高中英語-Unit1-Friendship-Period-4-Grammar優(yōu)秀教師版教學(xué)案-新人教版必修1

PAGEPAGE7用心愛心專心Unit1FriendshipPeriod4Grammar(DirectSpeechandIndirectSpeech(Ⅰ)整體設(shè)計從容說課Thisisthefourthteachingperiodofthisunit.Totestwhetherthestudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thisteachingperiodisagrammarlesson.ThestudentsareexpectedtomakeclearthedifferencesbetweenDirectSpeechandIndirectSpeechandgraspthemainusagesoftheminthisperiod.Studentsoftenfeelgrammarveryabstractandboring,soitisnecessarytomaketheclasslivelyandinteresting.Examplesentencesandgrammarsummaryshouldbecarefullydesignedsoastomakeiteasyforstudentstounderstandandaccept.Inthislesson,wewillfirstofferasupposedsituationandmakethestudentslearnaboutthedifferencesbetweenDirectSpeechandIndirectSpeech.ThesituationmakesstudentsknowthatwhentalkinginourdailylifesometimeswehavegottouseDirectSpeechandsometimeswealsoneedtouseIndirectSpeech.Thisistohelpthemtohavethesensetoconnectgrammarformwithrealsituationsinourdailylife.Ifwewanttoexpressourselvesclearlyandcorrectly,weshoulduseaproperformoflanguage,otherwiseotherscan’tunderstandus.Thatiswhyitisnecessaryforustohavesomeknowledgeingrammar.Lateron,we’llshowandexplaintherulesofthesegrammaritems,thatistosay,tomakethestudentsknowhowtochangeDirectSpeechintoIndirectSpeechandIndirectSpeechintoDirectSpeech.ThenaskthemtodoexercisesinDiscoveringusefulstructures,LearningaboutlanguageonPage5.Itwillmakethestudentsfurtherknowaboutthedifferencesandgrasptheusages.Thisalsocanhelpthestudentsconnectgrammarruleswithproperlanguageformssoastomakegrammarruleslessabstract.ThenwewillaskthestudentstodoExercise1inUsingstructuresonPage42.Ifthestudentshavedifficulty,helpthemandchecktheirmistakeswiththehelpofthegrammarrules.Tellthestudentsnotjusttolearnsomesimplegrammarrulesbuttolearnandusetheminpracticalsituations.Forexample,myfriendsays,“Iwillcomeheretomorrow.”IfusingIndirectSpeech,youcanexpressitinmanydifferentways.1.Ifatthesametimeinthesameplace,youshouldsay:Myfriendsaysshe(he)willcomeheretomorrow.2.Ifthetimehaschangedandstillinthesameplace,youshouldsay:Myfriendsaidshe(he)wouldcomeherethenextday.3.Iftheplacehaschangedandthetimeisstilltoday,youshouldsay:Myfriendsaidshe(he)wouldgotheretomorrow.4.Ifboththetimeandtheplacehavechanged,youshouldsay:Myfriendsaidshe(he)wouldgotherethenextday.5.Ifboththetimeandtheplacehavechanged,theothershouldsay:He(She)saidhe(she)wouldgotherethenextday.Ifstudentslearnthegrammarthisway,itiseasierforthemtograsp.教學(xué)重點SummarizetherulesofDirectSpeechandIndirectSpeech.教學(xué)難點Getthestudentstolearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.教學(xué)方法Discussing,summarizingandpracticing教具準(zhǔn)備Aprojectorandothernecessaryteachingtools三維目標(biāo)Knowledgeaims:GetthestudentstolearnandgrasptherulesofDirectSpeechandIndirectSpeech.Abilityaims:Getthestudentstobeabletousetherulestoexpresstheirmeaningsandretailothers’correctly.Emotionalaims:1.Getthestudentsnottobeafraidofgrammarlearning.2.Getthestudentstodeveloptheirsenseofgroupcooperation.教學(xué)過程→Step1Revision1.Checkthehomeworkexercises.2.Haveadictationtowritesomeimportantwordsandexpressions.Suggestedwordsandexpressions:upsetignoreconcernloosecheatreasonsharenaturethunderentirelygothroughhideawaycalmdownsetdowngrowcrazyaboutonpurposefacetofaceaccordingto3.Translatesomesentencesusingthepatternswehavelearned.Suggestedsentences:1）為了上課不遲到，他七點鐘就出發(fā)了。