Learning about Language课堂实录【3】

教学设计方案

课题名称：

Direct and indirect speeches 姓名：

学科年级：

一、教学内容分析

本课主要是复习unit1的语法现象——直接英语与间接引语。本课也是对课文语法内容的总结，由转述课文的语言内容自然的引出本课的重点学习内容。在本单元的语言学习中起到了重要的作用。

二、教学目标

1. 知识目标：The students are asked to master the Grammar: Direct Speech and Indirect Speech 2. 能力目标：

Integrating Skill: Learn to use direct speech and indirect speech Summarize the rules of Direct Speech and Indirect Speech. 3. 情感目标：Oral practice: Manipulate oral practice relevant to grammar 三、学习者特征分析

高中三年级的学生已经在英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。我所教的班级学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证差生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。本节课可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。

四、教学过程

张义肖

高二

工作单位：

教材版本：

河北无极中学

人教新课标

1

教学过程

流程图

Lead in 导入

Group work 小组活动

Grammar 语法介绍

Present 集中呈现

Observe 观察对比

Analyse 分析讨论

Summarize 归纳整理

Practise 巩固练习

Exercise I

Exercise II

Pair work Homework 作业

Step 1

Lead in （5 minutes）

Group work to introduce what is direct speech and indirect speech. Three students a group. One says something, one asks, the third told the rest students what they said.

(设计目的及思路：小组活动，教师在语境中呈现语法现象，以帮助学生在真实或仿真语境中首先直观感受所要学习的语法现象，然后直接呈现语法的概念。让学生明白本节课所要学习的内容及重点。) 2

Step 2

Grammar（15 minutes）

1. Present Now let’s look at these sentences on the screen. Can you find the difference between direct speech and indirect speech? 2. Observe Ss try to find the difference between direct speech and indirect speech. 3. Analyse Ss discuss by themselves. Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.

4. Summarize T: Quite right. Look at the form on the screen. These are the rules.

（设计目的及思路：采用集中呈现——观察对比——分析讨论——归纳总结的步骤，总结出语法规则。由浅入深，由感性认识到理性思考了解，为下一步的语法规则的呈现做好充分的准备。学生从观察到分析，小组合作讨论，引起他们的学习兴趣，改变了以往的传统语法讲解。）

一、直接引语变间接引语的三种句型

直接引语

间接引语

引导的

陈述句

that 宾语从一般疑问句

Whether/if 句

特殊疑问句

原连接代词（副词）

例如：1陈述句

She said to me, “I’m very upset these days because of my studies.”

She told me that she was very upset those days because of her studies.

2 一般疑问句

“Do you have enough time to walk your dog?” My friend asked me.

My friend asked me if I had enough time to walk my dog.

3 特殊疑问句

“What did you suffer on the journey?” He asked.

He asked what I suffered on the journey. 二、直接引语变间接引语的四种变化

（一）、人称

由直接引语变间接引语时，从句的主语人称要遵循一随主、二随宾、第三人称不更新的原则。

①直接引语的主语是第一人称变为间接引语时要和主句的主语保持一致。

②如果直接引语的主语是第二人称变为间接引语时要与主句的宾语保持一致。

③如果直接引语的主语是第三人称变为间接引语时，人称不变。

（二）、语序

直接引语为一般疑问句或特殊疑问句时，间接引语要变为陈述句语序。

如：“How can you do that?” Mary said to Ann.

Mary asked Ann how she could do that. （三）、时态

1. 直接引语变为间接引语时，如果主句中的谓语动词是一般现在时或一般将来时，则间接引3

语从句的时态保持不变。

2.如果主句的时态是一般过去时，从句的时态则应是与主句时态相应的过去时态。

一般现在时——

一般过去时

现在完成时——

过去完成时

现在进行时——

过去进行时

一般将来时——

过去将来时

一般过去时——

过去完成时

（四）、指示代词、时间、地点状语、动词

由直接引语转变为间接引语,下列代词、形容词、副词、动词等可能要变化

直接引语

间接引语

this that these those now then ago Before/earlier today that day tomorrow the next/following day the day after

in two days’ time

tomorrow

yesterday the day before last night the night before the day

before yesterday two days before/earlier

come go here there

（设计目的及思路：在屏幕上呈现语法规则，要简单明了，易懂好记。突出本课的重点：直接引语变间接引语的三种句型——陈述句、一般疑问句和特殊疑问句，以及所要注意的四种变化——人称、语序、时态和指示代词、时间、地点状语、动词。让学生记住“三种句型、四种变化”。）

Step 3 Practice(23 minutes) Exercise I Please change the following direct speech into indirect speech and indirect into direct. 1.

