Learning about Language教学创新设计

Unit 2 English around the world

备课人：孙老师

Period 4

Grammar （Direct Speech and Indirect Speech(Ⅱ)）整体设计

从容说课

This is the fourth teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. This teaching period is a grammar lesson. The students are expected to make clear what a command is and what a request is, and how to turn their direct speech into indirect speech in this period. In this lesson, we will first offer a supposed situation and make the students learn about the differences between demands and requests. The situation makes students know that in English, giving commands is less polite than making a request. Not everyone should give commands. People who often give commands are bosses, teachers and parents. If giving commands, we use such structures as “Do. . . ” and “Don’t. . . ”; if making a request, we can say “Please do. . . ”, “Will/Would you(please). . . ? ”, “Can/Could you(please). . . ?

”, etc.

Later on, we’ll summarize the rules of turning Direct speech into Indirect speech and make students know:if we change commands, we may use the pattern:sb. told/ordered sb. else(not)to do sth. ; if we change requests, we can use “sb. asked sb. else(not)to do sth. ”. Then ask them to do exercises and make dialogues according to supposed situations. This can help the students connect grammar rules with proper language forms so as to make grammar rules less abstract. 教学重点e rules of how to express a request and a command in direct speech and indirect speech. 教学难点speech. 教学方法-based teaching and learning 2. Cooperative learning 3. Discussion and practice 教具准备

三维目标

Knowledge aim:Get the students to learn the rules of requests and commands in direct speech and indirect speech. Ability aim:Enable the students to use the rules properly in different situations. Emotional aim:Enable the students to communicate with others well by using requests and commands properly. 教学过程

设计方案（一）

→Step 1 Revision

1. Check the homework exercises. 2. Get the students to dictate some useful words and expressions. 3. Change a statement or a question into indirect speech. →Step 2 Summarizing the difference between commands and requests

The teacher speaks to three students: Xiao Ming, close the door.

Unit 2 English around the world

备课人：孙老师

Xiao Mei, please pass on the dictionary to Li Ming. Wang Juan, will you please answer me a question? Write the three sentences on the blackboard. Ask what the difference is among them. Then tell the students:Speaking the first sentence, I give a command. Using “Please. . . ” or “Will you please. . . ? ”, I make requests.

Show the following on the screen. Commands Requests Direct Speech Do. . . /Don’t. . .

Do. . . , please. Can/Could you(please). . . ? Will/Would you(please). . . ?

→Step 3 Practice(1)

Turn to Page 12. 1. Change the commands into requests(Exercise 3 in Discovering useful structures). Students work in pairs. 2. Make dialogues using the commands/requests. Work in pairs. Students are encouraged to imagine interesting dialogues. Sample dialogues: Situation 1 A: Excuse me. Who would do me a favor to close the door? B: Speak louder, please. A: Will you please close the door? B: OK. I will. A: Thank you very much. B: My pleasure. Situation 2 A: Excuse me. It’s time for me to get off. Would you please make way for me? B: Of course. I’ll be happy to make way for you. Go ahead.

A: Thank you. B: You’re welcome. Oh, my God, I need to loose my weight.

3. Do Exercise 2(Using structures Page 50) Students read the exercise to know what they are expected to do, then do it individually. While checking the answers, deal with any problems students may meet. →Step 4 Summarizing the rules of turning Direct speech into Indirect speech

Work in pairs. Show some examples on the screen. Ask students to study them carefully and discuss in pairs to find out the rules. “Make sure the light is off, ” The teacher said to me.

The teacher told me to make sure the light was off. “Don’t play balls in the street, ” the policeman said to us. The policeman told us not to play balls in the street. “Can you lend me ten dollars? ” Mary said.

Mary asked me to lend her ten dollars. “Will you please not smoke here? ” she said.

She asked me not to smoke here. A few minutes later, ask one student to write his or her answers in the table.

Commands Requests Direct Speech Do/Don’t. . .

Do. . . , please. Can/Could you(please). . . ? Indirect speech

Unit 2 English around the world

备课人：孙老师

Will/Would you(please). . . ?

After discussion, the correct answer is shown on the blackboard. The students can see:

Commands Requests Direct Speech Do/Don’t. . .

Do. . . , please. Can/Could you(please). . . ? Will/Would you(please). . . ? Indirect speech Sb. told sb. else(not)to do. . . Sb. asked sb. else(not)to do. . .

