Grammar and usage(1): Direct speech and reported speech优质课一等奖

Teaching Plan M4U 1 Grammar（Period 1）：

Direct speech and Reported speech

Teaching Aims：

In this period, students will be able to 1. identify direct speech and reported speech . 2. summarize the major rules of changing direct speech into reported speech. 3. write a short passage by using reported speech.

Teaching Procedures: Step 1: Lead-in

The teacher asks one of the students a question, for example: What did you do last weekend?

The students will answer the question using the sentence: I went/did…Ask another student What did he/she say? Then the teacher writes the different answers on the blackboard. Ask the students to pay attention to the differences between the two sentences. Explain to them that in fact the answer she/he said that she/he had done… is in reported speech or indirect speech, while the answer I went/did…is in direct speech. 设计思想：以聊天方式引入新课，使学生觉得轻松而自然，这节课的内容还可以用很多方式导入，例如“视频”“录音”等等，这些都可以根据学情来定。导入的关键就是要在第一时间抓住学生们的注意力，引起他们学习新知识的渴望。与他们原有的知识形成一种联系，以便建构新的知识体系。教师通过导入，找到学生已有知识和新知识之间的“Gap”也就是“信息沟”，这样在接下来的教学中教师可以根据了解到的学情采取最恰当的方式来引导和帮助学生形成知识的建构。导入过程也是本节语法课第一个“情景体验”的环节. 当然，如果学生在转述的时候出现了问题，就把问题留在那儿，等完成了这节课的任务后再来解决

Step 2: Comparison＆Discussion Let the students compare each pair of the sentences in direct speech and reported speech, and summarize the major changes. Ask the students to write down their findings and discuss the findings in their groups.

Henry said,‘ I stayed up last night.’

Henry said that he had stayed up the night before. The old couple said,‘ We are having a good

time now. The old couple said that they were having a good time then.

Mr.Li said to his students, ‘You look great today.’

Mr.Li told his students that they looked great that day.

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The major changes that you find: _________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 设计思想：这一部分是“规则探究”即培养学生思维能力的过程。教师采用启发式教学，引导学生运用观察，发现，推测，理解，记忆，对比，分析，联想，归纳，内化等策略进行学习，为学生提供发现和探究的空间。学生采用自主学习，合作探究的方式探究语言规则，构建自己的语言知识体系。教师负责引导学生归纳语法结构的形式和语用功能，提高探究效率。本环节采用的句子是任课教师根据自己的情况和听课的学生说的几句话，这几句话看似简单，但其实它们展现了陈述句的直接引语和间接引语的几个重要方面的区别，包含了常用的几大时态。利用这些材料，进一步让学生体验直接引语和间接引语的变化，通过各种学习策略，学生们不难发现和总结出其中的规则。

Ask the students read passage 8 and summarize the rules with the students by using some more examples •

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personal pronoun tenses Reported speech Simple past Future in the past Past perfect Direct speech Present continuous Present perfect Past perfect Reported speech Past continuous Past perfect Past perfect Direct speech Simple present Simple future Simple past

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adverbials of time and place Reported speech that day/yesterday/on Wednesday, etc. the next day/the following day/on Thursday, etc. the day before/the previous day/on Thursday, etc the month after/the following month/in July 2 Direct speech Today Tomorrow Yesterday next month

a week ago

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a week before/a week earlier, etc. other cases Reported speech that those go Direct speech This These Come 设计思想：在学生已经对直接引语和间接引语的概念，结构特点，功能，有了一定的感性认识并且通过自主学习与合作探究了解了一定的变化规律后，让学生重新回归课本，使知识条理化，结构清晰化。培养学生阅读文本，尤其是教科书的习惯，有利于进一步强化学生对知识的建构。在这一个环节，老师也引导学生对在自学和合作学习过程中忽视的问题进行进一步的思考和探讨。

Step 3：practice(Group Competition)

Ask students to change the following sentences into indirect speech.

①Winnie said to Toby,‘ I am very glad to be your friend .’

②The students said to the teacher,‘ We will never forget these happy moments with you.’

③Tom said,‘ I had been to Beijing twice by the end of last year.’

④Ms. Long said ,‘I was having a good time while in Class9.’

⑤Mr. Ding said,‘ Light travels faster than sound.’

