Grammar and usage(1): Direct speech and reported speech教学设计内容推荐

直接引语与间接引语教学设计

泾县中学徐格红

授课年级：高一年级

课题名称：Direct Speech and Indirect Speech 教材版本：译林版

授课时间：40分钟

（一）

学情分析

1.

学生对英语有一定的学习兴趣，但两极分化明显。学生的口语和写作能力不强，对语法的概念模糊。

2.

在学习本课之前，学生已经接触过直接引语和间接引语，部分学生能够辨认间接引语，但对间接引语引导词的选用，时态变化和语序变化没有系统的学习。

在教学中要注意的问题有：

1.

需要把所学的内容以多种活动、练习的形式反复出现。

2.

鼓励学生学会对目标语言进行梳理，通过探究，归纳语言的规律。

（二）

教材分析

1.

本节教学内容是新目标的语法项目——直接引语变为间接引语。教材要求学生掌握直接引语变间接引语时引导词、时态和语序等方面的变化规律。

2.

教才要求与学生现有水平基本一致，在完成教材提供的学习任务基础上，应增加在真实交际中综合运用语言的实践活动。

（三）

教学目标

1.

语言知识目标

（1）

了解间接引语的基本结构和表意功能。

（2）

在实际运用中体会和领悟间接引语的表意功能。

2.

语言技能目标

（1）

能听懂指令完成任务。

（2）

能在教师指导下参与活动。

（3）

能从口头和书面材料中提取信息，解决简单的问题。

（4）

能写简单的书信。

3.

情感态度目标

（1）

能积极主动参与课堂实践活动，敢于用英语交流。

（2）

能在学习中互相帮助，克服困难，共同完成任务。

4.

学习策略目标

（1）

能对所学内容主动复习并加以整理和归纳。

（2）

注意发现语言的规律并能运用规律举一反三。

5.

文化意识目标

（1）

能用恰当的方式表达请求、感谢等意义。

（四）

教学策略

1.

以任务型教学 ( Task—based Language Teaching ) 作为课堂教学设计的理念，具体采用情景教学法 ( Situational Approach )、交际教学法

( Communicative Approach ) 等教学方法。

2.

坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的各个环节，教师自觉扮演“设计者、组织者、协调者和促进者”的角色。

3.

采用多媒体教学手段，激发学生学习的兴趣，营造良好的课堂氛围。

4.

课前需准备课件、师生相片和听力材料。

（五）

教学过程

步

骤

目

的

教师活动/方法

学生活动/学法

条件/

手段

1.Warm Step 1:

Arouse Ss’ up and lead show

in.

(5 mins)

“that”.

the conjunction A talk 1.Show Miss 1.Talk PPT. / interest and Mai’s photo about Miss photo

help Ss use and ask Ss to Mai.

talk about 2.

Retell Miss Mai.

the 2.Have Ss retell the descriptions using descriptions the using the conjunction “that”.

Step2: Help Ss use 1.Show Miss 1.Ask PPT

conjunction “that”.

Guess sth. about the Mai’s photo questions and guess what the numbers 2.Have Ss ask mean.

questions and guess what the numbers mean.

2.

Retell the questions using the conjunctions “if/whether”.

conjunctions with some “if/whethernumbers.

Miss Mai

”.

Step 3: Encourage Ss Have Ss to ask ask more Know more about to ask questions more questions questions with “ when/whPPT

with question with Miss Mai

words “when/why/

“ when/why/

y/how…”.

how…”.

how…”.

2. Gram

Read Enable Ss to 1.Ask Ss to Ss look at PPT.

-mar some find the rules look at the the /whiteboard

learninsentenceon the g-- Direct Speech and Report-ed

Speech

(10 mins)

s.

sentences on sentences on the conjunctions the screen from the sentences given.

and sum up the screen and rules on using different conjunctions.

2.Show the concept of “Speech”.

sum up the rules on using different conjunctions.

ExercisePractice (In Show the :

(choose the correct well ).

conjunc-

conjunctionstions)

.

with correct order to Think and PPT

exercises and choose the correct master how to have Ss use the complete the conjunctions.

conjunctions sentences ExerciseEnable Ss to 1.Ask Ss to 1.Think and PPT.

: grasp the choose the right answers.

choose the /

correct White

answers.

-boar(Who’s changes of smarter?tenses.

)

2.

Have Ss sum 2.Sum up up the rules the rules on the changes of tenses.

ExerciseEnable Ss to 1.Have Ss : ( Can pay attention finish the you choose the answers .

correct answers?)

on word 3.Sum up the order.

rules on the word order.

Talk about the Lead in the structure: 1.Show the photos of 1.Look at the photos to the word order.

2.Check the the rules exercises.

1.Finish the exercises and sum up on tenses.

d

PPT./

White

-board

PPT./

photos

“tell/ask/orMiss Mai and and the sentences picturesder sb. (not) one student

.

to do sth.”

in the class.

given.

2.Have Ss answer the question: “What did Miss Mai say?”

2.Answer the questions.

3.

Game time

(5 mins)

Enable Ss to 1.Give the consolidate what they Memorize PPT./ paper

first student the of each row sentences learned just one sentence, and pass now in a relatively relaxing atmosphere.

and ask them them to the to pass the studens sentences to behind.

the one behind them.

2.

Ask the winners to the blackboard and say out

the sentences.

4.Listening Practice

(3 mins)

2.Consolidate 2.Ask Ss to grammar learning by completing the sentences.

complete the sentences according to the letter.

3.Check the answers .

5. Reading Practice

( 1 min )

6. Pairwork

( 4 mins )

Help Ss to get Show the Read the PPT.

sentences.

-ing

1.Train Ss’ 1.Have Ss listening skills.

Listen and PPT./ record

listen to the complete letter.

the a clearer idea letter to Ss

letter.

of the letter.

1.Have Ss do 1.Show the Ask and PPT.

more practice questions to answer the about direct Ss.

speech and reported 2.Check Ss in pairs.

questions in pairs.

speech.

2.Help Ss prepare for writing.

7.Extendign To help Ss use 1.Show Ss the 1.Write a writing requests.

2.Ask Ss to letter to Miss Mai.

2.Share the PPT./ paper

writing

(It will reported be Homework if the speech in time isn’t enough writing.

for some students.)

( 10 mins )

reply to Miss letter.

Mai.

3.

Have several students share their letters.

8. Summary

( 1 min )

To summarize Go over the some key points.

rules on changing Try to remember the key PPT.

direct speech points.

into reported

speech.

9.Homework assignment

( 1 min )

Enable Ss to Assign the consolidate what they learned in class.

（六）

教学反思

1. 本课设计思路清晰，过渡自然，巧妙利用师生学习生活为主线，串连起直接引语变间接引语各知识点。通过设计不同形式的活动和任务，从听、说、读、写四个方面由浅入深，层层递进，反复操练巩固目标语言，较好地完成了预期教学目标和新课程标准的要求，体现了新课程标准的理念。

2. 本节语法课以学生为主体，在发现语言规律的学习过程中，教师没有直接讲解语言规律，而是引导学生观察语言现象，通过体验、探索、合作等积极主动的学习方式自己发现规律。此外，教师发挥指导作用，帮助学生将所学知识运用到各种语言实践活动中，培养学生英语获取信息和处理信息的能力。

Mark down PPT.

homework and the give instructions.

homework.