Conclusion:If we change commands, we may use the patterns:sb. told/ordered sb. else(not)to do sth. ; if we change requests, we can use “sb. asked sb. else(not)to do sth. ”

→Step 5 Practice(2)

1. Turn to Page 50. Do Exercise 1 in Using structures. Teacher makes a dialogue with two students. Just like the following: T:Turn on the light, Mary. A:What did our teacher tell Mary? B:She told Mary to turn on the light. Students work in groups of 3. 2. Ask students to work in groups of 3 to make a dialogue. Be sure to use indirect and direct speech and requests. Supposed situation:A doesn’t know the way to the cinema and turns to C for help. B retells C’s words to A.

→Step 6 Consolidation

1. They weren’t talking to you, but you heard them. What did you hear them say?

1)She told him to shut up. I am sure I heard her say to him “______________”.

2)He asked her to speak louder. I am sure I heard him ask her “______________”.

3)She told her to try the lift. I am sure I heard her say to her “______________”.

4)He told them not to wait for him. I am sure that I heard him say to him “______________”.

5)She told him to stop wasting time. I am sure I heard her say to him “______________”.

6)The girl asked her father to tell her a story. I am sure I heard her ask him “______________”.

2. Work in pairs. Look at the Dos and Don’ts below. Turn them into commands and requests. First use Direct Speech, then use Indirect Speech. Dos Buy some bread for her.

Help her tidy the room.

Speak quietly on the phone.

Turn down the radio.

Don’ts

Make too much noise. Forget to put your umbrella in the stand. Smoke in the bathroom. Stay up too late.

3. Games Choose two students act as two robots. One listens to the requests, the other listens to the commands. Other students give either requests or commands, and the robots do what the students ask them to do. If time is limited, it can be done as homework. →Step 7 Homework

1. Finish off the workbook exercises. 2. Prepare the next part.

Unit 2 English around the world

备课人：孙老师

板书设计

Unit 2

Commands Requests Direct Speech Do/Don’t. . .

Do. . . , please. Can/Could you(please). . . ? Will/Would you(please). . . ? Indirect speech Sb. told sb. else(not)to do. . . Sb. asked sb. else(not)to do. . .

活动与探究

If you are an assistant, make some Dos and Don’ts for your school library. Then make dialogues with your classmates using commands and requests and the indirect speech.

备课资料

American English lift lorry maths nil note on stream post queue railway return rise(noun - in salary) rubber rucksack shopping trolley Sorry. stand(for election) swear word subway tea towel telephone box toilet torch trainers transport(noun) trousers trolley tube underground vest waistcoat British English levator truck math zero bill on line mail line railroad round trip raise eraser backpack shopping car Excuse me. /Pardon me. run(for election) curse word underpass dish towel telephone booth restroom flashlight sneakers transportation pants cart subway subway undershirt vest Chinese 电梯

卡车

数学

零

纸币

在生产中

邮件

长队

铁路

返程

加薪

橡皮擦

背包

购物手推车

对不起

竞选

咒语

地下道；地铁

餐巾

电话亭

厕所

火炬

运动鞋

运输

裤子

手推车

地铁

地铁

背心

马甲

Direct Speech

He said, “I go to school every day. ”

simple past He said, “I went to school every day. ”

present perfect He said, “I have gone to school every day. ”

Indirect Speech

He said(that)he went to school every day.

He said(that)he had gone to school every day. past perfect He said(that)he had gone to school every day.

Unit 2 English around the world

备课人：孙老师

He said, “I am going to school every day. ”

He said, “I was going to school every day. ”

He said, “I will go to school every day. ”

He said, “I am going to school every day. ”

Direct Speech

He said, “Where do you go to school? ”

He said, “Go to school every day. ”

Direct Speech

He says, “I go to school every day. ”

He has said, “I go to school every day. ”

past progressive+simple past He was saying, “I went to school every day. ”

Direct Speech

He said, “I can go to school every day. ”

He said, “I may go to school every day. ”

He said, “I might go to school every day. ”

He said, “I must go to school every day. ”

He said, “I have to go to school every day. ”

He said, “I should go to school every day. ”

He said, “I ought to go to school every day. ”

He said(that)he was going to school every day.

He said(that)he had been going to school every day.

He said(that)he would go to school every day.

He said(that)he is going to school every day.

He said(that)he was going to school every day. Indirect Speech

He asked me if I went to school every day. He asked me where I went to school.

He said to go to school every day. Indirect Speech

He says(that)he goes to school every day.

He has said(that)he goes to school every day.

He was saying(that)he went to school every day.

He was saying(that)he had gone to school every day. Indirect Speech could

He said(that)he could go to school every day.

He said(that)he might go to school every day.

He said(that)he might go to school every day.

He said, (that)he must go to school every day.

He said(that)he had to go to school every day.

He said(that)he should go to school every day.

He said(that)he ought to go to school every day.