(inorderto)2）小明昨天沒來上學(xué)確實是因為生病了。(Itis...that...)3）這小房間里太鬧。(fartoomuch)4）那是我第一次到北京。(Itis/wasthefirst/secondtime/that...)Suggestedanswers:1）Inordernottobelateforclass,hesetoffatseveno’clock./Hesetoffatseveno’clockinordernottobelateforclass.2）ItisbecausehewasillthatXiaomingdidn’tcometoschool.3）Thereisfartoomuchnoiseinthesmallroom.4）ItwasthefirsttimethatIhadbeentoBeijing.→Step2Lead-inTelltheclass:Inthelastlesson,welearnedAnneFrank’sstory.Sheistelling（2)直接引語是客觀事實、真理、規(guī)律等，變成間接引語時，時態(tài)不變。Theteachertoldhisstudents,“Theearthgoesroundthesun.”→Theteachertoldhisstudentsthattheearthgoesroundthesun.（3)直接引語變間接引語時，指示代詞、時間狀語、地點狀語等要作相應(yīng)的變化。Hesaid,“Ihaven’tseenmydaughtertoday.”→Hesaidthathehadn’tseenhisdaughterthatday.注意：如果轉(zhuǎn)述時就在原來的地方，就在說話的當(dāng)天，就沒必要改變指示代詞、時間狀語、地點狀語等。時態(tài)變化規(guī)律表直接引語間接引語一般現(xiàn)在時一般過去時現(xiàn)在進(jìn)行時過去進(jìn)行時一般將來時過去將來時一般過去時過去完成時現(xiàn)在完成時過去完成時過去完成時過去完成時現(xiàn)在完成進(jìn)行時過去完成進(jìn)行時一些常用詞變化規(guī)律表直接引語間接引語指示代詞thisthatthesethose時間狀語nowthentodaythatdaytomorrowthenext(following)daynextweek/month/...thenext(following)week/month...yesterdaythedaybeforelastweek/month/...theweek/month/...beforethreedays/months/...agothreedays/month/...thisweek/month/...thatweek/month...地點herethere動詞comegoOption:如果學(xué)生基礎(chǔ)較好，語法部分也可用英語講解。1.DirectSpeechIndirectspeech,theoriginalspeaker’sexactwordsaregivenandareindicatedbyquotationmarks.“Idon’tknowwhattodo,”saidTom.Insomegrammarbooks,“saidTom”isreferredtoasareportingclause.“Idon’tknowwhattodo,”isreferredtoasthereportedclause.2.IndirectSpeechInindirectspeech,theexactmeaningofthespeaker’swordsisgiven,buttheexactwordsarenotdirectlyquoted.Tomsaidthathedidn’tknowwhattodo.Toconvertdirectspeechintoindirectspeech:Ifthemainverbispasttense,presenttenseverbsin“thatclause”mustalsobechangedtopasttense.Tomsaidthathedidn’tknowwhattodo.Firstandsecondpersonpronounsmustbechangedtothirdpersonpronouns.Tomsaidthathedidn’tknowwhattodo.(Theword“that”canoftenbeleftout:Tomsaidhedidn’tknowwhattodo.)3.IndirectQuestionsThesamerulesapplytoindirectquestionsastoindirectstatements.Thedifferenceisthatawh-clauseisusedinsteadofathatclause.Directquestion:“DidDick’shorsewinaprize?”O(jiān)wenasked.Indirectquestions:Owenaskedwhether/ifDick’shorsehadwonaprize.Directquestion:“Whywon’tyoumarryme?”askedDonald.Indirectquestion:Donaldaskedherwhyshewouldn’tmarryhim.﹡Intellingastoryorrecountingevents,aspeakerusingdirectspeechhasalltheresourcesofintonationtoproducealivelyaccount.Becauseindirectspeechisalwaysreportedbysomeoneelse,theaccountismorereservedandrestrained.“Whatshallwedo?”askedMary.“Don’tworry,Mary,”saidDick,“I’vegotaplan.”MaryaskedDickwhattheyshoulddo.Hetoldhernottoworryandthathehadgotaplan.﹡Theabilitytochangedirectspeechintoindirectspeechisausefulskillforthoseengagedintakingtheminutesofameetingorreportingonevents.Directspeech:“Firstofall,Iwouldliketothankeverybodywhohelpedwiththefair.Theresultswereverygood,andwewillnowbeabletobuytwomorecomputers.”Indirectspeech:Theprincipalsaidthathewouldliketothankeverybodywhohadhelpedwiththefair.Heannouncedthattheresultswereverygoodandthattheschoolwouldnowbeabletobuytwomorecomputers.