials are encouraging the development of modern vocational
education to ease the imbalance between labor supply and the huge demand for
译林版高中英语选择性必修一Unit4 Grammar 练习(雅礼版)
非谓语动词高考真题语法填空篇
第一节
1. Now that we’ve discussed our problem, are people happy with the decisions _______________ (take)?
2. The children all turned ___________ (look) at the famous actress as she entered the classroom.
3. When we visited my old family home, memory came ___________ (flood) back.
4. The play ___________ (produce) next month aims mainly to reflect the local culture.
5. For breakfast he only drinks juice from fresh fruit ____________ (grow) on his own farm.
6. All of them try to use the power of the workstation _____________ (present) information in a more
effective way.
7. ____________ (bite) twice, the postman refused to deliver our letters unless we chained our dog. 8. ____________ (remind) not to miss the flight at 15:20, the manager set out for the airport in a hurry.
9. In April, 2009, President Hu inspected the warships in Qingdao, ____________ (mark) the 60th
译林版高中英语选必一Unit4 Grammar and usage 教案
1 《英语》（选择性必修·第一册）
Unit 4 Exploring poetry
Grammar and usage
江苏省通州高级中学 林红梅
I. Learning objectives
By the end of the lesson, students will be able to:
1. identify and categorize the use of to-infinities, verb-ing, and verb-ed forms;
2. summarize general rules of to-infinitives, verb-ing, and verb-ed forms;
3. use the right forms of to-infinitives, verb-ing, and verb-ed to finish tasks such as rewriting
sentences, completing an article and writing on the importance of reading poems.
II. Key competence focus
1. Learn how to use the right forms of to-infinitives, verb-ing, and verb-ed in different situations.
2. Write on the importance of reading poems using the right forms of to-infinitives, verb-ing, and
verb-ed.
III. Predicted area of difficulty
1. Use the right forms of to-infinitives, verb-ing, and verb-ed in different situations.
2019-2020同步外研英语必修三新突破讲义：Module+3+Section+Ⅲ Grammar
2019-2020同步外研英语必修三新突破讲义：Module+3+Section+Ⅲ Grammar——被动语态（Ⅱ）&直接引语和间接引语及答案
- 1 - / 5 Section Ⅲ Grammar——被动语态(Ⅱ)&直接引语与间接引语
语
境 自 主 领 悟
先观察原句 后自主感悟
1.By the time it ended，more than 700
people had been killed and 2，700 had
been injured.
2.By the late 1890s，he had moved to
Galveston，where he died in 1899，a
year before the hurricane struck.
3.He said that eleven thousand people
lived there and six thousand had left
the week before.
4.The reporter asked when people
would be able to return home. 1.2句采用了过去完成时，其构成形式为：主语＋had done。
2.1句采用了过去完成时的被动语态，其构成形式为：主语＋had been
done。
3.3、4句均为直接引语变间接引语的句子，在变间接引语时，人称、时态、语序等方面都要做相应的变化。
一、过去完成时的被动语态
1．构成： had＋been＋过去分词
2．用法：
表示在过去某一时间或动作之前已经完成了的被动动作。常用于before，after，by the time，when等引导的状语从句中，且谓语动词是一般过去时，以及by，before，until＋过去的时间点。
When she got home，she found that her keys had been left in her office.
译林版必修第一册unit4重点句型归纳整理
Unit 4 Looking good,feeling good
1.Jennifer was found to have dangerously low blood sugar levels and was
treated immediately.
詹妮弗被发现有危险的低血糖,并立即接受了治疗。(P44)
2.She told me she had trouble concentrating in class.
她告诉我她在课堂上很难集中注意力。(P45)
3.In a society where being thin is often seen as being beautiful,teenagers
sometimes turn to extreme methods to slim down quickly.
在一个通常以瘦为美的社会,青少年有时候会求助于极端的方法来快速瘦身。(P45)
4.Health experts are concerned about these figures.
卫生专家对这些数字表示担忧。(P45)
5.They are increasing their efforts to educate teenagers about the side
effects of losing weight too quickly.
他们正加大努力,教育青少年减肥过快的副作用。(P45)
6.These so-called “quick-fix methods” prove to be harmful to teenagers.
这些所谓的权宜之计被证明对青少年有害。(P45)
7....it is important to have a healthy balanced diet...
……有一个健康平衡的饮食很重要……(P45)
8.If they do not take in enough food,they may feel weak and get ill easily.
2019-2020年人教新课标高中英语必修一讲义：Unit+1+Friendship+1.4及答案
2019-2020年人教新课标高中英语必修一讲义：Unit+1+Friendship+1.4及答案
1 / 13 Section Ⅳ Grammar — 直接引语与间接引语(Ⅰ)
[新知导引]
1．(教材P5)“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.
2．(教材P5)“Does a friend always have to be a person？”the
writer asks us.
→The writer asks us if a friend always has to be a person.
3．(教材P5)“Why did you go to bed so late last night？” Father
asked Anne.
