教學設計

教材分析：第10單元grammar部分。本單元語法是復習學過的一項語法項目：“直接引語與間接引語”的應用。這一課程主要讓學生在原有知識的基礎上，能夠靈活運用直接引語與間接引語，區分特殊用法。

學生分析：這一課時的語法呈現是閱讀課的延續，語法項目又是以前學過的課程，所以學生在接受這一課內容是沒有問題的。教學中的任務能讓不同層次的學生參與進去，讓他們都能享受到用學英語的樂趣。

設計思路：本堂課采用任務型教學途徑，任務型教學是一種以人為本的，能體現語言價值的，先進的、有效的教學途徑。學生帶著任務學習，在完成任務的過程中逐漸生成的知識，形成的技能。本課將通過任務型教學，努力達到課堂活動目的。

四、教學目標：1總結出直接引語與間接引語的轉換規律

2 熟練掌握直接引語與間接引語的應用

五、教學實施過程

Step1 Lead-In

T: Today is Christmas Day.Do you receive any presents? I received two cards last night.I was deeply moved.Thank you very much! I’m very happy.So I want to share happiness with you.I want to make you happy,too! So let’s enjoy a joke together.

(show the joke on the screen)

T:Do you think it is funny? Is it interesting?

Ss:Yes./No.

T:(yes)I’m so happy that I can make you happy.(no)I’m sorry to hear that.I try to make you happy,but I failed.Anyway I’ll make you happy next lesson.

(當日上課是圣誕節，賀卡倒入使學生盡快進入狀態，給學生展示一段英語笑話，引出直接引語與間接引語的例子)

Let me in

Little Mary was in her bedroom when her younger brother knocked on the door.

"Hey! Let me in," he shouted."I can't let you in because I'm in my nightgown

(女睡衣） and mama says it isn't right for little boys to see little girls in their nightgowns!"

Her little brother thought about this for a moment, then turned to walk away, when Mary called out from her room. "You can come in now! I took it off!"

T: There are some sentences underlined.What kind of speech are they?

Ss: Direct Speech

T: How to change it into Indirect Speech? Who can change it?

(ask some students to do it)

(讓學生回答，整體開始回憶)

T:Good!(can correct some errors)We have learnt Direct speech and Indirect Speech before.Do you still remember the rules?

Ss:Yes./A little.

T: Greet! Today I don’t want to teach you the grammar as a new knowledge.It’s your turn to tell me the rules.You are teachers,I’m a student.

Step2 Task 1

T: I’ll devide you into four groups.The student who give us a rule can win one apple for his/her group.At last, the group who gets the most apples will be the winner. You can discuss with each other and find out the rules.Are you clear?

Ss:Yes!

（給學生5分鐘時間，這是小組搜集整理資料，討論，學生通過討論集體合作完成任務，是自我發現探索過程。讓學生自我尋找問題的解決途徑，并且是在教師沒有直接灌輸知識的情況下，學生很高興自己尋找。在這幾分鐘里，平時最不愿意學英語的學生都參與進去，因為對他們來說，尋找材料獲得信息較有成就敢。采取任務型方法，小組討論競賽的方式。）

Step3 Competition

T: Now, Let’s begin! You can stand up by yourself.

Ss:….

T: Don’t say sth as others.Say some different things.(if students say something wrong,I will act as a student to ask some questions to make them think clear.Draw some pictures.)

學生在這一過程中充分展示自己，不但總結出以往學過的一些規律，還提出一些自己在做練習時發現的規律。例如：直接引語在變成間接引語的過程中，反問句的變法用連接詞“whether”或“if”比較好。對于人稱的轉換也在討論中清晰起來。更值得高興的是，學生在時間狀語的轉換上發現了我忽略的問題，也是很多參考資料里以及題目中沒有出現的。對于“the day before yesterday”由直接引語變間接引語怎樣推。變成“two days before”還有學生根據以往做題的錯誤得出結論，連接詞“that”不用最保險，要用“whether”不用“if”。

分析：研究性學習目的之一是促進學生形成積極的學習態度和良好的學習策略，培養創新精神和實踐能力。認知學習理論認為：知識習得的關鍵是理解，而理解的實質是學生弄清新舊知識的關系，形成認知結構。上述“先呈現、總結規律、形成知識網絡”的活動促進了理解，鞏固了知識，是一有效的學習策略；而“簡化復雜的知識點巧妙記憶所學內容”的活動是一種認知策略的學習，學會這種策略對學生今后的各科學習影響巨大，終生受用。從效果來看，兩種記憶方法雖略顯粗糙，但已是學生積極思維的結晶，迸射著創新精神、實踐能力的火花。且學生討論的氣氛、笑聲、表情、拍手擁抱等動作無不體現出探究過程中的情感體驗，促使其形成積極主動的學習態度。我觀察到平時最不喜歡聽講的學生也積極投入到競賽中，集體榮譽感得到提升。

Step4 Summary

T: You are all good teachers! You did a good job.I just want to have a brief summary.