Step 4：Consolidation

Try to use these sentences in reported speech to write a short story.(…said 1. Hello, I am Big Big Wolf. Now I am living in this wolf castle(城堡) with my beautiful wife. 2. We are very happy. One of my dreams is to catch a goat for my wife. 3. I have tried to catch goats for many years. But I have never succeeded before 4. Two days ago, I got a good idea……

5. I failed again. My wife punished me with her pan. 6. I will be back. My grandfather told me that victory belongs to the most persevering 设计思想：任何一种语言学习的最终目的是应用，要使学生真正掌握并能活用所学的语法，教师必须设计大量的语言运用活动，使得学生在亲身参与和实践中感悟和体验语法，发展语言技能，进而逐步获得综合语言运用能力。本环节的任务是让学生把分散的几个直接引语的句子改写成使用间接引语的短文。把语法学习落实到语篇方式的输出能有效训练学生们综合驾驭语言的能力。采用的素材是学生们喜爱的

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动画片“喜羊羊与灰太狼”的语句，有效地结合了趣味性与知识性。可以让学生们在完成这相对有些难度的任务时同样获得愉快的情绪体验。

Step 4：Homework Try to change the short story into a dialogue Mrs. Brown looked very sad. Mrs. Smith asked her what was the matter with her？Mrs. Brown told Mrs. Smith that she had lost her precious little dog the day before. Mrs. Smith asked Mrs.Brown to put an advertisement in the newspaper. Mrs. Brown said that it was no use because her little dog couldn’t read. Try to find out how to use reported speech to report questions and imperatives 设计思想：在课堂上训练了学生把直接引语转化为间接引语连成篇章，家庭作业进一步让学生尝试把短篇故事改写为小对话，进一步强化对直接引语和间接引语区别的认识。预习如何把疑问句和祈使句的直接引语转化为间接引语。学生具备了陈述句直接引语转化为间接引语的知识，让他们带着新的挑战预习下一堂课的内容。在下一堂课学习起来一定会驾轻就熟。

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M4U 1 Grammar（Period 2）：Reported speech: statements, questions and imperative sentences

Teaching Aims：

In this period, students will be able to 1. conclude the ways to use reported speech to report statements, questions and imperatives. 2. use reported speech to report statements, questions and imperative sentences with that, whether/if, wh-words and verbs such as advise and encourage through sentences and passages. 3. write a short article using reported speech. Teaching procedures: Step 1: Homework check and lead-in 1. Have two of students present their homework to see how much they have got about changing direct speech into reported speech. 2. Questions: 1).What kind of clauses are they? Can that be omitted?

2). Can you use other verbs to replace asked? (Introduce more about using reported speech to report statements.) 设计思想：本课时是本单元语法的第二课时，用上堂课的作业导入，既可以了解学生对陈述句的直接引语和间接引语的转换是否完全掌握，也可以知晓他们对于疑问句，祈使句的直接引语和间接引语的转换的了解程度。有助于本堂课知识的建构。

Step 2: Comparison＆Discussion 1. Present some yes/no questions and wh-questions. Have students report them using reported speech and try to conclude the ways to report questions using reported speech by themselves and then finish A on P11. May I ask you some questions about advertisements? Have you noticed some ads around you? What is your opinion on advertisements in public places? What kinds of ads attract your attention?

How can an ad attract you?

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2. Have students finish B on P11 first, and then conclude the way to report imperative sentences after discussion. 设计思想：这个环节依然延续上堂课的方法，让学生自己发现规律，总结规律。充分调动学生的学习主动性，有助于培养学生独立思考和自主学习的能力。练习和设问练习本单元“广告”的主题，既联系了Warming-up 和Reading 环节的已学知识，又为Task和project 板块的学习做了铺垫。

Step three：Consolidation

1. C2 on P92 2. Make a conversation about advertisements with your partner first, using the questions in Step2, then write an article to report your partners’ opinions. 设计思想：本环节对学生提出了新的挑战，在上一讲中让学生用现成的材料进行对话编短文，短文编对话的活动，本节课，要求学生自己生成语言材料，并用对话和短文两种不同的形式呈现。这样的任务不仅巩固了直接引语和间接引语的相关知识而且进一步训练了学生的综合能力。

Step four：Homework 1.

Finish the exercise on P9 and C1 on P92. 2.

Find some exercises about direct speech and reported speech and do them. 设计思想：在家庭作业这个环节教师布置学生自主去寻找相关的语法练习，然后加以练习巩固，这是一个很机动的作业。学生的教辅质料各异，可以在做完自己的作业后相互交流，遇见难题在班级或小组中加以讨论，这样一来无形中增加了信息量。教辅资料上很多语法题都是高考真题，在某种程度上让学生感受了最经典的试题。进一步了解了该语法项目考察的重点。

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