→Father asked Anne why she had gone to bed so late the night
before.
4．My mother said，“A friend in need is a friend indeed.”
→My mother said a friend in need is a friend indeed.
[语法详解]
一、直接引语和间接引语概述
*直接引用别人的原话就是直接引语；用自己的话转述别人的话叫间接引语。
*间接引语在多数情况下构成宾语从句。
*直接引语一般前后要加引号，间接引语不用引号。
二、直接引语变为间接引语
直接引语变为间接引语时，应在时态、句式、代词、状语以及方向性动词等方面作一些必要的调整。
1．时态的变化
(1)直接引语变为间接引语时，引述动词如果用的是过去式，间接引语在时态方面要作相应的变化。一般现在时、现在进行时、现在完成时、一般将来时，应分别改为一般过去时、过去进行时、过去完成时和过去将来时。但如果直接引语中的时态是一般过去时，且和具体的过去时间状语连用时，时态无须变化。
译林版高中英语选必四Unit2 Grammar and usage 教案(雅礼版)
Unit 2 Understanding each other
Grammar and usage: Overview of relative clauses
内容分析：
本板块围绕单元话题，以一位先后留学英美的中国学生撰写的个人自述创设情境，引导学生在语篇中复习，巩固定语从句的核心原则；再通过句子、语篇两个层面的练习内化新知；最后让学生运用所学，准确、恰当、得体地使用目标语，实现“形式——意义——使用”三者的统一。
教学目标：
By the end of this section, students will be able to:
1. categorize relative clauses;
2. work out the rules of relative clauses;
3. use relative clauses appropriately to finish related tasks;
4. give examples of taboos using relative clauses.
教学重难点：
1. To summarize the general rules;
2. To apply the rules correctly and properly。
教学过程：
Step 1 Lead-in
Although UK and USA speak a common language, differences exist. Do you know
some of them? (Watch a video to tell the differences)
Step 2 Exploring the rules
A Read the personal account on page 20 and fill in the following table.
Communication styles
语法情境妙用热点话题——马世飞老师“直接引语变间接引语”教学镜头赏析-教学设计论文
语法情境妙用热点话题——马世飞老师“直接引语变间接引语”教学镜头赏析-教学设计论文
语法情境妙用热点话题——马世飞老师“直接引语变间接引语”教学镜头赏析
周 晶
(南京师范大学附属扬子中学，210048)
高中英语语法涉及面广且内容枯燥，成为许多学生英语学习的“拦路虎”。如何将语法课教得生动有趣，让学生不再畏难？2014年3月19日，南师大附属扬子中学的马世飞老师作了一次很有意义的尝试——用热点话题创设语法教学情境。在牛津高中英语模块4 Unit
1“直接引语变间接引语”语法课上，他自始至终紧紧围绕2014年在南京市举办的青奥会这一热点话题，创设了一系列与青奥会紧密相关的语法教学情境，为语法教学任务的设置及学生的语法操练和运用，提供了真实生动的依托。现撷取部分精彩镜头进行赏析。
一、导入环节——以宣传青奥会的经历创设“对话”情境
【镜头1】
在导入环节，马老师首先利用多媒体投影展示了多幅他在加拿大进修期间，手持青奥会会旗向各界人士宣传青奥会的照片；同时，简要介绍了自己的这段难忘经历，令学生感觉非常亲切生动，自然而然地对青奥会话题产生浓厚兴趣。师生对话如下：
师
One great thing happened on lst August
1986 in the world.
What was it?
生
Sorry, I donacute;t know.
师 I was born on that day! Another bigevent will happen between 16th and 28thAugust in Nanjing. Do you know whatit is?
生 The 2nd Youth Olympic Games.Ji师
Yes. Now please look at
2020届高考英语(人教版)必修四课堂要点精析讲义Unit 4 Section Ⅲ Grammar— 现在分词作状语含答案
Section_ⅢGrammar— 现在分词作状语
语法图解
探究发现
①... I saw several young people enter the waiting area looking around curiously.
②I stood for a minute watching them and then went to greet them.
③She stepped back appearing surprised ...
④Then Akira Nagata from Japan came in smiling, together with George Cook from
Canada.
⑤When Darlene Coulon from France came dashing through the door ...
⑥Turning around, she saw an ambulance driving away.
⑦The old scientist died all of a sudden, leaving the project unfinished.
⑧Hearing the news, they jumped for joy.
⑨Having smoked too much, he has suffered from lung cancer.
[我的发现]
(1)黑体部分在句中作伴随状语的是①②③④⑤；作时间状语的是⑥；作结果状语的是⑦；作原因状语的是⑧⑨。
(2)比较句⑧和⑨可知：句⑧中动词-ing形式短语为一般式，表示动作与谓语动词同时发生；句⑨中动词-ing形式短语为完成式，表示动作发生在谓语动词之前。
(3)观察句①～⑨可知现在分词的逻辑主语都是句子的主语。
一、现在分词作状语的用法
现在分词(短语)在句中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。