(展示出總結好的規律，并結合學生總結的規律，使學生知識形成系統)

T:Now which group is the winner?Don’t give up,we’ll have other competitions.It is not the final result.

Stet5 Practise

T: Direct speech and Indirect Speech are quite useful in our daily life.We can use them everywhere.There is a dialogue between two drunken men.Let’s enjoy the flash and find out how they use Direct speech and Indirect Speech。

A:So which part of the city are you from?

B:Pardon?

A:I asked which part of the city you were from.

B:Oh, I live at No.250 Park Street.

A:No.250 Park Street? Me too.

B:Let’s drink to this.

A:So, are you married?

B:Sorry I didn't quite hear you.

A:I asked if you were married.

B:Oh, not yet.

A:Me neither. Let’s drink to this.

B:So, when were you born?

A:I beg you pardon?

B:I asked when you were born.

A:I was born on April 1, 1988.

B:Me too. That’s incredible! Let’s drink to this.

(這是呈現的過程，呈現對話目的是讓學生能夠理解并完成下一步的練習。)

T: Now you know how to use Direct speech and Indirect Speech. There are two other pictures. You can imagine what they are saying and make a dialogue with your partner. You must use some Indirect Speech sentences. The more sentences you use, the more apples you will get.Are you with me? Let’s go!

(Teacher can explain that Direct speech and Indirect Speech can be used to ask for help.For example,in the class,the boy can’t follow the teacher.)

(學生討論準備對話，教師參與，給學生幫助)

T: Stop!Which group want to be the first? Good, please.

Ss:……

T: How many Indirect Speech sentences do they use?

T:Wonderful! Now which group is the winner? Congratulations!

(學生在對話設計與操練上表現出創造性，對本堂課的語法操練也很到位，受這堂課設計風格的影響，學生編寫的對話也都很幽默，整個課堂氣氛再一次進入高潮。許多學生下課鈴響了還要進行表演，意猶未盡。)

Step6 Summary and Homework

T: Today we have reviewed the using of Direct speech and Indirect Speech. After class you must practice them.

Homework:P141Grammar.P68 Grammar.

反思：在這堂課準備之初，我對于上這堂課很沒有把握。放手學生解決問題到底學生能不能接受？學生的潛力到底有多大？在備課時，我要對各種可能出現的情況準備策略，備學生要很仔細。語法本身就是學生的薄弱環節，單純的灌輸學生只是記憶，沒有自我探索，發現解決問題印象深刻。這一次嘗試讓學生體會到學習英語的快樂，即使最枯燥的語法也可以很簡單地學會。一開始學生很不習慣，不知道從何說起。隨著競賽活動的開展，學生漸漸投入到這種上課狀態中，不但把自己平時對該語言點的誤解講出，也發現許多新問題。我在學生的探索過程中充當引領者的角色。學生的探索也有錯誤，生硬指出錯誤會打消學生積極性，因此我在學生說出錯誤觀點時，引領其他學生思考提出問題，辯論，逐漸進入正確的思維軌道上。從學生的練習中我發現，學生用這樣的學習方式掌握的知識更扎實，理解的更深刻。學生通過這堂課能夠體會到自我學習的快樂，培養自我學習的能力。

當然，這堂課也有缺憾。如一開始學生并不適應這種方式，氣氛沉悶，不敢參與，耽擱時間，影響后面任務完成。再者學生從學習資料中獲得的信息紛繁復雜，自己又不懂得整理，學習任務量過大，收效不見得好。這種探究花費時間多，課堂容量小。課堂紀律也不好控制。

新的方式總有漫漫實踐的過程，這種方法很能培養學生學習的自主性，自覺性，培養學生養成動腦動手的習慣，開拓思維。而且喚醒了他們的競爭意識，對教師提出更高要求，有利于教師自身素質的提高。