高中英语Unit5《Surprisesatthestudio》-grammar教案牛津上海版S1A.doc

PAGE 中华资源库： 中华资源库： Chapter5.Surprises at the studio-Grammar 一、章节分析（language section ） （一）综述 直接引语是直接引述别人的原话。间接引语用于转述他人的话，包括转述问题、请求、命令、指示和事实等。间接引语通常用从句来表示。 （二）目标 掌握用间接引语来陈述事实，或问题或请求和指示。 （三）重点和难点 直接引语到间接引语的转换时，注意人称，时态，状语，动词和指示代词相应的变化，还要注意引导词以及谓语动词的选择。 二、教学设计（Teaching Designs） 教学内容 教学实施建议 教学资源参考 Lead –in 通过一个具体的情景引入该语法项目的教学，让学生明白间接英语使用的场合和功能。 具体处理这部分内容的建议以及相关的背景见[链接1]。 presentation 这是本课的主体部分，要体现该语法的语用功能,包括 教师可以设计具体的语境帮助学生理解语法规则。 教师可以提供具体的例句。 通过提供更多的语境来培养学生中加深对该语法的理解，完成课本中的相关练习。 学生掌握如何用间接引语陈述事实和问题，以及请求和指示。 相关的建议和练习见[链接2]。 《牛津英语一课一练导学与测试》P77-78 《牛津英语教学参考》PT 78 《高中英语强化训练》P198 Production 这是该语法拓展部分活动，目的是让学生学会在交际中和书写中正确的使用间接引语，可以设计成任务型活动。 [链接3]中提供了一个处理该部分内容的教案或课件。 [链接1] 说明： 以情景自然的引入该语法现象，让学生不仅理解该语法的形式，并且体会该语法的语用功能。 1 让学生先看课本上的两张图片，然后教师提问 “You want to tell the boss what Tim said. What would you say?”，并引出教学内容间接引语。There are two ways of doing this: You can repeat Tim’s words (direct speech). Tim said “We need another contestant.” Or you can use reported speech. Tim said that they needed another contestant. 2 给学生更多富有情境性的例子，让学生体会，比较两种引语的不同，找出规律。学生会得出结论：时态不同，结构不同（使用引号） You met Judy. Here are some of the things she said to you in direct speech: ‘My parents are very well.’ ‘I’m going to learn to drive a car.’ ‘John has given up his job.’ ‘I can’t come to the party on Friday.’ ‘I want to go away for a holiday but I don’t know where to go.’ ‘I’m going away for a few days. I’ll phone you when I get back. ’ Later you tell somebody what Judy said. You use reported speech: Judy said that her parents were very well. She said that she was going to learn to drive a car. She said that John had given up his job. She said that she couldn’t come to the party on Friday. She said that she wanted to go away for holiday but (she) didn’t know where to go. She said that she was going away for a few days and would phone me when she got back. [链接2] 说明： 让学生独立的分析比较，找出语法形式转换的规律。 1让学生阅读和分析A1, 归纳出时态变化的规律,注意转述时所用的动词。 Am/is was are—were willwould have/hashad can could do /doesdid Madehad made wa