→Step4Practice(Discoveringusefulstructures)GetthestudentstoturntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.1.“I’mgoingtohidefromtheGermans,”Annesaid.2.“Idon’tknowtheaddressofmynewhome,”saidAnne.3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.5.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.7.Margotaskedherwhatelseshehadgot.8.Anneaskedherfatherwhentheywouldgobackhome.9.Anneaskedhersisterhowshecouldseeherfriends.10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.→Step5CorrectingmistakesAnalyzethecommonmistakesstudentshavemadeduringthepractice.Letthestudentslookatthescreenandpayattentiontothesesentences.Thenchoosetherightsentenceandmakeitclearwhytheotheroneiswrong.→Step6AgamePlayaguessinggame“whoismysecretfriend?”O(jiān)nestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:Canyourfriendspeak?Whatdoeshe/sheweartoday?Ishe/shetallorshort?Whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...→Step7WorkbookDoExercise1inUsingStructuresonPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Iftimedoesn’tpermit,declareitashomework.Suggestedanswers:AnnesaidthattheywentquicklyupstairsandintothehidingplacewhentheyarrivedatPrinsengracht.Shesaidthattheyclosedthedoorbehindthemandtheywerealone.Shesaid(that)Margothadcomefasteronherbicycleandwasalreadywaitingforthem.Shesaid(that)alltheroomswerefullofboxesandtheylayonthefloorandthebeds.Shesaid(that)thelittleroomwasfilledwithbedclothesandtheyhadtostartclearingupatonce,iftheywishedtosleepincomfortablebedsthatnight.Annesaid(that)hermotherandMargotwerenotabletohelp.Shesaid(that)theyweretiredandlaydownontheirbeds,butherdaddyandshe,thetwo“Helpers”ofthefamily,startedatonce.Annesaid(that)theyunpackedtheboxes,filledthecupboardsandtidiedthewholeday,untiltheywereextremelytired.Shesaidtheydidsleepincleanbedsthatnight.Shesaidtheyhadn’thadanywarmfoodtoeatallday,buttheydidn’tcare.Annesaid(that)hermotherandMargotweretootiredandworriedtoeat,andherdaddyandsheweretoobusy.→Step8Homework1.FinishofftherelatedWorkbookexercises.2.ReviewandgrasptherulesofDirectSpeechandIndirectSpeech.板書設(shè)計Unit1FriendshipGrammarDirectSpeechandIndirectSpeechDirectSpeechIndirectSpeech1.Marysaid,“Iamveryhappytohelpyou.”Marysaidthatshewasveryhappytohelpyou.2.Heaskedme,“Doyoulikeplayingbasketball?”Heaskedmeif/whetherIlikedplayingbasketball.3.Mysisteraskedme,“Whatdoyouthinkofthefilm?”MysisteraskedmewhatIthoughtofthefilm.4.Theteachertoldhisstudents,“Theearthgoesroundthesun.”Theteachertoldhisstudentsthattheearthgoesroundthesun.活動與探究Getthestudentstoworkingroupsoffouroutofclassanddesignaquestionnairetofindoutwhatkindoffriendsyourclassmatesare.Thepurposeofthisactivityistoencouragestudentstothinkindependentlyandactinmattersofimmediateconcernandinterest.Italsocandevelopstudents’designabilityandspiritofcooperation.SamplequestionnaireDirections:Thisquestionnairehasfourquestions.Eachquestionisfollowedbythreepossibleanswers.Pleasereadthequestions,andthenconsiderwhichresponsefitsyoubest.Questions:1.WhyamIclosefriendswiththispersonnow?A.Becausehe/sheissomeoneIreallyenjoysharingemotionsandspecialeventswith.B.BecausemyfriendwouldbeupsetifIendedtherelationship.C.Becausebeingfriendswithhim/herhelpsmefeelimportant.2.WhydoIspendtimewithmyfriend?A.Becausemyfrien