“I don’t know the address of my new home,” said Anne.

2.

“I’ve got tired of looking at nature through dirty curtains and dusty windows,” Anne said to her father. 3.

“I need to pack up my things in the suitcase very quickly,” the girl said.

4.

“Why did you choose your diary and old letters?” her father asked her.

5.Mother asked her if /whether she was very hot with so many clothes on. 6.Margot asked her what else she had hidden under her overcoat. 7.Anne asked her father when they would go back home. 8.Father asked Anne why she had talked so much to that boy. Exercise II 1. [1985] Can you tell me____? 4

A. who is that gentleman

B. that gentleman is who

C. who that gentleman

D. whom is that gentleman 2.[1988] They want

to know _____ do to help us .

A. what can they

B. what they can

C. how they can

D. how can they

3. [1990] Can you make sure _____ the gold ring ?

A. where Alice had put

B. where had Alice put

C. where Alice has put

D. where has Alice put

4. [1998] I asked my lawyer _____ say in court.

A. what I should

B. what should I

C. how I should

D. how should I

III Pair work. T: Turn to Page 5. One of you will be a child and the other the grandmother. The grandmother is listening to a weather report with her grandchild. Try to use indirect speech in your dialogue.

Beijing rain 16℃-24℃

Shanghai cloudy

23℃-28℃

Guangzhou sunny

Chongqing foggy

Changchun overcast

26℃-33℃

22℃-30℃

12℃-22℃

GM: What’s the weather in Beijing tomorrow? I can’t hear the man clearly on the TV.

GC: That’s all right, I can help. The man said…

GM: What did he say about Shanghai? GC: …

（设计目的及思路：先呈现解题步骤，教给学生做题的方法，增强了做题的效率。然后角色扮演，引导他们在运用语言完成交际任务中了解和掌握语法的表意功能。练习由浅入深，增加了趣味性。）

Step 4

Summary and Homework（2分钟）

Write a dialogue about the conversation between the grandmother and the child.

5

（设计目的及思路：把以上的对话课后记录下来，一来弥补课堂上时间上的欠缺，可以让在课堂上来不及表现的学生以写作的形式呈现给教师，让教师掌握全体学生的学习情况。二来在课后继续巩固对本课重点的练习。）

五、教学策略选择与信息技术融合的设计

教师活动

预设学生活动

设计意图

采用集中呈现——观察对比——分析讨论——归纳总结的步骤，总结出语法规则。由浅入深，由感性认识到理性思考了解，为下一步的语法规则的呈现做好充分的准备。学生从观察到分析，小组合作讨论，引起他们的学习兴趣，改变了以往的传统语法讲解。）

先呈现解题步骤，教给学生做题的方法，增强了做题的效率。然后角色扮演，引导他们在运用语言完成交际任务中了解和掌握语法的表意功能。练习由浅入深，增加了趣味性。）

六、教学评价设计

评 价 内 容

评 价 等 级

评价目的

Ss try to find the difference between direct speech and Now let’s look at these indirect speech. sentences on the screen. Can you Ss discuss by themselves. find the difference between direct Ss: sentence structures, speech and indirect speech? tenses, pronouns, adverbials of time and place and verbs should

be changed.

Please change the following direct speech into indirect speech and indirect into direct.

Ss discuss by themselves.

优（5）

良（4）

中（3）

我能认真听老师讲课， 听同学发言。

遇到我会回答的问题都 主动举手了。

发言时声音响亮

6

能否认真专注

能否主动参与

能否自由表达

能否善于合作

我能积极参与小组讨论

活动，能与他人合作？

善于思考，并能有条理 地表达自己不同的看法。

我会指出同学错误的解 答

我能常得到老师的表 扬、同学的赞赏。

我能流利、有感情地朗 读课文

我已养成良好的写批注 的阅读习惯

我能展开丰富的想像理 解课文内容。

我在学习的过程中感到 快乐。

最欣赏哪个同学的表现 呢？为什么？

是否兴趣浓厚

是否富于想像

能否独立思考

能否自由表达

是否欣赏自我

是否敢于否定

能否独立思考

我还有与这节课的内容 相关的问题问老师

得分

七、教学课件

三种句型

四种变化

1.人称

2.语序

3.时态

4.指示代词、时间、地点状语、动词

7

直接引语

陈述句

一般疑问句

特殊疑问句

间接引语

that Whether/if 原连接代词（副词）

引导的

宾语从句

8