Module 1 Unit 1 Friendship—Grammar(56542)-英语教育-(186)-21英语网

1.Teaching content:

Direct speech and indirect speech.

2.Teaching objective:

After this lesson, students will be able to report others’ words using indirect speech in oral and written work.

3.Teaching steps:

Step 1 Warming up

（1）Let students watch a cartoon. Students pay attention to how the reporter reported the actress’s words and write down the sentences on the worksheet.

（2）Ask students to share their answers and report to the class.

（3）Introduce the grammar item: indirect speech.

Step 2 Observation and discovering

（1）Ask students to read Observation 1 and try to identify the sentences using direct speech or indirect speech. Ask students to do some exercise.

Observation 1:

“I don’t want to set down a series of facts in a diary,” said Anne. (direct speech)

Anne said that she didn’t want to set down a series of facts in a diary. (indirect speech)

“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.

（2）Let students find out the basic changes that should be made while reporting people’s words in indirect speech. List the changes on the blackboard.

（3）Ask students to read Observation 2 and do some exercise. Let them report the answer and figure out the rules of changing tenses while using indirect speech. List the rules on the blackboard.

Observation 2:

“My parents are very well,” says Tom.

Tom says that his parents are very well.

（4）Ask students to read Observation 3 and do some exercise. Let them report the sentences in indirect speech and find out what changes should be made about the adverbials while using indirect speech. List the changes on the blackboard.

Observation 3:

“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.

Anne said, “I haven’t written my diary today.”

Anne said that she hadn’t written her diary that day.

（5） Ask students to read Observation 4 and do some exercise. Let them report the answer and point out the connecting words while reporting yes/no questions in indirect speech.

Observation 4:

“Does a friend always have to be a person?” the writer asks us.

The writer asks us if/whether a friend always has to be a person.

（6）Ask students to read Observation 5 and do some exercise. Let them report the answers and find out what necessary changes should be made about the verbs in the main clauses while using indirect speech.

Observation 5:

He said, “Are you interested in English?”

He asked (me) if I was interested in English.

She said, “Who did you see last night?”

She asked (me) who I had seen the night before.

（7） Ask students to summarize other necessary changes while reporting people’s words in indirect speech. List the rules on the blackboard.

（8） Ask students to read the two tables on page 88 of Students’ Book and review the changes.

Step 3 Practicing: reporting game

（1）Divide the students into groups of four. All the group members stand in a line. Give the first student of each group a piece of paper. Ask the students to report the information on the paper one by one using indirect speech. The last student of each group must write down the information on another piece of paper and hand it in. The group who does the work quickly and gets most accurate information wins. Each group reports their information and corrects the mistakes.

（2）Group work. Ask each group to choose one situation from the four given letters and try to retell the information in the letter in indirect speech.

Step 4 Application

（1）Ask students to look at the pictures on their worksheet and read the words in bubbles, which are some messages from the callers. Let students use indirect speech to report all the messages and finish the note to mother.

（2）Let students swap their writing and check the answers.

（3）Show a student’s writing to the whole class and ask the other students to help improve it.

Step 5 Consolidation

Review direct speech and indirect speech.

Step 6 Assignment

Ask students to read the Job Interview on the worksheet and write a letter to a pen pal about an imaginary interview using indirect speech to report interviewer’s questions.

专家点评

《英语课程标准》核心组成员、特级教师孟雁君

我们可以从教学设计和教学理念两个方面来看张锦明老师的这节语法课。

首先从教学设计上，张老师的教学流程可分为五个环节:情景感知→识别辨认→观察、探究、归纳→练习、感悟、内化→实践、应用、做事。各个环节层次分明，分别沿着教学主线发展，而且上一个环节为下一个环节的进行做好了的铺垫。在情景感知的过程中，通过播放有关直接引语和间接引语的片段，让学生感知该语法现象及其在生活中的运用。第二个环节要求学生读例句，从结构上识别、辨认直接引语和间接引语。第三个环节要求学生通过观察语法句子，研究探讨句子里的语法现象，自己总结出语法规律。该环节设计了多个观察发现的活动。其实，直接引语转变为间接引语尽管不难，但比较复杂，需要变换的点比较多，而且和我们的母语有所不同，因此学生缺乏相关意识。这个环节就是要帮助学生建立这种意识。第四个环节主要是让学生通过练习，感悟语言规律，内化语言知识。最后一个环节要求学生完成来电记录，用间接引语向他人转达来电信息。这个任务则是要求学生用语言完成语言任务,让学生实现目标。

从教学理念上，张老师的课还体现了三个重要的教学理念。第一、以做事情为目标。第二、关注学生的学习途径。第三、注重学习过程。学习活动安排在各个环节，为帮助学生达到用所学语言做事情的目标而服务。

（根据孟雁君老师评课录像整理）